Conference Agenda

Below is an electronic version of the Forum program which permits searching the program and reading presentation abstracts. In order to see all Forum presentations and abstracts you will have to be in the “List View” and “Show Presentations”. To manipulate the viewing options, use the beige menu bar directly below. Please Note: If you are in “Table View” you will not be able to see all of the individual presentations within the Group Sessions.

 
Session Overview
Date: Friday, 24/Feb/2017
8:30am
-
9:45am
Breakfast - Friday
Location: GSE Lounge - first floor
10:15am
-
11:30am
10:15 - 11:30 SES-01: Alternative Format Session
Location: GSE 007
 

If College Was Like This, I’d Actually Want to Go

Michael Clapper1, Edward Smith2

1: The Workshop School, United States of America; 2: GSE, University of Pennsylvania, United States of America

10:15 - 11:30 SES-07: Panel Session
Location: GSE 008
 

Ethnography in Action: Experiences from Brazil

 

Presentations of the Symposium

 

Human Technology Versus Digital Technology: Is There a Digital Ethnography?

Carmen Lúcia Guimaraes de Mattos1, Paula Almeida de Castro2
1Rio de Janeiro State University, Brazil, 2Paraíba State University, Brazil

 

Acting and Interacting in Virtual Society: Student Voice About Technology in Brazilian Schools

Adriane Matos de Araujo, Nathalia Masson Bastos
Rio de Janeiro State University, Brazil

 

Invisible Students: "Classroom Effects" of Schools Failure

Nathalia Masson Bastos, Adriane Matos de Araujo
Rio de Janeiro State University, Brazil

 

Doing Ethnography Using "Theater of the Oppressed" as a Means to Understand the Oppressive Lives of High School Students From Mare's Complex in Rio de Janeiro

Igor Frederici Tromboni, Carmen Lúcia Guimaraes de Mattos
Rio de Janeiro State University, Brazil

10:15 - 11:30 SES-08: Linguistic Minorities: How Schooling Shapes Students’ Relationships with Language
Location: GSE 114
 

Ethnography and Life History: Tools For Consciousness Raising

Diane Gerin-Lajoie

OISE, University of Toronto, Canada


Indigenous Mexicans in New York City: Bridging the Boundaries Through Spanish Language Learning

Leslie Martino-Velez

Borough of Manhattan Community College, City University of New York, United States of America

10:15 - 11:30 SES-02: Participatory Explorations: Youth as Co-Researchers of Their Literacy Practices
Location: GSE 120
 

On Shared Ground: The Unspoken, Reclaimed, and Catalytic Dimensions of Heritage Study as Literacy Practice

Jenna Cushing-Leubner1, Brian Lozenski2

1: University of Minnesota, United States of America; 2: Macalester College, United States of America


Children as Co-Researchers of Their Digital Activities

Sandra Abrams, Mary Beth Schaefer, Daniel Ness, Charlotte Abrams, Molly Kurpis, Eric Ness

St. John's University, United States of America

10:15 - 11:30 SES-03: Panel Session
Location: GSE 121
 

Writing in Action: Young People as Global Communicators and Civic Actors

 

Presentations of the Symposium

 

Writing as Change: Exploring the Dynamics and Interpretations of "Change"

Matthew Hall
The College of New Jersey, United States of America

 

Writing for Impact: Examining Writing’s "Afterlife"

Amy Stornaiuolo
GSE, University of Pennsylvania, United States of America

 

Writing to Connect: Navigating the Local and Global

Jin Kyeong Jung
GSE, University of Pennsylvania, United States of America

 

Writing with Others: Binaries and Balances as an Educator-Moderator

Emily Plummer
GSE, University of Pennsylvania, United States of America

10:15 - 11:30 SES-04: Panel Session
Location: GSE 124
 

The Philadelphia Bilingual Education Project: Ethnographic Perspectives on Language Policy

 

Presentations of the Symposium

 

“Where Are the Native Speakers?” Moving Beyond Two-Way Immersion in Bilingual Education

Nelson Flores
GSE, University of Pennsylvania, United States of America

 

Teachers Making Sense of Language: From Professional Development to Pinterest

Mark Lewis
GSE, University of Pennsylvania, United States of America

 

Raciolinguistic Ideologies in the Bilingual Classroom

Jennifer Phuong
GSE, University of Pennsylvania, United States of America

10:15 - 11:30 SES-05: Data Analysis. Consultants: Betsy Rymes & Ameena Ghaffar-Kucher, GSE, University of Pennsylvania
Location: GSE 200
 

Relational Dynamics in Inquiry-Based Science Professional Development

Carla Finkelstein1, Lama Jaber2, Vesal Dini3

1: Towson University, United States of America; 2: Florida State University, United States of America; 3: Tufts University, United States of America


Development of an Elementary Teacher Mathematics Community Through the Use of Classroom Video

Zora Wolfe1, Rachael Brown2

1: Widener University, United States of America; 2: Penn State-Abington, United States of America

10:15 - 11:30 SES-06: Invited Panel
Location: GSE 203
 

Unpacking the Relationship Between Urban Ethnography and Activism: Views from the Field

Krystal Strong1, Encarna Rodriguez Rodriguez3, Edwin Mayorga4, Sonia Rosen5, Amy Brown6, Todd Wolfson7, Julia McWilliams1, Elaine Simon2, Kathy Hall1

1: GSE, University of Pennsylvania, United States of America; 2: Urban Studies, University of Pennsylvania, United States of America; 3: St. Joseph's University, United States of America; 4: Swarthmore College, United States of America; 5: Arcadia University, United States of America; 6: Penn Critical Writing Program, United States of America; 7: Rutgers New Brunswick, United States of America

10:15 - 11:30 SES-09: Educational Borderlands: Ethnographies on Informal Education
Location: GSE 300
 

Intergenerational Collaboration and the Pursuit of Egalitarian Relationships in Peru’s Movement of Working Children

Jessica Taft

University of California at Santa Cruz, United States of America


Everyday Educations in Tepito

Jordan Corson

Teachers College, Columbia University, United States of America


The Formation of Identity and Citizenship in Community Health Worker Education: Promotoras in the Paso del Norte Region

Christina Convertino1, Kimberly Krebs2

1: University of Texas at El Paso, United States of America; 2: Stanford University, United States of America

10:15 - 11:30 SES-10: Alternative Format Session
Location: GSE 322
 

Delphi Method as a Qualitative Approach

Dia Sekayi1, Arleen Kennedy1, Wanda Brooks2

1: Morgan State University, United States of America; 2: Temple University, United States of America

10:15 - 11:30 SES-11
Location: GSE 400
10:15 - 11:30 SES-12: Complicating Disability in "Inclusive" Classrooms
Location: GSE 427
 

Improving Communication and Participation of Deaf Adolescents in Mainstream Classrooms: Whose Responsibility is it?

Maryam Salehomoum1,2

1: University of California Berkeley, United States of America; 2: San Francisco State University, United States of America


Transnational Ethnographic Research in Kenya: Navigating Disability, Inclusive Education, Culture, and Identity

Brent Elder1, Kenneth Omondi2

1: Rowan University, United States of America; 2: Kenya College of Accountancy, Kenya


Teacher and Student Life-Stories as Parables for Reading in an ‘Inclusive’ 4th Grade Reading Workshop

Mary Rachel Coakley-Fields

Manhattanville College, United States of America

11:45am
-
1:00pm
11:45 - 1:00 SES-01: Panel Session
Location: GSE 007
 

Becoming: Three Studies of Literacy and Identity Across Spaces, Ages, and Theories

 

Presentations of the Symposium

 

The Library as a Site for Identity Construction

Alyson Rumberger
Teachers College, Columbia University, United States of America

 

Literacy as Gatekeeper: High-Achieving African American Students and Minority Recruitment Programs

Makila Meyers
Teachers College, Columbia University, United States of America

 

Becoming Writers: Identity Construction in a Teachers' Writing Group

Amy Tondreau
Teachers College, Columbia University, United States of America

11:45 - 1:00 SES-07: Navigating Linguistic and Cultural Identities among International Students
Location: GSE 008
 

Resiliency as Academic Literacy: Exploring What it Means to be an “International Student” Both Inside and Outside the Classroom

Carlo Cinaglia

Saint Joseph's University, United States of America


The Role of Cultural Identity in the Bicultural Process in the USA: A Case Study of Female Students from Saudi Arabia

Fauzanah Fauzan El Muhammady

McGill University, Canada


“Different Countries, One Nationality”: Ideologies and Identity Negotiation Among Ethnic Mongolian Students in the U.S.

