Professors Julianne Lynch and Terri Redpath discuss their article published in the Journal of Early Childhood Literacy entitled "Smart Technologies in Early Years Literacy Education".

'Smart' technologies in early years literacy education. A game changer: mobile touchscreen devices and the education of young children

/pdf/factors-that-contribute-to-high-school-senior-african-2r3xc88eta.pdf

Factors that Contribute to High School Senior African American Male Students’ Academic Success

The refugee crisis is global in scope and the number of migrants is expected to rise for the foreseeable future. While politicians around the world engage in military action, diplomacy, and rhetoric to shape outcomes to respond to this crisis, local school and community leaders are on the frontlines of migrant-student and family integration and inclusion. In addition, dominant discourse in the U.S. has grown increasingly hostile towards immigrant and refugee populations. With this in mind, our research explores ways school district leaders act as advocates by shaping the practices, policies, and discourse related to refugee integration. We conducted a two-year, qualitative case study in the U.S. state of Vermont between 2018 and 2019. Data collection included in-depth interviews and observations of public meetings with the superintendents of two districts; email communication with the director of a refugee-serving non-profit organisation; and document analyses of publicly available materials related to refugee resettlement. Our study locates strategies contributing to what we call an “architecture of care”, engaged in by school leaders and community members. We highlight the power of small communities to serve as “thin places of resistance”, where community members work together to build welcoming places for newly arrived refugee children and families. 

Thin places of resistance: a caring response to refugees in rural American schools

Abstract This research is an ethnography (Murchison, 2010) that describes the lived experiences of a university professor and former public school superintendent. The work explores racial integration and desegregation of America’s public school system. Through a series of seven semi-structured interviews, background information has been collected about the educational leader’s ethnic identity, personal experiences as a student in public schools and professional background. Descriptions of the challenges, issues, and success of racial integration are presented from the professional experience of the educational leader along with existing contemporary challenges.

Exploring Racial Integration: Views from an African American, Male, Former School Superintendent

Common Core English Language Arts Standards and changing technologies have shifted the ways students and teachers select and read text. Reasons for the lack of digital literacy implementation in instruction are due to the large amount of choices available without sufficient background information on how to critically evaluate literacy applications. This article presents the framework of the Common Core English Language Arts Standards and how they are used to enhance literacy instruction through implementation of literacy technology applications. Limitations and advantages of digital applications are explored, descriptions of the applications are provided, and strategies for implementation in the English/ Language Arts classroom are discussed. This research article is available in The Advocate: https://newprairiepress.org/advocate/vol22/iss3/4

/pdf/literacy-applications-for-today-s-learner-1tvwor8lx8.pdf

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Exploring Racial Integration: Views from an African American, Male, Former School Superintendent

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