Challenging Dominant Perspectives and Textual Hierarchies in English and Literacy Teacher Professional Development

Miller, Henry “Cody”; Svrcek, Natalie Sue

doi:10.1080/00098655.2020.1801565

Cited by 6 publications

(2 citation statements)

References 15 publications

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“…Another logistical barrier teachers attempting to implement critical literacy must grapple with is making these new practices work within or in addition to existing curricular materials (Metz, 2021;Miller & Svrcek, 2020). Curriculum, though varying in level of detail, is typically a non-negotiable for most educators.…”

Section: Logistical Barriers That Hinder Critical Literacy Implementa...mentioning

confidence: 99%

“…Even when examined in exemplary classrooms, these practices are often not directly observable as much as they are fluid and fundamental (Ladson-Billings, 1995, p.163). All of this makes targeted professional development for critical literacy challenging, but the issue is exacerbated because so much professional development in general is designed by and for teachers with dominant identities (Miller & Svrcek, 2020). More specifically to this particular body of literature, support is required for critical literacy practices because of the everevolving and sensitive nature of the work and the complexities of incorporating student voice.…”

Section: Critical Literacy Requires More Support Than Traditional Pra...mentioning

confidence: 99%

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Deepening middle school english teachers' understanding of and capacity for critical literacy practices through coach-facilitated professional learning communities

Cinelli

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The purpose of this action research study was to understand and develop school-wide critical literacy practices with middle school teachers. During Cycle 1, students, teachers, and administrators from one school within an urbanized district spoke with the researcher in either interviews or focus groups. Results indicated that in order to implement a culturally-sustaining practice like critical literacy, teachers would need to better understand individual student identities. The results also revealed three ways to achieve this: ensuring meaningful representation within the curriculum, addressing a current lack of student engagement, and removing barriers that reduce adults' focus on instruction. The Cycle 2 action steps involved implementing and facilitating structured collaboration for middle school English teachers focused on critical literacy as part of existing professional learning communities. Additionally, the researcher involved instructional literacy coaches in the process to help prioritize this particular focus on instruction. Findings included literacy coaches' integral role in implementation, protocols' effectiveness as a means to examine concrete examples of critical literacy, and that having a sustained focus allowed for surfacing and addressing misconceptions in a way that moved thinking forward. Lastly, the study found that this kind of collaboration continued to impact participating teachers' instruction after the collaboration had concluded. Implications for the organization include committing to a longterm focus on critical literacy, emphasizing and increasing the use of protocols during professional learning communities, and creating more opportunities for cross-district collaboration. Lastly, as the organization learns and evolves from these recommendations, it is suggested they begin to implement critical literacy practices in other disciplines.

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Section: Logistical Barriers That Hinder Critical Literacy Implementa...mentioning

confidence: 99%

Section: Critical Literacy Requires More Support Than Traditional Pra...mentioning

confidence: 99%

Deepening middle school english teachers' understanding of and capacity for critical literacy practices through coach-facilitated professional learning communities

Cinelli

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“We Can Position Ourselves as Experts”: Teachers Learning to Write and Publish on National Blogs

Miller¹,

Jeter²

2022

Excelsior

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This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs is one way teachers can reclaim their professional knowledge in our current socio-political landscape. Our work has implications for the fields of teacher education, teacher leadership, and professional development.

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Voice and Vulnerability in Composition Instruction

DeHart

2022

Advances in Higher Education and Professional Development

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This chapter explores the author's experiences in writing instruction, from a middle grades (6-8) context in the United States, to experiences in higher education. The author uses the first-person pronoun to indicate a closeness to the work and explores the topic through an initial vignette drawing from instruction with international writers in 2017, followed by an ethnodramatic response to instruction during the COVID-19 pandemic. The chapter concludes with implications and recommendations for practice as well as a final poetic reflection.

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Challenging Dominant Perspectives and Textual Hierarchies in English and Literacy Teacher Professional Development

Cited by 6 publications

References 15 publications

Deepening middle school english teachers' understanding of and capacity for critical literacy practices through coach-facilitated professional learning communities

Deepening middle school english teachers' understanding of and capacity for critical literacy practices through coach-facilitated professional learning communities

“We Can Position Ourselves as Experts”: Teachers Learning to Write and Publish on National Blogs

Voice and Vulnerability in Composition Instruction

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