Susan V Bennett
Biographic Data
| ID | 169078 |
|---|---|
| NAME | Susan V Bennett |
| GIVEN NAMES | Susan V |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT S V |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0003-2060-092X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Y’all Are Students”: Culturally Sustaining Literacy in a Prison
In this study, we explored students’ experiences while enrolled in a culturally sustaining literacy pilot program, which incorporated multicultural audiobooks. We examined components of this program and how it engaged and improved literacy practices and strategies. Twenty-four adult males in a correctional institution participated. We utilized constant comparison to analyze the data, which included a reflexive journal, observations, lesson plans,…
“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning
As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL cont…
We Don’t Know What’s Going on in Their Life”: Multicultural Children’s Literature in Early Childhood Classrooms
Teaching Multicultural Children's Literature in a Diverse Society: From a Historical Perspective to Instructional Practice
Teachers as change agents: Social justice theory to practice
Purpose The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers’ social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach This study investigated the effectiveness on teacher practices of a graduate literacy course, which was redesigned within a framework of social justice pedagogy by focusing on crit…
The Same but Different: Making Meaning from Modified Texts with Cross-cultural Themes
Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, Homesick: My Own Story by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal reader version that had deleted cultural information. Group discussions of the texts were videotaped and transcribed.…
Four Diverse Educators Chronicle Challenges in a Christian-Centered Society
Culturally responsive teaching requires that students be perceived holistically and part of student culture is religious beliefs. The purpose of this research is to offer insight into experiences and understandings of four preservice and inservice teachers', from diverse religious backgrounds, Muslim, Judaism, Sikhism, and Mormonism, experiences and understandings as they studied and worked in colleges of education and elementary classrooms that …
Making Meaning of Graduate Students’ and Preservice Teachers’ E-Mail Communication in a Community of Practice
This inquiry examined graduate students ’ and preservice teachers’ e-mail communication as they made decisions about supporting the instructional needs of children at-risk in a community of practice summer literacy camp. The correspondence gradually evolved from impersonal to interpersonal communication over a ten-week time span, and influenced the preservice teachers’ responses. S even themes were identified in the graduate students’ messages th…
Effective Facets of a Field Experience That Contributed to Eight Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching
I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they tutored children in writing from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I utilized an embedded case study and chose constant comparison, within-case analysis and cross-case analysis. I recommend effective aspects of the field experience, which facilitated preser…
Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further des…
Effective Facets of a Field Experience That Contributed to Eight Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching
I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they tutored children in writing from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I utilized an embedded case study and chose constant comparison, within-case analysis and cross-case analysis. I recommend effective aspects of the field experience, which facilitated preser…
Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further des…
Making Meaning of Graduate Students’ and Preservice Teachers’ E-Mail Communication in a Community of Practice
This inquiry examined graduate students ’ and preservice teachers’ e-mail communication as they made decisions about supporting the instructional needs of children at-risk in a community of practice summer literacy camp. The correspondence gradually evolved from impersonal to interpersonal communication over a ten-week time span, and influenced the preservice teachers’ responses. S even themes were identified in the graduate students’ messages th…
Teachers as change agents: Social justice theory to practice
Purpose The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers’ social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach This study investigated the effectiveness on teacher practices of a graduate literacy course, which was redesigned within a framework of social justice pedagogy by focusing on crit…
The Same but Different: Making Meaning from Modified Texts with Cross-cultural Themes
Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, Homesick: My Own Story by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal reader version that had deleted cultural information. Group discussions of the texts were videotaped and transcribed.…
Effective Facets of a Field Experience That Contributed to Eight Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching
I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they tutored children in writing from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I utilized an embedded case study and chose constant comparison, within-case analysis and cross-case analysis. I recommend effective aspects of the field experience, which facilitated preser…
Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further des…
Four Diverse Educators Chronicle Challenges in a Christian-Centered Society
Culturally responsive teaching requires that students be perceived holistically and part of student culture is religious beliefs. The purpose of this research is to offer insight into experiences and understandings of four preservice and inservice teachers', from diverse religious backgrounds, Muslim, Judaism, Sikhism, and Mormonism, experiences and understandings as they studied and worked in colleges of education and elementary classrooms that …
Making Meaning of Graduate Students’ and Preservice Teachers’ E-Mail Communication in a Community of Practice
This inquiry examined graduate students ’ and preservice teachers’ e-mail communication as they made decisions about supporting the instructional needs of children at-risk in a community of practice summer literacy camp. The correspondence gradually evolved from impersonal to interpersonal communication over a ten-week time span, and influenced the preservice teachers’ responses. S even themes were identified in the graduate students’ messages th…
The Same but Different: Making Meaning from Modified Texts with Cross-cultural Themes
Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, Homesick: My Own Story by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal reader version that had deleted cultural information. Group discussions of the texts were videotaped and transcribed.…
Teachers as change agents: Social justice theory to practice
Purpose The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers’ social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach This study investigated the effectiveness on teacher practices of a graduate literacy course, which was redesigned within a framework of social justice pedagogy by focusing on crit…
Teaching Multicultural Children's Literature in a Diverse Society: From a Historical Perspective to Instructional Practice
“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning
As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL cont…
We Don’t Know What’s Going on in Their Life”: Multicultural Children’s Literature in Early Childhood Classrooms
Y’all Are Students”: Culturally Sustaining Literacy in a Prison
In this study, we explored students’ experiences while enrolled in a culturally sustaining literacy pilot program, which incorporated multicultural audiobooks. We examined components of this program and how it engaged and improved literacy practices and strategies. Twenty-four adult males in a correctional institution participated. We utilized constant comparison to analyze the data, which included a reflexive journal, observations, lesson plans,…
Psychology (9 works) · Pedagogy (8 works) · Sociology (7 works) · Educator Training and Historical Pedagogy (6 works) · Teacher Education and Leadership Studies (5 works) · Literacy (4 works) · Mathematics education (4 works) · Multiculturalism (4 works) · Teacher education (4 works) · Multicultural education (3 works)