These methods help educators reflect on their own implicit bias and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
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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.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Alvermann, D. E., Young, J. P., Green, C., & Wisenbaker, J. M. (1999). Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs. American Educational Research Journal, 36(2), 221-264.
Bouchard, C., Sylvestre, A., & Forget-Dubois, N. (2020). Why are boys perceived as less prosocial than girls by their early childhood educators? The role of pragmatic skills in preschool and kindergarten children. Educational Psychology, 40(10), 1190-1210.
Kinloch, V. (2005). Poetry, literacy, and creativity: Fostering effective learning strategies in an urban classroom. English Education, 37(2), 96-114.
Bargamadi, M., Mahdian, H., & Yamini, M. (2019). Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and academic achievement motivation of high school students. Iranian Journal of Educational Sociology, 2(2), 100-111.
Mathews, E. S., & O'Donnell, M. (2020). Phonological decoding and reading comprehension in deaf and hard-of-hearing children. European Journal of Special Needs Education, 35(2), 220-235.
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