Xi Chen

GSE, University of Pennsylvania, United States of America

11:45 - 1:00 SES-08: Prescriptive Learning: How Exams, Scripts, and Surveys Shape Educational Experiences
Location: GSE 114
 

Trying to Script Success and Motivation

Johanna Woydack

WU Vienna University of Economics and Business, Austria


Finding One’s Place in Academic Hierarchy: Repeating Exams in the Preparation of National College Entrance Examination (NCEE) in China

siyu li

Ecole normale supérieure- University Lille 1, France


Entering the Profession with Critical Consciousness: Exploring Politically Aware Teachers' Practices and Beliefs

Karla M Zaccor

Burke Elementary School, United States of America

11:45 - 1:00 SES-02: Participatory Research: Complicating Participation in Urban Schools
Location: GSE 120
 

People Don't Really Know Canton High: Student Perspectives on their Negatively Viewed Urban High School

Keith Eric Benson

GSE, Rutgers University, Camden City School District, United States of America


“So what is it you do here?” Unpacking Participatory Ethnography in Urban Schools

Joanne Caroline Larson, Joel Gallegos Greenwich

University of Rochester, United States of America


Science and Stress: Exploring Race Through Stories, Science, and the Media

Jordan Adler1, Kelsey Jones2

1: The Workshop School, United States of America; 2: GSE, University of Pennsylvania, United States of America

11:45 - 1:00 SES-03: Alternative Format Session
Location: GSE 121
 

Creating Counterspaces: Radical Healing, Critical Consciousness, and Civic Engagement Through Counter-Storytelling in a Youth Film Producers Afterschool Program

Eric Joseph DeMeulenaere1,6, Sinneh Guzeh2,6, Star-Asia Kuwornoo3,6, Timi Ogunjobi4,6, Mezziah Taverez5,6

1: Clark University, United States of America; 2: Assumption College, United States of America; 3: Bridgewater State University, United States of America; 4: University of Massachusetts, Lowell, United States of America; 5: Worcester Technical High School, United States of America; 6: N-CITE Community Media, United States of America

11:45 - 1:00 SES-04: Invited Panel
Location: GSE 124
 

Multimodal Education: Teaching & Organizing in an Alternative Facts Paradigm

Lalitha Vasudevan1, John L. Jackson2, Nora Gross3, Louis Massiah4

1: Teachers College, Columbia University, United States of America; 2: School of Social Policy and Practice,University of Pennsylvania, United States of America; 3: GSE, University of Pennsylvania, United States of America; 4: Scribe Video Center, Philadelphia PA

11:45 - 1:00 SES-05: Panel Session
Location: GSE 200
 

Shifting Boundaries: Insights and Challenges from Inside a Year-Long Student Teaching Residency Program

 

Presentations of the Symposium

 

New Horizons in a Borderless Territory: Experiences of an Administrator and Faculty Director in Developing and Implementing an Extended Clinical Practice Program

Elizabeth Chase, Judith Mangione
St. John's University, United States of America

 

Methods that Matter: Perspectives from Pre-Service English and Social Studies Teachers

Mary Beth Schaefer, Donald McClure
St. John's University, United States of America

 

STEM On-Site: Dissolving Boundaries to Cultivate Conceptually-Rich Teaching Practice

Nancy Morabito, Daniel Ness, Samuel Jackson
St. John's University, United States of America

11:45 - 1:00 SES-06: Alternative Format Session
Location: GSE 203
 

Teaching Anti-Racism in Charleston, South Carolina: Performance and Panel for the 2017 Ethnography in Education Research Forum

K. Nicola Williams1, Charles Vanover2, Andrew Babson3, Jasmine Blanks3

1: University of Maryland, United States of America; 2: University of South Florida, United States of America; 3: GSE, University of Pennsylvania, United States of America

11:45 - 1:00 SES-09: Alternative Format Session
Location: GSE 300
 

A Work in Progress: Documenting the Transition to Project-Based High School

Brandon Marshall Miller1,2, Dwayne Graham2, Krista Frasier2, Julia Curley2

1: University of Pennsylvania, United States of America; 2: The Workshop School, United States of America

11:45 - 1:00 SES-10: Methodological Explorations: Comics, Art and Inquiry in Educational Contexts
Location: GSE 322
 

Comics-Making in Ethnographic Interviews

Ebony Victoria Flowers

University of Wisconsin, United States of America


Caught in a Cave: Between Odysseus and Polyphemus

Seth Andrew McCall

Teachers College, Columbia University, United States of America


Experimenting on Agency-Based Art Education to Develop Artistic Identity: An Auto-Ethnographical Exploration of a Language Educator

YING ZHANG

University of Massachusetts Amherst, United States of America

11:45 - 1:00 SES-11: Pedagogical Explorations: The Shifting Texture of Meaning in Higher Education
Location: GSE 400
 

Lived Experience as Pedagogical Resource: Towards an Auto-Ethnographic Pedagogy of Writing

Terry Voorhees

Borough of Manhattan Community College, The City University of New York, United States of America


Making New Meanings with New Media: Using GIFs to Conduct Close and Counter Readings of Print and Media Texts

Courtney Kelly

Manhattanville College, United States of America


Space, Discourse, and Meaning in an Interdisciplinary Design Studio

Carol Brandt, Allison Hayes-Conroy

Temple University, United States of America

11:45 - 1:00 SES-12: Talking Race: Building Racial Literacies with Students and Educators
Location: GSE 427
 

Talking Race in a World Language Classroom: Miss Japan Doesn't Look Like “Japanese.”

Yuko Takahashi

University of Massachusetts Amherst, United States of America


Building Racial Literacy with Preservice Teachers

Rosalie Rolón Dow, Hilary Mead

University of Delaware, United States of America

1:30pm
-
2:30pm
1:30 - 2:30 SES-01: Senior Scholar Roundtable: Nancy Hornberger, GSE, University of Pennsylvania
Location: GSE 007

Dr. Hornberger is a professor in the Educational Linguistics Division of Penn GSE. She is internationally known for her work in bilingualism and biliteracy, ethnography and language policy, and Indigenous language revitalization.

1:30 - 2:30 SES-02: Senior Scholar Roundtable: Joanne Larson, University of Rochester
Location: GSE 008

Dr. Larson is the Michael W. Scandling Professor of Education at the University of Rochester, where she also serves as the Associate Director of Research at its Center for Urban Education Success. Dr. Larson’s ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities.

1:30 - 2:30 SES-03: Senior Scholar Roundtable: Mica Pollock, University of California, San Diego
Location: GSE 114

Dr. Pollock is a professor of Education Studies and the Director of the Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE) at the University of California, San Diego. She has written several award-winning books examining how people from diverse communities and organizational structures come together to provide student support.

 

1:30 - 2:30 SES-04: Senior Scholar Roundtable: Betsy Rymes, GSE, University of Pennsylvania
Location: GSE 120

Dr. Rymes is a professor and chair of the Educational Linguistics Division at Penn GSE. Drawing on discourse analysis and linguistic anthropology, her research looks at how a variety of factors (like language, social interactions, institutions, and the Internet) influence what students learn in educational contexts.

1:30 - 2:30 SES-05: Senior Scholar Roundtable: Rob Simon, OISE, University of Toronto
Location: GSE 121

Dr. Simon is a professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. His research focuses on how and what educators can learn from their students’ diverse cultural, linguistic, and literacy practices.

1:30 - 2:30 SES-12: Penn GSE Admissions Info Session
Location: GSE 124

Considering graduate school? Drop in for refreshments and to learn more about the many program offerings at PennGSE.

