Annmarie Alberton Gunn
Biographic Data
| ID | 169079 |
|---|---|
| NAME | Annmarie Alberton Gunn |
| GIVEN NAMES | Annmarie Alberton |
| FAMILY NAME | Gunn |
| SIGNATURE | GUNN A A |
| AFFILIATIONS | University of South Florida St. Petersburg |
| ORCID | 0000-0003-2354-2825 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 11 |
| 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
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.…
Teachers Moving Forward on a Cultural Self-Awareness Spectrum: Diverse Children, Museums, and Young Adult Literature
This case study research investigated preservice and in-service teachers’ (N = 23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. …
Exploring Names and Identity Through Multicultural Literature in K-8 Classrooms
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a wat…
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 …
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…
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…
Exploring Names and Identity Through Multicultural Literature in K-8 Classrooms
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a wat…
Teachers Moving Forward on a Cultural Self-Awareness Spectrum: Diverse Children, Museums, and Young Adult Literature
This case study research investigated preservice and in-service teachers’ (N = 23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. …
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.…
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…
Exploring Names and Identity Through Multicultural Literature in K-8 Classrooms
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a wat…
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 …
Teachers Moving Forward on a Cultural Self-Awareness Spectrum: Diverse Children, Museums, and Young Adult Literature
This case study research investigated preservice and in-service teachers’ (N = 23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. …
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
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,…
Pedagogy (9 works) · Psychology (9 works) · Sociology (9 works) · Educator Training and Historical Pedagogy (6 works) · Multiculturalism (6 works) · Multicultural education (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Global Education and Multiculturalism (3 works) · Literacy (3 works)