Laura Beth Kelly

‘We’re a little loud. That’s because we like to read!’: Developing positive views of reading in a diverse, urban first grade

In this formative experiment, we examined interventions in and modifications to literacy instruction in a first-grade classroom with the aim of cultivating a love of reading among the students. Consistent with the design of formative experiments, the teacher established a pedagogical goal of building a love of reading, and throughout the year reflective modifications were made during the literacy block to encourage this love among the students. The participants were part of a diverse urban first-grade class of 28 students in the Southwest United States. The initial intervention included making a broad array of texts accessible to students and frequently discussing the teacher’s and students’ enjoyment of reading. Modifications throughout the year included establishing literary discussion groups, purchasing accessible text sets including many non-fiction books, author studies based on students’ most frequently checked-out books, book spotlights presented by students and a book exchange party proposed by the students. The findings demonstrate that students did in fact develop a positive view of reading as shown through positive talk about books, establishing favourite authors and genres, resisting the end of reading time, choosing to read over other activities and making reading a part of their social interactions.

Compliance and Resistance: Showing Future Teachers How to Navigate Curriculum.

Abstract Teacher educators needing to meet requirements of state licensing bodies and accrediting organizations are in a position similar to that of K-12 teachers: they must adhere to externally imposed standards and curricular requirements while keeping their courses rigorous, interesting, and critical. This article reports results from a self-study exploring (1) how a teacher educator used a state-mandated course with prescribed curriculum to model adhering to the curriculum while also challenging it, and (2) how a teacher educator encouraged critical evaluation of state policy while adhering to the prescribed state curriculum. Drawing from data collected during a pre-service ESL methods course, the key assertion of the study is that it is both possible and desirable to model critical teaching in courses that require strict adherence to standards and may include a prescribed scope and sequence, mandated topics, or time allotment requirements.

The Development of Positive Literate Identities among Emerging Bilingual and Monolingual First Graders.

In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and analyzed the identity work of two students, an English monolingual and a Spanish-English emerging bilingual, who worked to reposition themselves in their classroom community. The participants were part of a diverse, urban, first-grade dialogic inquiry-based classroom in the Southwest. The yearlong study documented students taking up inclusive literacy practices, practices that invited the participation of all students regardless of literacy level or language background, to negotiate positive identities in the literate community. The in-depth qualitative analysis utilized both positive and critical discourse analysis lenses to provide research that not only deconstructs power but also identifies positive ways in which students make room for themselves within academic settings. The use of both lenses led to findings on identity negotiations that provide insight into possibilities for power to be redistributed in positive ways for young children.