This event is hosted by the Penn GSE Office of Admissions 


1:30 - 2:30 SES-06: Senior Scholar Roundtable: Ray McDermott, GSE, Stanford University
Location: GSE 200

Dr. McDermott is a professor at the Stanford Graduate School of Education. His prolific body of work demonstrates his diverse research interests, which include issues of access and equity, reading disabilities, communication analysis, interaction analysis and the political economy of learning.

1:30 - 2:30 SES-11: Penn GSE Alumni Coffee and Conversation
Location: GSE 203

Hey alumni – we miss you! Stop by, reboot, and (re)connect with fellow graduates over coffee and donuts. We will also have some information on your alumni benefits and opportunities for engagement.

This event is hosted by the Penn GSE Office of Development and Alumni Relations

1:30 - 2:30 SES-07: Senior Scholar Roundtable: Jason Irizarry, University of Connecticut
Location: GSE 300

Dr. Irizarry is a professor in the Department of Educational Leadership at the University of Connecticut’s Neag School of Education. His research includes work on urban teacher recruitment, preparation, and retention, specifically focusing on addressing issues of cultural representation and relevant pedagogy.

1:30 - 2:30 SES-08: Senior Scholar Roundtable: Lesley Bartlett, University of Wisconsin - Madison
Location: GSE 322

Dr. Bartlett is a professor in Educational Policy Studies and a faculty affiliate in Anthropology at the University of Wisconsin-Madison. Her expertise examines the intersections of literacy, migration, and educator professional development.

1:30 - 2:30 SES-09: Senior Scholar Roundtable: Diane Wood, Towson University
Location: GSE 400

Dr. Wood is a professor and chair of the Department of Instructional Leadership and Professional Development at Towson University. Her areas of expertise include educational leadership, professional development, inclusive and empowering pedagogies, and professional teaching cultures.

1:30 - 2:30 SES-10: Senior Scholar Roundtable: Hervé Varenne, Teachers College, Columbia University
Location: GSE 427

Dr. Varenne is a professor in the anthropology program and chair of the International and Transcultural Studies Department at Teachers College, Columbia University. He is known for his insightful research on the United States, particularly focusing on families and schools; his work draws on polity and community theory, particularly as it applies to families, their immediate situations, and their positions in a global humanity as the joint production of all involved.

3:00pm
-
4:15pm
3:00 - 4:15 SES-01: Alternative Format Session
Location: GSE 007
 

City of Promise: Documenting Literacy Learning for Community and Social Change in Lawrence, MA

Elaine Simon1, Eva Gold1,2, Jennifer Brown4, Yulissa Nunez5,7,3, Darianna Guerrero8,6,7

1: University of Pennsylvania, United States of America; 2: Independent Educational Research Consultant, United States of America; 3: Bread Loaf School of English, United States of America; 4: Advisory Board member, Bread Loaf School of English, United States of America; 5: Lawrence High School, United States of America; 6: Andover Bread Loaf, United States of America; 7: Lawrence Bread Loaf Teacher Network, United States of America; 8: Smith College, United States of America

3:00 - 4:15 SES-07: Teacher Response: (Un)Conscious Reactions to Classroom Interactions
Location: GSE 008
 

Supporting an Inquiry Stance: “Puzzling Moments” in Teacher Education

Nastasia Lawton-Sticklor, Katerine Bielazcyc

Clark University, United States of America


Contextualized Causal Attributions: Differences Between Chinese and U.S. High School Novice ESOL Teachers

Xijia Zhang

University of Pennsylvania, United States of America

3:00 - 4:15 SES-08: Extra-Curricular: Educational Encounters Outside of Schools
Location: GSE 114
 

(Un)Equal Peers: The Hidden Curriculum of Educational Volunteer Programs in China

Chenyu Wang

University of Virginia, United States of America


Geração Nem Nem: Youth, Drugs, and Aspiration for Upward Mobility in Brazil

Benjamin Luis Fogarty

Princeton University, United States of America


(Re)Collecting Community: Service Learning Among Girls Experiencing Foster Care Drift

Marina del Sol

University of Pennsylania, United States of America

3:00 - 4:15 SES-02: Contextualizing Learners and their Identities
Location: GSE 120
 

Pedagogical Coercion vs. Students’ Academic Freedoms in Higher Education

Ana Marjanovic-Shane1, Eugene Matusov2

1: Chestnut Hill College, United States of America; 2: University of Delaware, United States of America


New Teacher Mentoring: Intersections of Mentor and Teacher Identity, Practitioner Inquiry, and Political Activism

Min Kim Derry

GSE, University of Pennsylvania, United States of America


Motivational Teacher Talk in High School English: Comparing Test-Centered to Learning-Centered Choices

Wendy Keyser

Fitchburg State University, United States of America

3:00 - 4:15 SES-03: From Hip Hop to Culturally Relevant Pedagogies
Location: GSE 121
 

Bridging Theory and Practice: Utilizing a Hip-Hop Pedagogical Framework in an Urban Science Classroom

Edmund Adjapong

Teachers College, Columbia University, United States of America


What You Mean Fight? They Got They Rights!: An Ethnographic Study of Black Students Learning About African American History

Lina Richardson

The College of New Jersey, United States of America


Educators’ Perceptions of Culturally Relevant Pedagogy (CRP) in Mathematics Classrooms

Dr. Angela Campbell

Cabrini University, United States of America

3:00 - 4:15 SES-04: Alternative Format Session
Location: GSE 124
 

Collaborative Media Making Contexts: Exploring How Participants Reflect During and Long After the Media Production Process

Krishnan Vasudevan1, Joseph Riina-Ferrie2

1: School of Journalism, University of Texas at Austin, United States of America; 2: Teachers College, Columbia University, United States of America

3:00 - 4:15 SES-05: Data Analysis. Consultants: Sharon Ravitch & Nelson Flores, GSE, University of Pennsylvania
Location: GSE 200
 

Exploring How ELL Refugee High School Students Position Themselves

Ashley Adams Weber

Penn State Erie, The Behrend College, United States of America


The Same is Not Equal: Language Policy and Multilingual Identity at Home and in School

Crissa Lee Stephens

University of Iowa, United States of America

3:00 - 4:15 SES-06: Alternative Format Session
Location: GSE 203
 

Schooltalk: Rethinking What We Say About--and To--Students Every Day

Mica Pollock1, Bob Jarvis2, Ali Michael2

1: University of California San Diego, United States of America; 2: University of Pennsylvania, United States of America

3:00 - 4:15 SES-09
Location: GSE 300
3:00 - 4:15 SES-10: Panel Session
Location: GSE 322
 

Political Engagement Across the Curriculum: From Validating Identity to Encouraging Agency       

 

Presentations of the Symposium

 

Encouraging Agency Through Privilege Literacy: Dragon’s Moment of Realization

Robert Jamaal Downey
University of Massachusetts Amherst, United States of America

 

Deconstructing Ideologies: The Potential Power of Practitioner Inquiry  

Deborah Kardane
University of Massachusetts Amherst, United States of America

 

'A Twinge Of... Umm...” : Questioning Interscholastic Sports Activities as an Even Playing Field  

Carmelo Chiello
University of Massachusetts Amherst, United States of America

 

There’s this Game Called RuneScape: The Identity Formation of a Technology Near-Peer Mentor

Isabel Castellanos
University of Massachusetts Amherst, United States of America

 

"We Even Have Vegans Here": Legitimate Political Language in a French Class

Catherine Tebaldi
University of Massachusetts Amherst, United States of America

3:00 - 4:15 SES-11: Constructing, Negotiating, and Deploying Knowledge in International Contexts
Location: GSE 400
 

Negotiating Knowledge in a Complex Community of Practice

Matthew James Lebrato

Indiana University, United States of America


“People Think I am Gay All the Time”: Investigating Chinese Male TESOL Students’ Masculinity and Sexual Identity

Xian Li

University of Pennsylvania, United States of America


Employing Basil Bernstein in Tanzania: Discourses and Desires to "Fix" Knowledge in Classrooms

