Rachael Gabriel
Dados Biográficos
| ID | 3701267 |
|---|---|
| NOME | Rachael Gabriel |
| PRENOMES | Rachael |
| SOBRENOME | Gabriel |
| ASSINATURA | GABRIEL R |
| AFILIAÇÕES | University of Connecticut |
| ORCID | 0000-0001-6791-5721 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 22 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Avoiding unintended consequences
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf chil…
Introduction to the special issue
Over the past decade, a wave of literacy policy reforms—often framed under the banners of the “Science of Reading” (SoR) and the “right to read”—has spread internationally from England to the United States, Canada, Australia, and Aotearoa/New Zealand. These reforms, while consistent in their emphasis on structured approaches to early reading instruction, have sparked significant controversy and debate. This special issue examines the global pheno…
Layers, cells, and constellations
This paper examines the role of Jon Henner’s Twitter presence (@jmhenner) as a form of crip activism, exploring how he used the platform to challenge normative ideologies and advocate for justice. Henner’s tweets served as a medium for public scholarship, connecting many communities and fostering dialogues on the intersection of linguistics, disability, and deaf education. His work, deeply personal and politically engaged, illustrates the potenti…
What deaf readers can teach us about science of reading
The Science of Reading (SoR), recently popularized across media, academic, legislative, community, and educational platforms, continues to evolve in its meanings and applications. Perceptions of SoR range from being a multifaceted construct that incorporates various perspectives and some evidence, as articulated by Goodwin (in Heller, 2022. Taking stock of the science of reading: A conversation with Amanda Goodwin. Phi Delta Kappan, 103(8), 32–36…
The science of reading and deaf education
The Science Writing of Deaf Developing Bilinguals
Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced c…
Interconnected Infrastructure for Improving Reading Instruction
Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and system levels. The authors argue that it is crucial to attend to the alignment among the pillars (e.g…
Converting to Privatization
In this study, I analyze written testimony submitted to the state legislature regarding Connecticut’s 2014 Act Concerning Dyslexia and Special Education (PA-14-39), in order to engage with the discourse and rhetoric occasioned by the policy-making process and investigate the phenomenon of dyslexia in contemporary education policy. Drawing on critical discursive psychology, positioning theory, and narrative policy analysis, I examine how dyslexia …
Regulating readers' bodies
In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner.…
Engaging in Performance Ethnography in Research Methods Courses
In this article, we share the process and practice of integrating a performance ethnography, in the form of a written play, into research methods and education courses, as well as methods-based workshops. We begin by briefly sharing some of the ways in which we have come to position this work within our classroom and instructional workshops and point to its possibilities as a pedagogical approach. We then illustrate the process of introducing thi…
The discursive construction of intelligence in introductory educational psychology textbooks
The meaning(s) of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this…
Community Performances and Performative Texts as Tools for Critical Exploration
In this article, the authors present the process and experience of sharing research findings in the format of a participatory community performance. This community performance, presented in the format of a performative text, was drawn from a qualitative interview study that examined the experiences of parents, students, teachers, psychologists and teacher educators in special education meetings in the USA. The authors highlight the ways in which …
A Practice-Based Theory of Professional Education
In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a …
Interconnected Infrastructure for Improving Reading Instruction
Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and system levels. The authors argue that it is crucial to attend to the alignment among the pillars (e.g…
Converting to Privatization
In this study, I analyze written testimony submitted to the state legislature regarding Connecticut’s 2014 Act Concerning Dyslexia and Special Education (PA-14-39), in order to engage with the discourse and rhetoric occasioned by the policy-making process and investigate the phenomenon of dyslexia in contemporary education policy. Drawing on critical discursive psychology, positioning theory, and narrative policy analysis, I examine how dyslexia …
Community Performances and Performative Texts as Tools for Critical Exploration
In this article, the authors present the process and experience of sharing research findings in the format of a participatory community performance. This community performance, presented in the format of a performative text, was drawn from a qualitative interview study that examined the experiences of parents, students, teachers, psychologists and teacher educators in special education meetings in the USA. The authors highlight the ways in which …
