Kara Mitchell Viesca
Biographic Data
| ID | 1605917 |
|---|---|
| NAME | Kara Mitchell Viesca |
| GIVEN NAMES | Kara Mitchell |
| FAMILY NAME | Viesca |
| SIGNATURE | VIESCA K M |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0002-9083-592X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A critical sociocultural turn in deaf education: Operationalizing the Enduring Principles of Learning within the bright triad
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Effective Teachers of Multilingual Learners: A Mixed‐Method Study of UK and US Critical Sociocultural Teaching Practices
This convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and op…
Community language ideologies: Implications for language policy and practice
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research
Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potent…
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students
Towards a complex framework of teacher learning-practice
Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualisations of teaching activity have far-reaching impact on teachers, students, and school systems, generating a complex theory of teacher learning-practice is nothing short of an ethical imperative. To tackle thi…
Disrupting Evasion Pedagogies
As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive p…
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers' perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. Th…
Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools
Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using “deep interviewing” strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological c…
Testing and ideology: Policy debates about literacy assessments for Colorado’s bilingual students
The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for …
Perceptions of linguistically responsive teaching in teacher candidates/novice teachers
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers
Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school
“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS…
Perceptions of linguistically responsive teaching in teacher candidates/novice teachers
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers
Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school
Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools
Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using “deep interviewing” strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological c…
Testing and ideology: Policy debates about literacy assessments for Colorado’s bilingual students
The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for …
A critical sociocultural turn in deaf education: Operationalizing the Enduring Principles of Learning within the bright triad
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers' perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. Th…
“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS…
Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school
Perceptions of linguistically responsive teaching in teacher candidates/novice teachers
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers
Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools
Recent research has documented the ways that schools adapt to increasingly multilingual and multicultural student bodies. This qualitative study explores the schooling experiences of nine K-12 multilinguals not identified as English language learners in US schools. Using “deep interviewing” strategies, the authors expose the racializing function of language, but also semiotic processes such as markedness, iconicity, and erasure and sociological c…
Testing and ideology: Policy debates about literacy assessments for Colorado’s bilingual students
The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for …
Towards a complex framework of teacher learning-practice
Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualisations of teaching activity have far-reaching impact on teachers, students, and school systems, generating a complex theory of teacher learning-practice is nothing short of an ethical imperative. To tackle thi…
Disrupting Evasion Pedagogies
As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive p…
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers' perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. Th…
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research
Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potent…
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students
Community language ideologies: Implications for language policy and practice
A critical sociocultural turn in deaf education: Operationalizing the Enduring Principles of Learning within the bright triad
This Current Issue essay addresses the question: How might the Enduring Principles of Learning (EPL) be operationalized within the bright triad of Vygotsky's optimistic deaf pedagogy (Skyer, 2020) to contribute to a critical sociocultural turn in deaf education? Borrowing from Vygotskian theory, we conceptualize deaf education as a fundamentally critical sociocultural enterprise. By integrating the EPL and bright trad frameworks, we offer an inno…
Effective Teachers of Multilingual Learners: A Mixed‐Method Study of UK and US Critical Sociocultural Teaching Practices
This convergent parallel mixed‐method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real‐world teaching practices. Using deductive reasoning to merge closed‐ and op…
Pedagogy (12 works) · Sociology (12 works) · Psychology (11 works) · Multilingual Education and Policy (10 works) · Political science (10 works) · Mathematics education (9 works) · Computer Science (7 works) · Educator Training and Historical Pedagogy (7 works) · Second Language Learning and Teaching (7 works) · Teacher education (6 works)