Matthew A.M. Thomas

University of Sydney, Australia

3:00 - 4:15 SES-12: Multimodal Pedagogies: Learning Through Poetry & Drama
Location: GSE 427
 

Writing Change: Place-Making in Poetry and Ethnography as a Form of Social Action

Korina Jocson, Alisha Smith

University of Massachusetts Amherst, United States of America


Ethnotheatre as Engaging Pedagogy: Critical Multimodal Literacies with Street Youth

Amanda Wager

Lesley University, United States of America


The Literacy Practices of Young Poets: Multimodal Composing for Personal and Social Change

Robyn Kristine Gee

University of California Berkeley, United States of America

4:30pm
-
5:45pm
4:30 - 5:45 SES-01: Language Acquisition and Instruction: Exploring Teacher Expertise, Identity, and Program Intensity
Location: GSE 007
 

Time and Motivation in Intensive English Programs

Sarah Craster

University of Delaware, United States of America


Non-Native Arabic Teachers’ Perceptions of Culture and Identity: Language and Culture in the College Classroom

Brahim Oulbeid

University of Massachusetts Amherst, United States of America


Negotiating Expertise and Peer Relationships in Multilingual Writing Tutoring: Dynamic Language Practices and Shared Knowledge of Local Discourse Practices

Kristina B. Lewis

GSE, University of Pennsylvania, United States of America

4:30 - 5:45 SES-07: On the Production of Teachers' Identities
Location: GSE 008
 

Transgenerational Holocaust Memory and Teacher Identity: An Autoethnographic Study

Jennifer Rich

Rowan University, United States of America


“You Don’t Need the Names”: Perceptions and Expectations to Becoming an Elementary Science Teacher

Kalynda Jaynina Pearce

University of Massachusetts Amherst, United States of America


The Impact of Teacher Identity on African American Males Mathematics and Science Identity Development

Kimi L Wilson

California State University Los Angeles, United States of America

4:30 - 5:45 SES-08: Opening Doors and Knocking Down Walls: Immigration, Access, and Higher Education
Location: GSE 114
 

Undocumented Youth, College Access, and Communal Support: An Ethnographic Study on the Impact of DACA

Cristina Salazar Gallardo

Teachers College, Columbia University, United States of America


“Beyond the Barriers”: Listening to Immigrant Youth to Transform Higher Education

Victoria Gill

GSE, University of Pennsylvania, United States of America


Respectability Politics in the Era of College and Career Readiness

Miguel N. Abad

University of California Irvine, United States of America

4:30 - 5:45 SES-02: Alternative Format Session
Location: GSE 120
4:30 - 5:45 SES-03: Panel Session
Location: GSE 121
 

Idea-Dying in Critical Ontological Pedagogical Dialogue

 

Presentations of the Symposium

 

Case 1: Pedagogical Suppression - Staying on a Preset Topic vs. Dialogic Development of Ideas

Ana Marjanovic-Shane
Chestnut Hill College

 

Case 2: Ideological, Axiological Suppression – Doubted Pride

Sohyn Meacham
Iowa State University

 

Case 3: Ontological Silence – Traumatic Memories

Hye Jung Choi
University of Delaware

 

Discussion: Dialogic Democratic Education – Tensions Between Espoused Philosophy and its Practice

Eugene Matusov1, Samantha Lopez1, Ana Marjanovic-Shane2, Sohyn Meacham3, Hue Jung Choi1
1University of Delaware, 2Chestnut Hill College, 3Iowa State University

4:30 - 5:45 SES-04: Teacher Responses to New Curriculum and Instruction: Two Approaches
Location: GSE 124
 

The Challenges of Change: An Inquiry Approach to Implementing Professional Development that Balances Support and Pressure

Katie Pak

GSE, University of Pennsylvania, United States of America


Asanas, Fables, and Art: Enacting Folklore-Based Yoga for Fostering Cultural Consciousness

Nisha Grace Arya1, Susanna Billson2

1: Lower Merion High School, United States of America; 2: Community Artist in Lower Merion, United States of America


Understanding What Travels: A Teacher-Research Collaboration to Improve Reading Instruction in History

Nicole Anne Mancevice

University of California Los Angeles, United States of America

4:30 - 5:45 SES-05: Data Analysis. Consultants: Krystal Strong & Rob Moore, GSE, University of Pennsylvania
Location: GSE 200
 

Inquiry and Practice in Curriculum-Making: Examining the Politics of Teaching and Learning with Pre-Service Teachers

Haeny S. Yoon, Tran Nguyen Templeton

Teachers College, Columbia University, United States of America


Laughing at the Truth: Investigating Racial Comedy in Anti-Racist Teacher Education

Ellie Fitts Fulmer, Stephanie Graziano, Alec Tucker, Kevin Guevara

Ithaca College, United States of America

4:30 - 5:45 SES-06: Panel Session
Location: GSE 203
 

Urban Public Schools: A Critical Lens on Time, History, and Temporalities

 

Presentations of the Symposium

 

"Es Una Lucha Diaria": Children and Families (Re)Positioning Themselves in a Public School Dual Language Program

Lorraine Falchi
GSE,Bank Street School of Education, United States of America

 

Neoliberal Multiculturalism and Choice: Race, Rights, and the History of the Present

Ujju Aggarwal
Graduate Center, City University of New York, United States of America

 

Families Finding a Voice and Making a Place in Transition from a Head Start to a Public Elementary School

Ysaaca Axelrod
University of Massachusetts Amherst, United States of America

 

Dis/Re/Membering: A Latinx Barrio and Its Schools in the Midst of Racial Neoliberal Urbanism

Edwin Mayorga
Swarthmore College, United States of America

4:30 - 5:45 SES-09: Crafting Stories in Education: Tensions and Possibilities
Location: GSE 300
 

Tell it like it is: Race Counterstories for Social Action

Rosalie Rolón Dow, Jessica Cornwell, Branham Menard, Season Cooper

University of Delaware, United States of America


Ideologies in Language-Learning Narratives in Kuwait

Holly Pak

Gulf University for Science and Technology, Kuwait

4:30 - 5:45 SES-10: Justice Goes to School: Modes of Action in Education
Location: GSE 322
 

Learning from Marginalized Students: Exploring the Meaning of Social Justice Education in a Diverse School

Jia-Hui Stefanie Wong

University of Wisconsin-Madison, United States of America


Students’ Engagements with Self, Other, and the World: Responding to the Truth and Reconciliation Commission Report’s "Call to Action" Through Practitioner Inquiry

Burcu Yaman Ntelioglou, Tim Skuce

Brandon University, Canada


Restorative Justice Practices: Implementing Circles as a Classroom Management Tool

Barbara Coleman

Grand Canyon University, United States of America

4:30 - 5:45 SES-11
Location: GSE 400
4:30 - 5:45 SES-12
Location: GSE 427
6:00pm
-
6:30pm
6:00-6:30 Cocktails: Pre-plenary reception
Location: Houston Hall - Hall of Flags
6:30pm
-
6:45pm
6:00-6:30: Dance Performance by Philadelphia High School Students
Location: Houston Hall - Hall of Flags
6:45pm
-
8:15pm
6:45 - 8:15 Friday: Evening Plenary: Jason Irizarry
Location: Houston Hall - Hall of Flags
 

Mapping Inequality and Charting a Way Forward: Constructing Ethnographies of Urban Schooling with Latinx Youth

Jason G. Irizarry

University of Connecticut, United States of America

Date: Saturday, 25/Feb/2017
8:00am
-
8:30am
Breakfast - Saturday
Location: Houston Hall - Hall of Flags
8:30am
-
9:45am
S-8:30-9:45 Saturday: Morning Plenary: Diane Wood & Jennifer Mullenax
Location: Houston Hall - Hall of Flags
 

Learning and Leading Dangerously: Collaborating Around Risky Questions

Diane Wood1, Jennifer Mullenax2

1: Towson University, United States of America; 2: Baltimore County Public Schools, United States of America