Regulating readers' bodies
In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner.…
Engaging in Performance Ethnography in Research Methods Courses
In this article, we share the process and practice of integrating a performance ethnography, in the form of a written play, into research methods and education courses, as well as methods-based workshops. We begin by briefly sharing some of the ways in which we have come to position this work within our classroom and instructional workshops and point to its possibilities as a pedagogical approach. We then illustrate the process of introducing thi…
A Practice-Based Theory of Professional Education
In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a …
A Practice-Based Theory of Professional Education
In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a …
Community Performances and Performative Texts as Tools for Critical Exploration
In this article, the authors present the process and experience of sharing research findings in the format of a participatory community performance. This community performance, presented in the format of a performative text, was drawn from a qualitative interview study that examined the experiences of parents, students, teachers, psychologists and teacher educators in special education meetings in the USA. The authors highlight the ways in which …
The discursive construction of intelligence in introductory educational psychology textbooks
The meaning(s) of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this…
Engaging in Performance Ethnography in Research Methods Courses
In this article, we share the process and practice of integrating a performance ethnography, in the form of a written play, into research methods and education courses, as well as methods-based workshops. We begin by briefly sharing some of the ways in which we have come to position this work within our classroom and instructional workshops and point to its possibilities as a pedagogical approach. We then illustrate the process of introducing thi…
Regulating readers' bodies
In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner.…
Interconnected Infrastructure for Improving Reading Instruction
Drawing on the literature on infrastructure for implementing instructional improvement, the authors explain the role of three infrastructural pillars for reading instruction. They discuss how curriculum, professional development, and leadership are mutually supportive, thus illuminating the pillars for reading reform at the classroom, school, and system levels. The authors argue that it is crucial to attend to the alignment among the pillars (e.g…
Converting to Privatization
In this study, I analyze written testimony submitted to the state legislature regarding Connecticut’s 2014 Act Concerning Dyslexia and Special Education (PA-14-39), in order to engage with the discourse and rhetoric occasioned by the policy-making process and investigate the phenomenon of dyslexia in contemporary education policy. Drawing on critical discursive psychology, positioning theory, and narrative policy analysis, I examine how dyslexia …
The Science Writing of Deaf Developing Bilinguals
Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced c…
The science of reading and deaf education
Introduction to the special issue
Over the past decade, a wave of literacy policy reforms—often framed under the banners of the “Science of Reading” (SoR) and the “right to read”—has spread internationally from England to the United States, Canada, Australia, and Aotearoa/New Zealand. These reforms, while consistent in their emphasis on structured approaches to early reading instruction, have sparked significant controversy and debate. This special issue examines the global pheno…
Layers, cells, and constellations
This paper examines the role of Jon Henner’s Twitter presence (@jmhenner) as a form of crip activism, exploring how he used the platform to challenge normative ideologies and advocate for justice. Henner’s tweets served as a medium for public scholarship, connecting many communities and fostering dialogues on the intersection of linguistics, disability, and deaf education. His work, deeply personal and politically engaged, illustrates the potenti…
What deaf readers can teach us about science of reading
The Science of Reading (SoR), recently popularized across media, academic, legislative, community, and educational platforms, continues to evolve in its meanings and applications. Perceptions of SoR range from being a multifaceted construct that incorporates various perspectives and some evidence, as articulated by Goodwin (in Heller, 2022. Taking stock of the science of reading: A conversation with Amanda Goodwin. Phi Delta Kappan, 103(8), 32–36…
Avoiding unintended consequences
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf chil…
Pedagogy (9 obras) · Psychology (8 obras) · Sociology (8 obras) · Computer Science (7 obras) · Mathematics education (6 obras) · Linguistics (5 obras) · Political science (5 obras) · Hearing Impairment and Communication (4 obras) · Literacy (4 obras) · Reading (process) (4 obras)