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Enhance Writing Instruction with Technology: A Step-by-Step Procedure

6/25/2020

 

By Jazmin Cruz

Integrating technology and writing can be challenging for students and teachers alike. Here are some strategies that may help!

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Essential Reading: Guidance on Culturally Responsive-Sustaining Remote Education

6/17/2020

 
By Jacob Steiss
Through research, advocacy, activism, and teaching, Dr. David E. Kirkland has made immeasurable contributions to improving the learning, literacy, and life outcomes of our nation’s youth. With a particular concern for research that advances educational equity and social justice, his works in the fields of education, youth literacy, cultural studies, ethnography, and sociolinguistics have led him to the distinguished role as the Executive Director of NYU Metropolitan Center for Research on Equity and the Transformation of Schools.
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In this role. Dr. Kirkland continues to bring issues of educational equity to the foreground of policy debates in order to best enable children from diverse cultural and linguistic backgrounds to flourish. One way Dr. Kirkland has continued moving U.S. educational systems forward on the arc of justice is manifested in the Metro Center’s contributions to new, culturally responsive educational standards in New York State, standards that have potential to affect close to 3 million students in New York.​
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While this groundbreaking document that centers the needs and dignity of historically marginalized students is essential reading for educators and policymakers alike, we want to draw attention to another document that responds to the needs of teachers engaging in remote instruction due to the global pandemic.

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Dialogic Literary Argumentation: A New Framework for Teaching and Learning Literature

6/1/2020

 

Guest Blogger: George Newell

Ms. Hill was aware of the literary scholarship on the short story “Indian Camp,” and its emphasis on the theme of loss of innocence. But this secondary ELA teacher decided to focus her students’ explorations on the theme of dominance. She supplanted authorized literary knowledge (the renderings of literary scholars) with knowledge derived from her students’ concerns for social justice, her own readings of the story which are connected to her history as an African American woman and her experiences (and her knowledge of others’ experiences) of racism. As Ms. Hill orchestrated a text-based discussion of dominance in “Indian Camp,” she framed the social construction of knowledge in terms of claim, warrant, evidence, and counter argument. However, she located those categories not in traditional argumentative structures used in classrooms but in terms of “arguing-to-learn.”

This blog provides a brief overview of a new framework for teaching and learning literature in secondary schools, like what was observed in Ms. Hill’s classroom. This framework is an inquiry-based approach to engage students in communicating and exploring ideas about literature. More information on the practice and research behind this framework are found in two resources featured below that are offered by The Ohio State University Argumentative Writing Project.

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WRITE Center:  Writing Research to Improve Teaching and Evaluation

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to University of California, Irvine. In 2025 the National Writing Project took over management of this website and project resources. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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