10:15am
-
11:30am
S-10:15-11:30 SES-01: Panel Session (Practitioner Inquiry)
Location: GSE 007
 

Working Within and Against: Examples of Practitioner Research Within a Large Charter Management Organization-Operated Middle and High School

 

Presentations of the Symposium

 

Addressing the Elephant in the Room: managing teachers around issues of race

Nicole Javier-Watson, Tyffany Stroman
Mastery Charter Schools, Thomas Campus, United States of America

 

Adopting Critical Inquiry as a Professional Development Tool

Joseph Rim, Colleen McCullough, Henry Jones
Mastery Charter Schools, Thomas Campus, United States of America

 

Navigating the Research/Practice Binary: Working Within Schools to Foster Critical Inquiry and Racial Literacy

Jason Javier-Watson, Kelsey Jones
Racial Empowerment Collaborative,University of Pennsylvania, United States of America

S-10:15-11:30 SES-07: Alternative Format Session
Location: GSE 008
 

Can Anyone Be Prepared to Teach?: What It Takes to Survive the Early Years of Teaching in Under-Resourced, High Needs Urban Schools

Peshe C Kuriloff, Will Jordan, Danielle Sutherland, Annette Ponnock

Temple University College of Education, United States of America

S-10:15-11:30 SES-08: Challenging Expectations in/of/outside of Schools (Practitioner Inquiry)
Location: GSE 114
 

“Low Income, High Ability”: An Examination of Students’ Experiences in a Summer Gifted Education Program

Adrienne Vitullo

University of Connecticut, United States of America


Take It to the Streets! Camden Residents Speak on Their Expectations of City Public School Teachers Beyond the Schoolhouse

Keith Eric Benson

GSE, Rutgers University, Camden City School District, United States of America

S-10:15-11:30 SES-02: Alternative Format Session (Practitioner Inquiry)
Location: GSE 120
 

Incorporating Emotionality and Embodiment in Antiracist Teacher Education

Sherry L. Deckman1, Jeannette Alarcon2, Laura Shelton4, Ellie F. Fulmer3, Nadiesha Burgess1

1: Lehman College, City University of New York, United States of America; 2: The University of North Carolina at Greensboro, United States of America; 3: Ithaca College, United States of America; 4: Chapel Hill-Carrboro City Schools, United States of America

S-10:15-11:30 SES-03: Alternative Format Session (Practitioner Inquiry)
Location: GSE 121
 

Transformative, Collaborative Inquiry Within a Self-Selected Action Research Community: Towards Greater Agency in Professional Development

Andy Danilchick1, Sophie Date2, Jaime Piotorwicz2, Katie Dickerson3, Andrew Knips3, Aly Boyd4, Rebecca Coven5, Swetha Narasimhan5, Christy Chang6

1: University of Pennsylvania, United States of America; 2: Philadelphia School District, United States of America; 3: Olney Charter High School, United States of America; 4: Russel Byers Charter School, United States of America; 5: The Workshop School,United States of America; 6: Media-Providence Friends School,United States of America

S-10:15-11:30 SES-04: Panel Session (Practitioner Inquiry)
Location: GSE 124
 

Folk Arts Education: Exploring What Students Learn When Community Knowledge and Ways of Knowing Are Part of School

 

Presentations of the Symposium

 

Dialoging Across Difference: Developing More Nuanced Student Understanding of Their International Pen Pals

Amy Brueck
Folk Arts - Cultural Treasures Charter School, United States of America

 

Elbows up: Making the Connections Between Traditional Dance Aesthetic Values and Cultural Values

Sinta Hite
Folk Arts - Cultural Treasures Charter School, United States of America

 

Step into Leadership: A Community Folk Arts Way of Developing Young Leaders

Javitta Brockington
Folk Arts - Cultural Treasures Charter School, United States of America

 

Drawing Connections Between Culture, Composition, and Collaboration: A Look at the Creation of a Dance

Erin Whitney
California State University, United States of America

S-10:15-11:30 SES-05: Alternative Format Session
Location: GSE 200
 

The Birthing of Teacher-Led Networked Social Movements: Stories of Transformative Teaching in the Digital Era

KIra Baker-Doyle1, Samuel Reed2, Kathleen Melville3, Bevan Weissman3, Allison Frick4, Jose Vilson5, Scott Storm6

1: Arcadia University School of Education, United States of America; 2: The U School, United States of America; 3: The Workshop School, United States of America; 4: Glenside Library, United States of America; 5: PS in New York City, United States of America; 6: Harvest Collegiate High School, United States of America

S-10:15-11:30 SES-06: Alternative Format Session (Practitioner Inquiry)
Location: GSE 203
 

Come Play with Us!: Developing Multimodal Methodological Tools for Analyzing Data in Pursuit of Reimagining the Literacy Practices of Young Adults

Lalitha Vasudevan1, Ahram Park1, Cristina Salazar Gallardo1, Katherine Newhouse1, AnnaBarbara Pizarro1, Libby Herbert-Wasson1, Kristine Kerr Rodriguez2

1: Teachers College, Columbia University, United States of America; 2: New York University School of Professional Studies, United States of America

S-10:15-11:30 SES-09: Critical Agency in Critical Times: Teachers, Reform, and Action
Location: GSE 300
 

Word Capture, Straight Refusal, Teaching Well, and Other Forms of Resistance: The Development of Critical Teacher Agency

Brian Christopher Gibbs

University of North Carolina at Chapel Hill, United States of America


Our Critically Literate Lives: The Social Justice Acts of Early Childhood Educators

Margaret R Clark

University of Hartford, United States of America


Reforming Teachers or Teacher Reformers? Teachers as Authentic Partners in a South Indian School Reform Movement

Tricia Niesz, Kelli Ryan

Kent State University, United States of America

S-10:15-11:30 SES-10: Diversity in the Classroom: The Enduring Power of Race and Class in Schools
Location: GSE 322
 

Contradictions of White Middle Class Engagement in Urban Public Schools: Understanding the New Processes of Engagement and Reproduction in Education Reform

Joseph Leonard Boselovic

Independent Researcher, United States of America


Possibilities and Pitfalls: Classroom Interactions in Desegregating Classrooms

Alexandra Freidus

New York University, United States of America


It’s Not Like You Have to be White and Wealthy to Succeed, but There’s a Pattern: Practitioner Inquiry and Sociocultural Indicators at a Suburban, Private School

Bethany Silva1,2, Josh Berberian2, Chet Blair2, Greg Clement2, Tom Farr2, Susan Manix2, Tamar Norquist2, Maria Stroup2

1: University of Pennsylvania, United States of America; 2: Shipley School, United States of America

S-10:15-11:30 SES-11: Family Life, School Life: Alignments and Slippages
Location: GSE 400
 

A Critical Case Study of Family Language Policy In a 1.5 Generation Chinese Immigrant Family in Los Angeles

Lu Liu

University of California Los Angeles, United States of America


Grappling with Cultural Sensitivity in Parent Education Initiatives

Naomi A. Moland

Teachers College, Columbia University, United States of America


Emerging Literacy in Poverty: Exploring Perceptions, Identity, and Achievement

Amanda May Moon, Glenn M. Prince, Xumei Fan

University of South Carolina, United States of America

S-10:15-11:30 SES-12: Panel Session (Practitioner Inquiry)
Location: GSE 427
 

Practitioner Inquiry as a Tool for Understanding Middle School Students’ Perspectives on Race and Experiences with Racism in Public and Private Schools

 

Presentations of the Symposium

 

Practitioner Inquiry as a Tool for Understanding Middle School Students’ Perspectives on Race and Experiences with Racism in Public and Private Schools

Laura K Colket
University of Pennsylvania, United States of America

 

Talking About Race in a Public K-8 School

Lauren Overton
Meredith School, United States of America

 

Racial Climate in an Independent School

Erica Snowden
Green Street Friends, United States of America

 

The Experiences of Students of Color at an Independent School

Allen Vandegrift
William Penn Charter School, United States of America

11:45am
-
1:00pm
S-11:45-1:00 SES-01: Alternative Format Session (Practitioner Inquiry)
Location: GSE 007
 

