Re-Envisioning Literacy in a Teacher Inquiry Group in a Native American Context

References

• Agbo, S. (2004). First Nations perspectives on transforming the status of culture and language in schooling. Journal of American Indian Education, 43(1), 1–31.
   Google Scholar
• Allington, R. (2006). What really matters for struggling readers: Designing research-based programs (2nd ed.). New York, NY: Longman.
   Google Scholar
• Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology and Education Quarterly, 11(2), 91–115. doi:10.1525/aeq.1980.11.2.05x1874b
   Web of Science ®Google Scholar
• Au, K. (2009). Isn’t culturally responsive instruction just good teaching? Social Education, 73(4), 179–183.
   Google Scholar
• Babione, C. (2014). Practitioner teacher inquiry and research. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa, Canada: Apamuwek Institute.
   Google Scholar
• Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 61–100.
   Google Scholar
• Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York, NY: Teachers College Press.
   Google Scholar
• Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993. doi:10.3102/0034654308323036
   Web of Science ®Google Scholar
• Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17. doi:10.3102/0013189X034007003
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. doi:10.2307/1167272
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43, 161–173.
   Web of Science ®Google Scholar
• Cosner, S. (2011). Teacher learning, instructional considerations and principal communication: Lessons from a longitudinal study of collaborative data use by teachers. Educational Management Administration & Leadership, 39(5), 568–589. doi:10.1177/1741143211408453
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.
   Google Scholar
• Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.
   Google Scholar
• Department of Education. (2009). Race to the top program executive summary. Washington, DC: U.S. Department of Education.
   Google Scholar
• Duffy, G. G. (2005). Developing metacognitive teachers: Visioning and the expert’s changing role in teacher education and professional development. In S. Israel, C. Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning (pp. 299–314). Mahwah, NJ: Erlbaum.
   Google Scholar
• Duffy, G. G., Miller, S. D., Parsons, S. A., & Meloth, M. (2009). Teachers as metacognitive professionals. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240–256). Mahwah, NJ: Erlbaum.
   Google Scholar
• Duncan‐Andrade, J. M. (2004). Toward teacher development for the urban in urban teaching. Teaching Education, 15(4), 339–350. doi:10.1080/1047621042000304475
   Google Scholar
• Fairbanks, C., Duffy, G., Faircloth, B., Ye, H., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161–171. doi.10.1177/0022487109347874
   Web of Science ®Google Scholar
• García, E., Arias, M. B., Murri, N. J. H., & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61(1–2), 132–142.
   Web of Science ®Google Scholar
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. doi:10.1177/0022487102053002003
   Web of Science ®Google Scholar
• Gutiérrez, K. D., Baquedano‐López, P., Alvarez, H. H., & Chiu, M. M. (1999). Building a culture of collaboration through hybrid language practices. Theory into practice, 38(2), 87–93.
   Web of Science ®Google Scholar
• Hardy, I. (2014). In support of teachers’ learning: Specifying and contextualising teacher inquiry as professional practice. Asia-Pacific Journal of Teacher Education, 1–16. Advance online publication. doi:10.1080/1359866X.2014.987107
   Web of Science ®Google Scholar
• Himley, M. (1991). Shared territory: Understanding children’s writing as works. New York, NY: Oxford University Press.
   Google Scholar
• Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (2005). Introduction to methods in community-based participatory research for health. In B. A. Israel, E. Eng, A. Schulz, & E. A. Parker (Eds.), Methods in community-based participatory research for health (pp. 3–26). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Jiménez, R., & Gersten, R. (1999). Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers. American Educational Research Journal, 36(2), 265–301. doi:10.3102/00028312036002265
   Web of Science ®Google Scholar
• Keller, E. (2005). Strategies for teaching science to Native Americans. Retrieved from http://www.as.wvu.edu/~equity/native.html
   Google Scholar
• Klug, B. J., & Whitfield, P. T. (2003). Widening the circle: Culturally relevant pedagogy for American Indian children. New York, NY: Routledge Falmer.
   Google Scholar
• Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, ON: University of Toronto Press.
   Google Scholar
• Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Leland, C. H., & Harste, J. C. (2000). Critical literacy: Enlarging the space of the possible. Primary Voices K-6, 9(2), 3–7.
   Google Scholar
• Lemke, J. L. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic and psychological perspectives (pp. 37–55). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Lin, X., Schwartz, D. L., & Hatano, G. (2005). Toward teachers’ adaptive metacognition. Educational Psychologist, 40(4), 245–255. doi:10.1207/s15326985ep4004_6
   Web of Science ®Google Scholar
• MacGillivray, L., Ardell, A. L., Curwen, M. S., & Palma, J. (2004). Colonized teachers: Examining the implementation of a scripted reading program. Teaching Education, 15(2), 131–144. doi:10.1080/1047621042000213575
   Google Scholar
• May, L. (2011). Animating talk and texts culturally relevant teacher read-alouds of informational texts. Journal of Literacy Research, 43(1), 3–38. doi:10.1177/1086296X10397869
   Web of Science ®Google Scholar
• McCarty, T. L. (2009). The impact of high‐stakes accountability policies on Native American learners: Evidence from research. Teaching Education, 20(1), 7–29. doi:10.1080/10476210802681600
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70. doi:10.1598/RRQ.39.1.4
   Web of Science ®Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–142. doi:10.1080/00405849209543534
   Google Scholar
• National Center for Education Statistics (NCES). (2005). Projection of education statistics to 2008. Washington, DC: National Center for Education Statistics.
