Leslie C Banes
Biographic Data
| ID | 1604665 |
|---|---|
| NAME | Leslie C Banes |
| GIVEN NAMES | Leslie C |
| FAMILY NAME | Banes |
| SIGNATURE | BANES L C |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0003-2352-3923 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Fostering noticing of classroom discussion features through analysis of contrasting cases
Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves p…
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate d…
Developing as an agentive bilingual teacher
As classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing on theories of teacher agency and resources for teacher knowledge, we examined two resources that may…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
Mathematical Classroom Discussion as an Equitable Practice
This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students’ opportunities to speak, equitable participation, explanations, and connections between ideas. A linguistically-modified math assessment m…
Self-Reflexive Inquiry Into Language Use and Beliefs
The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
Self-Reflexive Inquiry Into Language Use and Beliefs
The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language…
Mathematical Classroom Discussion as an Equitable Practice
This mixed-method study examines the relationship between classroom discussion and student performance in twenty 3rd and 4th grade classrooms in northern California with 50% English language learners (ELLs). Discussions were scored on features including use of multiple approaches for solving problems, students’ opportunities to speak, equitable participation, explanations, and connections between ideas. A linguistically-modified math assessment m…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
Developing as an agentive bilingual teacher
As classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing on theories of teacher agency and resources for teacher knowledge, we examined two resources that may…
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate d…
Fostering noticing of classroom discussion features through analysis of contrasting cases
Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves p…
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (4 works) · Reflexivity (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Bilingual education (3 works)