Three Kete: Making Sense of Context, Identity, and Process Through Collaborative Practitioner Inquiry

Mary E Libby1,3,4, Laura Colket1, Ellie Fitts Fulmer2

1: GSE, University of Pennsylvania, United States of America; 2: Ithaca College School of Humanities and Sciences, United States of America; 3: School District of Philadelphia, United States of America; 4: Teaching for Equity, United States of America

S-11:45-1:00 SES-07: Panel Session (Practitioner Inquiry)
Location: GSE 008
 

Using Practitioner Research to Understand How Pedagogies Can Disrupt Deficit Ideologies and Reposition Marginalized Literacy Learners

 

Presentations of the Symposium

 

“Like She Knew She Could Do Something”: A Middle School Writer Explores Agency and Power Through Creative Writing

Erin Whitney
California State University Chico, United States of America

 

“When We Read You Actually Talked with Us About It”: Developing a Supportive Reading Community in an Out-Of-School Youth Program

Maryl Ann Randel
Rowan University, United States of America

 

“We Are All Philosophers”: Early Pre-Service Teachers Use the Arts to Rethink Their Beliefs About Dis/Ability

Debora Broderick
Chester County Intermediate Unit, United States of America

 

There’s a Story in the Story: Young Readers Respond to Racial Narratives in Culturally Conscious Picturebooks

Susan Browne
Rowan University, United States of America

S-11:45-1:00 SES-08: Panel Session (Practitioner Inquiry)
Location: GSE 114
 

From Pre-Service to In-Service: Practitioner Inquiry in Project-based Learning School Contexts

 

Presentations of the Symposium

 

Interim Director, Teacher Education Program

Kate Kinney Grossman
Teacher Education Program, GSE, University of Pennsylvania, United States of America

 

Teacher

Rebecca Coven
The Workshop School, School District of Philadelphia, United States of America

 

Teacher

James Elish
Science Leadership Academy, Beeber Campus, School District of Philadelphia, United States of America

 

Teacher

Swetha Narasimhan
The Workshop School, School District of Philadelphia, United States of America

S-11:45-1:00 SES-02: Panel Session (Practitioner Inquiry)
Location: GSE 120
 

Equity in Action: Work with and by Pre-Service Teachers That Cuts Across Contexts, Languages, and Positionalities

 

Presentations of the Symposium

 

Class Meeting as Critical Pedagogy

Jeannette Alarcón
University of North Carolina at Greensboro, United States of America

 

Negotiating Boundaries Imposed on Preservice Teachers and their Language Identities

Carlynne Mack
University of North Carolina at Greensboro

 

Field Experiences as Text: Writing and Reflection as a Way to Develop Critical Approaches to ELA Teaching

Katrina Bartow Jacobs
University of Pittsburgh, United States of America

 

Translanguaging in Teacher Education: Lessons that Lessen the Hegemony of Monoglossic Language Ideologies

Jamie L. Schissel
University of North Carolina at Greensboro, United States of America

S-11:45-1:00 SES-03: Alternative Format Session (Practitioner Inquiry)
Location: GSE 121
 

Critical Approaches to Humane Teaching: Perspectives from Students

Luke Joseph Zeller1,2

1: School District of Philadelphia, United States of America; 2: GSE, University of Pennsylvania, United States of America

S-11:45-1:00 SES-04: Panel Session (Practitioner Inquiry)
Location: GSE 124
 

Being "Woke" in One Teacher Education Program: Practitioner Inquiry, Identity Development, and a Critical Stance

 

Presentations of the Symposium

 

Being "Woke" in One Teacher Education Program: Practitioner Inquiry, Identity Development, and a Critical Stance

Anne Burns Thomas, Kaley Clavell, Brianna Evans, Fiona Hayden
State University of New York at Cortland, United States of America

 

The First Perspective

Kaley Clavell
State University of New York at Cortland, United States of America

 

The Second Perspective

Brianna Evans
State University of New York at Cortland, United States of America

 

The Third Perspective

Fiona Hayden
State University of New York at Cortland, United States of America

S-11:45-1:00 SES-05: Panel Session (Practitioner Inquiry)
Location: GSE 200
 

Youth Research in Action: Leveraging Multiliteracies and Productive Diversity in Youth Research

 

Presentations of the Symposium

 

An Ethnographic Context for Collaborative Research and Practice in Action

Jie Yie Park1, Sarah Michaels1, Lori Simpson2, Jesse Bicknell2
1Clark University, United States of America, 2Claremont Academy, United States of America

 

Productive Diversity in Poetry Inside Out

Jenny Chen, Michael Cruz, Joe Damon, Debah Guwoe, Jovian Rivera, Jonathon Slay
Claremont Academy, United States of America

 

Framing and Promoting a Multiliteracies “Talk Culture” Across Contexts: Undergraduates Engaging in Ethnography in Action

Shirin Esmaeili, Rachel Hedgepath, Margaret Foster, Celia Ringland, Micky Strachota
Clark University, United States of America

S-11:45-1:00 SES-06: Alternative Format Session (Practitioner Inquiry)
Location: GSE 203
 

Designing and Implementing Competency-Based Curriculum to Empower Self-Driven Learners

Charlie McGeehan1, Samuel Reed1, Femi Johnson1, Maggie Stephan1, Denis Anglim1, Kiera Williams1, Phillip Nichols2

1: The U School, United States of America; 2: GSE, University of Pennsylvania, United States of America

S-11:45-1:00 SES-09: Research Matters: Lessons from Practitioner Scholars (Practitioner Inquiry)
Location: GSE 300
 

A Lesson in Doing Intersectionality Research

Victoria Gill

University of Pennsylvania, United States of America


Determining “Readiness” in Student Teaching: Using Research Stories as a Pedagogical Tool for Meaningful Reflection

Alexandra Miletta

Mercy College, United States of America


Who is Listening to What We Know About Learning?: An Amplification of Practitioner Inquiry Narratives

Rachel E. Nichols, Leslie R. Pratt

Lower Merion School District, United States of America

S-11:45-1:00 SES-10: Inclusive Practices: Let's Talk Gender, Sexuality, & Differences (Practitioner Inquiry)
Location: GSE 322
 

(Re)writing Gender, (Re)reading Resistance: Middle School Students’ Explore All-Gender Identity, Inclusion, and Representation Through Arts-Based Inquiry

Rob Simon1, Sarah Evis2, Ty Walkland1, Pamela Baer1, benjamin lee hicks1, Velta Douglas1, Ben Gallagher1

1: OISE, University of Toronto, Canada; 2: Toronto District School Board, Canada


Sexual Orientation Inclusivity in Policy and Professional Practice: A Faculty Perspective

Cara Henderson

The Emery/Weiner School & Mid-Career Program in Educational Leadership, United States of America


Exploring Race-Based Differences in Students’ Perceptions of Teacher Support at an All-Girls’ Independent School

Jessica K Watkin, Mattie Saulnier, Camilla Lopez Debayle, Kamille Bernard

Miss Porter's School, United States of America

S-11:45-1:00 SES-11: All the World's a Stage: Making Meaning through Drama and Literature in Sweden, The U.S.A., and France
Location: GSE 400
 

Texts, Contexts, and Readers: An Ethnographic Study of Literary Meaning-Making in L2 English Classrooms

Eva Fjällström

Luleå University of Technology, Åbo Akademi University, Sweden


Drama’s Perceived Effects on Second Language Acquisition

Kathleen Rose McGovern

The University of Georgia, United States of America


Empowering Adult Literacy Learners Through Performing Arts: A Case Study of a Theater Project in an Immigrant and Refugee Literacy Center in the French Banlieue

Sophie Eliane Degât

GSE, University of Pennsylvania, United States of America

S-11:45-1:00 SES-12: Learning from Youth: Challenging Connections and Boundaries in Literacy Education
Location: GSE 427
 

Understanding Students' Chosen Literacy Practices During Non-Academic Times: An Ethnographic Teacher-Research Inquiry

Justin Moyer

Lesley University, United States of America


Drawing Symbolic Boundaries as Means to Navigating Social and Academic Spaces.

