Elizabeth Y Stevens
Biographic Data
| ID | 1603681 |
|---|---|
| NAME | Elizabeth Y Stevens |
| GIVEN NAMES | Elizabeth Y |
| FAMILY NAME | Stevens |
| SIGNATURE | STEVENS E Y |
| AFFILIATIONS | Wesleyan University |
| ORCID | 0009-0003-5885-7891 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring Asynchronous Implementation of the Gradual Release of Responsibility Framework to Support Graduate Students’ Metacognition When Reading Digital Academic Texts
Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as me…
Disrupting Niceness in Literacy Teacher Education
Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of col…
Nice Girls like Us
Niceness includes behaviors such as avoiding conflict or controversial topics, being submissive and people-pleasing, performing teaching as “love” in uncritical ways, accepting deficit perspectives, and upholding patriarchal structures. In the spirit of Niceness, white female teachers often avoid the work of challenging inequitable systems because doing so leaves them vulnerable to being seen as “not nice” or troublemakers. In this article, we in…
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Web 2.0 Reflective Inquiry
This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader reflection
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Web 2.0 Reflective Inquiry
This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader reflection
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Nice Girls like Us
Niceness includes behaviors such as avoiding conflict or controversial topics, being submissive and people-pleasing, performing teaching as “love” in uncritical ways, accepting deficit perspectives, and upholding patriarchal structures. In the spirit of Niceness, white female teachers often avoid the work of challenging inequitable systems because doing so leaves them vulnerable to being seen as “not nice” or troublemakers. In this article, we in…
Exploring Asynchronous Implementation of the Gradual Release of Responsibility Framework to Support Graduate Students’ Metacognition When Reading Digital Academic Texts
Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as me…
Disrupting Niceness in Literacy Teacher Education
Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of col…
Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Computer Science (3 works) · Literacy (3 works) · Mathematics education (3 works) · Critical Race Theory in Education (2 works) · Literacy, Media, and Education (2 works) · Political science (2 works) · Teacher education (2 works)