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
   Google Scholar
• Nelson, T. H. (2009). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93, 548–580. doi:10.1002/sce.v93:3
   Web of Science ®Google Scholar
• Nelson, T. H., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. The Clearing House, 83(5), 175–179. doi:10.1080/00098650903505498
   Google Scholar
• Nieto, S., Felix, S., & Gelzinis, K. (2002). A life of teaching: Reflections from teachers in an inquiry group. Penn GSE Perspectives on Urban Education, 1(2), 1–30.
   Google Scholar
• No Child Left Behind Act of 2001. (2002). (PL 107–110). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/index.html
   Google Scholar
• Obidah, J. E., & Howard, T. C. (2005). Preparing teachers for “Monday morning” in the urban school classroom: Reflecting on our pedagogies and practices as effective teacher educators. Journal of Teacher Education, 56(3), 248–255. doi:10.1177/0022487105275920
   Web of Science ®Google Scholar
• Parsons, S. A. (2012). Adaptive teaching in literacy instruction: Case studies of two teachers. Journal of Literacy Research, 44, 149–170. doi:10.1177/1086296X12440261
   Web of Science ®Google Scholar
• Parsons, S. A., & Vaughn, M. (2013). Exploring adaptive teaching across contexts: Cross-case analysis of rural and urban educators’ instructional adaptations. Alberta Journal of Educational Research, 59(2), 299–318.
   Google Scholar
• Pease-Alvarez, L., & Samway, K. D. (2008). Negotiating a top-down reading program mandate: The experiences of one school. Language Arts, 86(1), 32–41.
   Google Scholar
• Pella, S. (2011). A situative perspective on developing writing pedagogy in a teacher professional learning community. Teacher Education Quarterly, 38(1), 107–125.
   Google Scholar
• Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi:10.3102/0013189X029001004
   Google Scholar
• Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Rinke, C. R., & Stebick, D. M. (2013). “Not just learning about it but actually doing it”: The evolution of a teacher inquiry culture. Action in Teacher Education, 35(1), 72–84. doi:10.1080/01626620.2012.743443
   Google Scholar
• Schofield, L. (2012). Why didn’t I think of that? Teachers’ influence on students’ metacognitive knowledge of how to help students acquire metacognitive abilities. Kairaranga, 13(1), 56–62.
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2005–2014 Reading Assessments.
   Google Scholar
• Valencia, S. W., Place, N. A., Martin, S. D., & Grossman, P. L. (2006). Curriculum materials for elementary reading: Shackles and scaffolds for four beginning teachers. The Elementary School Journal, 107(1), 93–120. doi:10.1086/esj.2006.107.issue-1
   Web of Science ®Google Scholar
• van den Berg, R., Sleegers, P., & Pelkmans, T. (2002). Research into interventions from a cultural-individual innovation perspective. Studies in Educational Evaluation, 28(2), 147–175.
   Google Scholar
• Vaughn, M. (2014). The role of student agency: Exploring openings during literacy instruction. Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice, 28(1), 4–16.
   Google Scholar
• Vaughn, M. (2015). Adaptive teaching: Case studies of two elementary teachers’ visions and adaptations during literacy instruction. Reflective Practice: International and Multidisciplinary Perspectives, 16(1), 43–60. doi:10.1080/14623943.2014.944143
   Web of Science ®Google Scholar
• Vaughn, M., & Parsons, S. A. (2013). Teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts Journal, 91(2), 81–93.
   Google Scholar
• Vaughn, M., & Parsons, S. A. (Guest Eds.). (in press). Adaptive teaching: Theoretical implications for practice [themed journal issue]. Theory Into Practice.
   Google Scholar
• Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28.
   Web of Science ®Google Scholar
• Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8), 1051–1060. doi:10.1016/j.tate.2009.04.002
   Web of Science ®Google Scholar
• Watanabe, M. (2007). Lessons from a teacher inquiry group about tracking: Perceived student choice in course-taking and its implications for detracking reform. The Teachers College Record, 109(9), 2136–2170.
   Web of Science ®Google Scholar
• Whitfield, P. T., & Klug, B. J. (2004). Teachers as “healers”: 21st century possibility? or necessity? Multicultural Perspectives, 6(1), 43–50.
   Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage.
   Google Scholar
• Zehr, M. A. (2007). Mobility of Native American students can pose challenges to achievement. Education Week, 27(7), 1–14.
   Google Scholar