Betty Okwako Riekkola

Albion College, United States of America


"I Didn't Understand How the Scarlet Letter Would Have to Do with Anything in My Life": Cultivating Student Activism Through Contemporary Critical Literature

Kate Shands Haq

State University of New York Buffalo, United States of America

1:30pm
-
3:00pm
S-1:30 - 3:00 SES-01: Communities of Inquiry - Brown Bag Lunch
Location: Houston Hall - Hall of Flags
 

Practitioner Inquiry and Educational Equality/Inequality: The Next Generation

Susan Lytle1, Marilyn Cochran-Smith2, Marìa Ghiso3, Beth Myers4, Shaun Savage5, Patty Cruice6, Melissa Kapadia-Bodi1

1: University of Pennsylvania, United States of America; 2: Boston College, United States of America; 3: Teachers College, Columbia University, United States of America; 4: Syracuse University, United States of America; 5: Boston College, United States of America; 6: School District of Philadelphia, United States of America

3:15pm
-
4:30pm
S-3:15 - 4:30 SES-01: Data Analysis. Consultants: Anne Pomerantz & Alex Posecznick, GSE, University of Pennsylvania
Location: GSE 007
 

Leveraging Latinx Children’s Politicized Funds of Knowledge for Civic Education in Social Studies Class

Jessica Erin Somerville

The Ohio State University, United States of America


Understanding Collaboration Across Disciplines: An Ethnographic Study of the Relationship between Science and Theatre Educators Working with the Converge Theatre Project

Ariella Flora Suchow, Michael Barnett

Boston College Lynch School of Education

S-3:15 - 4:30 SES-07: Inclusive Practices: Let's Talk Language, Culture, and Instructional Practices (Practitioner Inquiry)
Location: GSE 008
 

Toward an ESOL Report Card that Promotes Language Development Dialogue between ESOL Teachers, Families, and Students

Kristin M. Larsen1,2, Amy Brueck1, Lucinda Megill-Legendre1, Janice Prevail1

1: Folk Arts-Cultural Treasures Charter School, United States of America; 2: GSE, University of Pennsylvania, United States of America


The Value of a Task-Centered Instructional Strategy

Xinyi Zhang

University of Pennsylvania, United States of America

S-3:15 - 4:30 SES-08: Immigrants Matter: Perspectives on Teaching the Next Generation of Immigrant Youth (Practitioner Inquiry)
Location: GSE 114
 

Identity Trajectories Across Time and Space: The Case of Two Emergent Bilingual Third Graders

Frances Nebus Bose

Penn State University, United States of America


What Can Ethnographic Films Tell Us About Literacy Behaviors of Black Caribbean Immigrant Students?

Callista Regis, Alaine Johnson

GSE, University of Pennsylvania, United States of America


Power of Stories: Uniting Generations in Immigrant Communities

Hitomi Yoshida1, Sarun Chan2

1: Independent Consultant, United States of America; 2: Cambodian Association of Greater Philadelphia, United States of America

S-3:15 - 4:30 SES-02: Alternative Format Session (Practitioner Inquiry)
Location: GSE 120
 

Middle School Action Researchers Reading and Writing their Worlds

Mary E Libby1,2,4, Cole Jadrosich2,3, Student A2, Student B2, Student C2, Student D2

1: GSE, University of Pennsylvania, United States of America; 2: School District of Philadelphia, United States of America; 3: Education Works, United States of America; 4: Teaching for Equity, United States of America

S-3:15 - 4:30 SES-03: Alternative Format Session (Practitioner Inquiry)
Location: GSE 121
 

A Collaboration on Humane Teaching

Luke Joseph Zeller1,2, Cassandra Ogbevire2, Leonard Belasco2

1: School District of Philadelphia, United States of America; 2: GSE, University of Pennsylvania, United States of America

S-3:15 - 4:30 SES-04: Panel Session (Practitioner Inquiry)
Location: GSE 124
 

Inquiry Over Time: Layered Reflections from Teacher Inquirers and University-Based Faculty Who Support Them

 

Presentations of the Symposium

 

Inquiry Over Time: Layered Reflections from Teacher Inquirers and University-Based Faculty Who Support Them

Laura K Colket, Frances Rust
University of Pennsylvania, United States of America

 

Promoting Historical Empathy

Rebecca Baelen
University of Pennsylvania, United States of America

 

Collequitable Learning

Mark Heath
Milton Academy, United States of America

 

Fostering Conversations on Race and Identity in a History Classroom

Orelia Jonathan
The Lawrenceville School, United States of America

S-3:15 - 4:30 SES-05: Alternative Format Session
Location: GSE 200
 

Innovation in Action: Media, Literacy, and Community in and across High School Makerspaces

Amy Stornaiuolo1, Phil Nichols1, Emily Plummer1, Maggie Stephen2, Josh Kleiman2, Freda Anderson2

1: GSE, University of Pennsylvania, United States of America; 2: The U School, United States of America

S-3:15 - 4:30 SES-09: Panel Session (Practitioner Inquiry)
Location: GSE 300
 

Fractures, Shards, and Multiple Selves: Locating Identity, Agency, and Action in Students’ Multimodal Artifacts Through Artifactual Data Analysis

 

Presentations of the Symposium

 

Objets D’artifacts: Excavating Sedimented Identities Through Artifactual Data Analysis

Marilyn F. Buono
Hofstra University, United States of America

 

Multimodal Literacies and Fifth Grade Social Action: “It’s Not Fair…”

Sasha Ramlal
State University of New York Oneonta, United States of America

 

Agency and Artifacts: The Embodied Classroom

Melinda Smith
Hofstra University, United States of America

S-3:15 - 4:30 SES-10: Featured Session: Doctoral Student Experiences
Location: GSE 322
 

Reflections on the Dissertation Process: A View from OISE

Will Edwards1, Emmanuel Tabi1, Cristina Guerrero1, Armen Shahnazarian3, Rob Simon1, Gerald Campano2

1: OISE, University of Toronto, Canada; 2: GSE, University of Pennsylvania, United States of America; 3: Toronto District School Board, Canada

S-3:15 - 4:30 SES-11: Using Practitioner Reflection on Linguistic and Literacy Practices to Support Student Learning
Location: GSE 400
 

Supporting Students’ Reading Motivation over the Summer: An Investigation of Primary Teachers’ Instructional Literacy Practices and Perceptions in a Thematic Camp Setting

Joy Erickson

University of New Hampshire, United States of America


Teachers as Researchers: Forging a Path Toward Understanding Our Linguistically Diverse Students

Deborah Janice Kardane

University of Massachusetts Amherst, Antioch New England University, United States of America

S-3:15 - 4:30 SES-12: Perspectives of Critical Pedagogy: Race, Ethnicity, and Literacy Practices (Practitioner Inquiry)
Location: GSE 427
 

Mahogany Adolescent Literacy Identities: Nurturing Relationships with Literacy as if Our Lives Depended on it.

