Elizabeth Dutro
Biographic Data
| ID | 326330 |
|---|---|
| NAME | Elizabeth Dutro |
| GIVEN NAMES | Elizabeth |
| FAMILY NAME | Dutro |
| SIGNATURE | DUTRO E |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-1201-769X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 6 |
Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms
Thank You to Reviewers
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Learning to facilitate discussions: Collaborations in practice-based teacher education
Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership
As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instr…
Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses
Facilitating discussions in English Language Arts can develop students’ skills as speakers and listeners and their ability to engage with diverse perspectives. However, classroom observations often demonstrate a lack of student talk, raising questions about the complexity of facilitating discussion and teachers’ opportunities to learn and hone the practice. In this article, we discuss how teacher educators leveraged a collaboratively designed spe…
Partnership Literacies in a Writing Methods Course: Practicing, Advocating, and Feeling Together
Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education
Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools
This article discusses theoretical lenses drawn from scholars in the interdisciplinary field of trauma studies to consider students’ positioning in relation to emotional-cognitive, private-public dichotomies that permeate normative notions of what can and should count as successful engagement with school. Specifically, we explicate Caruth’s metaphor of the speaking wound, in conversation with other trauma studies scholarship, to consider the repr…
I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School
A significant body of research articulates concerns about the current emphasis on high‐stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of interview data from 33 third graders in an urban elementary school collected as part of a larger qualitative…
A Journey through Nine Decades of NCTE-Published Research in Elementary Literacy
In this article, we share findings from our process of “reading the past, writing the future” of elementary research in NCTE’s journals. Our analysis focused on major domains of the field, including literature, writing, reading, language, and multimodal literacies, and spanned Elementary English Review , which first appeared in 1924, was renamed Elementary English in 1947, and became Language Arts in 1975; Primary Voices , which ran from 1993 to …
Can We Talk About Intimacy?”: The Wire and a Pedagogy of Testimony and Witness in Urban Classrooms
When first-year teacher, Mr. Prezbolewski calls names on his after school detention list and Michael, an eighth-grade student in an inner-city Baltimore school, is absent, we, the viewers of Michae
What ‘Hard Times’ Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children
In this article, I present a qualitative analysis of third graders’ experiences with a unit from their district-mandated commercial reading curriculum in which the children made strong connections between a fictional account of a Depression-era farm family’s economic hardships and their own 21st century lives in a city with one of the highest childhood poverty rates in the United States. The language of the curriculum revealed class-privileged as…
Children's Testimony and the Necessity of Critical Witness in Urban Classrooms
This article focuses on the everyday ways that children's perspectives on and experiences within urban schools are chronicled and interpreted. Drawing on illustrations from two students' experiences across a school year in one classroom, the author argues that students in urban schools are everyday documentarians, sharing their relationships to school in ways—both subtle and overt, and that reveal both challenges and resilience—that provide insig…
This Issue
‘That's why I was crying on this book’: Trauma as Testimony in Responses to Literature
Auto Wreck (first stanza) Its quick soft silver bell beating, beating, And down the dark one ruby flare Pulsing out red light like an artery, The ambulance at top speed floating down Past beacons a
What Are You and Where Are You From?”: Race, Identity, and the Vicissitudes of Cultural Relevance
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education
Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools
This article discusses theoretical lenses drawn from scholars in the interdisciplinary field of trauma studies to consider students’ positioning in relation to emotional-cognitive, private-public dichotomies that permeate normative notions of what can and should count as successful engagement with school. Specifically, we explicate Caruth’s metaphor of the speaking wound, in conversation with other trauma studies scholarship, to consider the repr…
I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School
A significant body of research articulates concerns about the current emphasis on high‐stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of interview data from 33 third graders in an urban elementary school collected as part of a larger qualitative…
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Children's Testimony and the Necessity of Critical Witness in Urban Classrooms
This article focuses on the everyday ways that children's perspectives on and experiences within urban schools are chronicled and interpreted. Drawing on illustrations from two students' experiences across a school year in one classroom, the author argues that students in urban schools are everyday documentarians, sharing their relationships to school in ways—both subtle and overt, and that reveal both challenges and resilience—that provide insig…
