Patricia A Edwards
Biographic Data
| ID | 2039560 |
|---|---|
| NAME | Patricia A Edwards |
| GIVEN NAMES | Patricia A |
| FAMILY NAME | Edwards |
| SIGNATURE | EDWARDS P A |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-3680-5479 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring How Educators Perceive Enacting Asset-Based Family Engagement
Research reveals that many educators perceive family engagement through a narrow lens, expecting families to participate in school-directed activities that may alienate families from marginalized backgrounds. This design-based study examined how participation in a virtual professional development course might serve as a space for educators to (re)consider how they engage with families. Pre-and post-questionnaires from 34 educators assessed change…
From illiterate assumption to literate potentiality
A plethora of services in early childhood care and education has not sufficiently resulted in equitable practice for families and, specifically, families of Color across the globe. Despite numerous programs geared toward alleviating literacy challenges, families of Color worldwide continue to experience Eurocentric approaches to addressing the literacies of their children, as well as the practices they hold dear. This insistence on programming th…
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners
This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with…
When It's More Than You, Jesus, and the Pencil
What makes academic writing so challenging, and what might be done to help graduate students who struggle with it? The authors explore answers to these questions by reflecting upon their own experiences in graduate school and highlighting their collaboration as African American literacy scholars. They use the term academic writing mentorship to characterize their writing relationship and discuss how collaborative work transformed their perception…
Critical Race Theory
Book reviewed in this article: Making Race Visible: Literacy Research for Cultural Understanding . Stuart Greene and Dawn Abt‐Perkins (Eds.). 2003
Cultural considerations with response to intervention models
Involving parents in building reading instruction for African-American children
1992). Involving parents in building reading instruction for African‐American children. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 350-359
Ecological Correlates of the Educative Style of Afro-American Children
Barbara J. Shade, Patricia A. Edwards, Ecological Correlates of the Educative Style of Afro-American Children, The Journal of Negro Education, Vol. 56, No. 1, The Black Child's Home Environment and Student Achievement (Winter, 1987), pp. 88-99
Cultural considerations with response to intervention models
Involving parents in building reading instruction for African-American children
1992). Involving parents in building reading instruction for African‐American children. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 350-359
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
Ecological Correlates of the Educative Style of Afro-American Children
Barbara J. Shade, Patricia A. Edwards, Ecological Correlates of the Educative Style of Afro-American Children, The Journal of Negro Education, Vol. 56, No. 1, The Black Child's Home Environment and Student Achievement (Winter, 1987), pp. 88-99
Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners
This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with…
Ecological Correlates of the Educative Style of Afro-American Children
Barbara J. Shade, Patricia A. Edwards, Ecological Correlates of the Educative Style of Afro-American Children, The Journal of Negro Education, Vol. 56, No. 1, The Black Child's Home Environment and Student Achievement (Winter, 1987), pp. 88-99
Involving parents in building reading instruction for African-American children
1992). Involving parents in building reading instruction for African‐American children. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 350-359
When It's More Than You, Jesus, and the Pencil
What makes academic writing so challenging, and what might be done to help graduate students who struggle with it? The authors explore answers to these questions by reflecting upon their own experiences in graduate school and highlighting their collaboration as African American literacy scholars. They use the term academic writing mentorship to characterize their writing relationship and discuss how collaborative work transformed their perception…
Critical Race Theory
Book reviewed in this article: Making Race Visible: Literacy Research for Cultural Understanding . Stuart Greene and Dawn Abt‐Perkins (Eds.). 2003
Cultural considerations with response to intervention models
Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners
This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with…
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
From illiterate assumption to literate potentiality
A plethora of services in early childhood care and education has not sufficiently resulted in equitable practice for families and, specifically, families of Color across the globe. Despite numerous programs geared toward alleviating literacy challenges, families of Color worldwide continue to experience Eurocentric approaches to addressing the literacies of their children, as well as the practices they hold dear. This insistence on programming th…
Exploring How Educators Perceive Enacting Asset-Based Family Engagement
Research reveals that many educators perceive family engagement through a narrow lens, expecting families to participate in school-directed activities that may alienate families from marginalized backgrounds. This design-based study examined how participation in a virtual professional development course might serve as a space for educators to (re)consider how they engage with families. Pre-and post-questionnaires from 34 educators assessed change…
Psychology (9 works) · Pedagogy (6 works) · Sociology (6 works) · Parental Involvement in Education (5 works) · Literacy (4 works) · Mathematics education (4 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works)