Twila Ainsworth

University of Pennsylvania, United States of America


Deconstructing Reading Curricula: A Critical Analysis of "Kinds of Readers"

Kristen Leigh White, Patricia A. Edwards

Michigan State University, United States of America

 
3:15pm
-
6:00pm
S-3:15 - 6:00 SES-06: Double Session - Alternative Format (Workshop)
Location: GSE 203
 

The Successful Failure of Educational Research: Re-Imagining Paradigms and Practice

Ray McDermott3, Hervé Varenne2, Lalitha Vasudevan2, Kathy Hall1, Jessica Garber2, Joseph Riina-Ferrie2, Rachael Dorothy Stephens1, Michelle Zhang2

1: GSE, University of Pennsylvania, United States of America; 2: Teachers College, Columbia University, United States of America; 3: GSE, Stanford University, United States of America

4:45pm
-
6:00pm
S-4:45 - 6:00 SES-01: Panel Session (Practitioner Inquiry)
Location: GSE 007
 

Mobius Strip: An Exploration of the Recursive, Intertwined Loop of Teaching, Doing and Learning from Teacher Research

 

Presentations of the Symposium

 

Research as Discovery, Teaching as Trust: Developing New Perspectives Through a Teacher Research Study of Homework and Parental Involvement

Megan Blumenreich1, Rafaela Rodriguez2
1The City College of New York, CUNY, United States of America, 2New York City Public Schools, United States of America

 

Sociograms As A Tool For Teaching And Learning: Discoveries From Teacher Research Partnership

Cindy Sobieski1, Tabitha Dell'Angelo2
1Matawan-Aberdeen Middle School, United States of America, 2The College of New Jersey, United States of America

 

Learning to Take an Inquiry Stance in Teacher Research: An Exploration of Unstructured Thought-Partner Spaces

Nastasia Lawton-Sticklor1, Scott Bodamer2
1Clark University, United States of America, 2Claremont Academy School, United States of America

S-4:45 - 6:00 SES-07: Panel Session (Practitioner Inquiry)
Location: GSE 008
 

Inquiry as a Tool for Learning to Teach

 

Presentations of the Symposium

 

Interim Director, Teacher Education Program

Kate Kinney Grossman
Teacher Education Program, GSE, University of Pennsylvania, United States of America

 

MSEd Student

Amy Smith
Teacher Education Program, University of Pennsylvania, United States of America

 

MSEd Student

Elese Lau
Teacher Education Program, University of Pennsylvania, United States of America

 

MSEd Student

Hannah Carney
Teacher Education Program, University of Pennsylvania, United States of America

S-4:45 - 6:00 SES-08: Critical Pedagogy: Practices and Perspectives from International Contexts (Practitioner Inquiry)
Location: GSE 114
 

Motivating Chinese Heritage Language Learners: Competitive Grouping Strategies and Gaming Pedagogical Techniques

Xijia Zhang

University of Pennsylvania, United States of America


Two is Better Than One: What the U.S. Education System Can Learn from Madrid’s Bilingual Public Schools

Allison Michele Fried1,2

1: GSE, University of Pennsylvania, United States of America; 2: Fulbright Spain


Interacting with Journalistic English: A Critical Language Awareness Project

Xi Chen

University of Pennsylvania, United States of America

S-4:45 - 6:00 SES-02: Experiences in and Resources for English Language Learning
Location: GSE 120
 

Reactive Versus Proactive: A Study of Practicing Teachers’ Learning to Teach ELLs

Andrea J Stairs-Davenport

University of Southern Maine, United States of America


“Are You a Teacher?” Questioning the Epistemological Authority of English Language Educators

Laura Valdiviezo, Heonsook Cho

University of Massachusetts Amerhst, United States of America

S-4:45 - 6:00 SES-03: Alternative Format Session (Practitioner Inquiry)
Location: GSE 121
 

The Schools Philadelphia Students Deserve

Amy Elizabeth Brown1, Dan Symonds2, Ben Dobkin1, Monica Clark3

1: University of Pennsylvania, United States of America; 2: Science Leadership Academy in Philadelphia, United States of America; 3: Temple University, United States of America

S-4:45 - 6:00 SES-04: Alternative Format Session
Location: GSE 124
 

Intersectional Autoethnography: The Genesis of Praxis for a PhD Cohort (Work-In-Progress)

Madjiguene Fall, Sharada Krishnamurthy, Daniel Tulino, Stephanie Lezotte, Dr. Susan Browne, Dr. Shelley Zion

Rowan University, United States of America

S-4:45 - 6:00 SES-05: Panel Session (Practitioner Inquiry)
Location: GSE 200
 

Revolución Arte: Social Transformation in the Villa Inmigrante

 

Presentations of the Symposium

 

Students Today, Leaders Tomorrow: First Generation Students Preparing for College

Daisy Romero1, Yesenia Sanchez2, Laura Rendon2, Citlalli Vega2, Eddy Reyes2
1University of Pennsylvania, United States of America, 2Centro de Cultura, Arte, Trabajo y Educación (CCATE), United States of America

 

Exploring Beyond the Villa Inmigrante Through Filmmaking

Obed Arango, Geovanni Calderon Lopez, Emily Figueroa, Zavier Wedderburn, Miriam Gonzalez
Centro de Cultura, Arte, Trabajo y Educación (CCATE), United States of America

 

La Palabra y el Sentido en el Entorno: Reading the World and the Word

Holly Link, Diana Lugo, Salvador Gonzalez, Obed Arango, Jeny Bonilla
Centro de Cultura, Arte, Trabajo y Educación (CCATE), United States of America

S-4:45 - 6:00 SES-09: Building Inquiry from the Ground Up: A Look at Policy, Practice, and Student-Centered Learning (Practitioner Inquiry)
Location: GSE 300
 

Reading Place: Teens Acquiring Spatial Literacy in Pursuit of Inclusive Public Space

Carid Maranan1, Atianah Thomas1, Bethany J. Welch1, Madeline Dahlin2

1: Aquinas Center, United States of America; 2: University of Pennsylvania, United States of America


Questioning from the Start: Building a School Based on Inquiry-Driven Learning

Hilary Whitmer Hamilton, Robert Rivera-Amezola

Science Leadership Academy Middle School, University of Pennsylvania, United States of America


The Teacher Evaluation Process and Measuring Student Growth of English Learners

Samina Hadi-Tabassum

Northern Illinois University, United States of America

S-4:45 - 6:00 SES-10: Enacting Inclusive Practices: Racial Literacy and Multiculturalism in Teacher Education (Practitioner Inquiry)
Location: GSE 322
 

LOL?:Humor and Racial Literacy in University Classrooms

Alesha Gayle1, Ellie Fitts Fulmer2

1: University of Pennsylvania, United States of America; 2: Ithaca College, United States of America


The Forgotten Land: (Im)Possibilities of Multicultural Teacher Education

En-Shu Robin Liao

State University of New York Rockland, United States of America

S-4:45 - 6:00 SES-11: Language Ideologies in Practice: Two Perspectives from China
Location: GSE 400
 

Assimilationist Ideology and Minority Language Rights: The Case of Manchu Language Endangerment and Revitalization

Chuqiao Zhao, Xirui Sun

University of Pennsylvania, United States of America


Reading Without Understanding: The Semiotics of a Confucianist Alternative Pedagogy in China

Yukun Zeng

University of Chicago, United States of America

S-4:45 - 6:00 SES-12: Panel Session
Location: GSE 427
 

Ethnography and the Production of Knowledge in Brazilian Contemporaneous Society

 

Presentations of the Symposium

 

Transforming the Ethnographic Knowledge: Student Voice in Action

Paula Almeida de Castro1, Carmen Lúcia Guimarães de Mattos2
1Paraíba State University, Brazil, 2Rio de Janeiro State University, Brazil

 

The Ethnohistory of Teachers and Their Pedagogical Action as Reader's Training

Samuel Luis Velásquez Castellanos, Cesar Augusto Castro
Federal University of Maranhão, Brazil

 

The Role of Ethnography for Post-Structuralist Revolutions in the Humanities: Beyond Abstraction onto Real Beings

Luiz Antonio Gomes Senna
Rio de Janeiro State University, Brazil

 

Students and Teachers Between Epistemologies: A Look to the Classroom

Loide Leite Aragao Pinto, Luiz Antonio Gomes Senna
Rio de Janeiro State University, Brazil

 
6:30pm
-
8:00pm
S-6:30-8:00 Saturday: Evening Plenary: Ethnography in Action
Location: Houston Hall - Hall of Flags
 

Ethnography in Action: Exploring an Activist Stance in Practitioner Research and Educational Scholarship

Abdul-Qadir Islam1, Mary Yee1, Susan Lytle1, Vivian Gadsden1, Joanne Larson2, Ezekiel Dixon-Román1, Gerald Campano1

1: University of Pennsylvania, United States of America; 2: University of Rochester, United States of America

8:00pm
-
9:00pm
S-8:00-9:00 Dinner
Location: Houston Hall - Hall of Flags

 
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