What Are You and Where Are You From?”: Race, Identity, and the Vicissitudes of Cultural Relevance
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
Learning to facilitate discussions: Collaborations in practice-based teacher education
Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses
Facilitating discussions in English Language Arts can develop students’ skills as speakers and listeners and their ability to engage with diverse perspectives. However, classroom observations often demonstrate a lack of student talk, raising questions about the complexity of facilitating discussion and teachers’ opportunities to learn and hone the practice. In this article, we discuss how teacher educators leveraged a collaboratively designed spe…
Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership
As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instr…
‘That's why I was crying on this book’: Trauma as Testimony in Responses to Literature
Auto Wreck (first stanza) Its quick soft silver bell beating, beating, And down the dark one ruby flare Pulsing out red light like an artery, The ambulance at top speed floating down Past beacons a
What Are You and Where Are You From?”: Race, Identity, and the Vicissitudes of Cultural Relevance
Although most educators would agree that enacting cultural relevance in the classroom is always a complex process, we have too few examples in the research literature of what that complexity looks like and how it plays out in highly diverse classrooms. Drawing on a range of qualitative data sources, this case study examines how one teacher's interpretation of culturally relevant pedagogy bumped up against children's ideas about their own and othe…
Children's Testimony and the Necessity of Critical Witness in Urban Classrooms
This article focuses on the everyday ways that children's perspectives on and experiences within urban schools are chronicled and interpreted. Drawing on illustrations from two students' experiences across a school year in one classroom, the author argues that students in urban schools are everyday documentarians, sharing their relationships to school in ways—both subtle and overt, and that reveal both challenges and resilience—that provide insig…
This Issue
What ‘Hard Times’ Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children
In this article, I present a qualitative analysis of third graders’ experiences with a unit from their district-mandated commercial reading curriculum in which the children made strong connections between a fictional account of a Depression-era farm family’s economic hardships and their own 21st century lives in a city with one of the highest childhood poverty rates in the United States. The language of the curriculum revealed class-privileged as…
A Journey through Nine Decades of NCTE-Published Research in Elementary Literacy
In this article, we share findings from our process of “reading the past, writing the future” of elementary research in NCTE’s journals. Our analysis focused on major domains of the field, including literature, writing, reading, language, and multimodal literacies, and spanned Elementary English Review , which first appeared in 1924, was renamed Elementary English in 1947, and became Language Arts in 1975; Primary Voices , which ran from 1993 to …
Can We Talk About Intimacy?”: The Wire and a Pedagogy of Testimony and Witness in Urban Classrooms
When first-year teacher, Mr. Prezbolewski calls names on his after school detention list and Michael, an eighth-grade student in an inner-city Baltimore school, is absent, we, the viewers of Michae
I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School
A significant body of research articulates concerns about the current emphasis on high‐stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of interview data from 33 third graders in an urban elementary school collected as part of a larger qualitative…
Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools
This article discusses theoretical lenses drawn from scholars in the interdisciplinary field of trauma studies to consider students’ positioning in relation to emotional-cognitive, private-public dichotomies that permeate normative notions of what can and should count as successful engagement with school. Specifically, we explicate Caruth’s metaphor of the speaking wound, in conversation with other trauma studies scholarship, to consider the repr…
Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education
Partnership Literacies in a Writing Methods Course: Practicing, Advocating, and Feeling Together
Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership
As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instr…
Does a Discussion by Any Other Name Sound the Same? Teaching Discussion in Three ELA Methods Courses
Facilitating discussions in English Language Arts can develop students’ skills as speakers and listeners and their ability to engage with diverse perspectives. However, classroom observations often demonstrate a lack of student talk, raising questions about the complexity of facilitating discussion and teachers’ opportunities to learn and hone the practice. In this article, we discuss how teacher educators leveraged a collaboratively designed spe…
Learning to facilitate discussions: Collaborations in practice-based teacher education
Thank You to Reviewers
The Fourth Wall of Professional Learning and Cultures of Collaboration
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. W…
Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms
Psychology (16 works) · Pedagogy (15 works) · Sociology (14 works) · Mathematics education (10 works) · Critical Race Theory in Education (7 works) · Political science (7 works) · Teacher Education and Leadership Studies (7 works) · Social Psychology (5 works) · Computer Science (4 works) · Educator Training and Historical Pedagogy (4 works)