Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. National Center for ESL Literacy Education (NCLE).
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187.
A strengths-based approach is one where educators intentionally identify, communicate, and harness learners' assets to empower them to flourish.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Tsai, K. C. (2012). The value of teaching creativity in adult education. International Journal of Higher Education, 1(2), 84-91.
Color-conscious educators understand that racism exists and negatively affects racially marginalized students through educational disparities and other inequities.
In order to discuss race meaningfully, educators must sharpen their cultural awareness lens, reflect on implicit biases they may hold, and be aware of unintended messages students can receive from their environment.
In order to discuss race meaningfully, educators must sharpen their cultural awareness lens, reflect on implicit biases they may hold, and be aware of unintended messages students can receive from their environment.
Rogers, R., & Fuller, C. (2007). As if you heard it from your momma": Redesigning histories of participation with literacy education in an adult education class. Reframing Sociocultural Research on Literacy: Identity, Agency, and Power, 75-114.
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