Ashley S Boyd
Biographic Data
| ID | 4012796 |
|---|---|
| NAME | Ashley S Boyd |
| GIVEN NAMES | Ashley S |
| FAMILY NAME | Boyd |
| SIGNATURE | BOYD A S |
| AFFILIATIONS | Washington State University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
In Dialogue: Collaborative Reading and Writing
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Introduction: Critical Social Justice across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms
This is the introduction to the Yearbook on Critical Social Justice Across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms
Critical content knowledges in the English language arts classroom: Examining practicing teachers' nuanced perspectives
Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as ‘content experts.’ Yet, research offers limited empirical examinations of teachers’ discipline-specific critical content knowledges—their curricular agility in noticing and disrupting power and oppression, and working to promote empowerment, joy, and liberation. Accordingly, this study asks: what critical content kno…
Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community
Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community Abstract: In this book club study designed to examine practicing teachers’ perspectives on a young adult book dealing with identity, mental health, sexuality, and family, researchers describe the tensions that arose in participants’ dialogue regarding self‐censorship and the desire to meet students’ needs. Authors note findings rela…
Analysis before action: A framework for examining communities as texts
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat
Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice
21. Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice was published in Teaching Social Justice Through Shakespeare on page 225.
A Threat or Just a Book? Analyzing Responses to Thirteen Reasons Why in a Discourse Community
In this study, the authors examined how parents, preservice teachers, and teens responded to their reading of one controversial young adult novel. Analyzing the discourse of participants through the lens of positioning theory, the authors found that student readers approached the book as a story, examining its various literary elements. Youths also noted the reality of the text and drew personal connections to plot elements. Parents, however, con…
Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge
Since its inception 30 years ago, Shulman's Pedagogical Content Knowledge (PCK) has fundamentally altered the landscape of teacher preparation. Despite its prominence in the field, the paradigm fails to delineate a space for the role of social justice in classroom practices and teacher preparation. Accordingly, we complicate the relationship between PCK and equitable teaching practices by forwarding Social Justice Pedagogical and Content Knowledg…
The Elusive Search for Teacher Collaboration
Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborat…
Engaging Students in Autobiographical Critiqueas a Social Justice Tool: Narratives of Deconstructingand Reconstructing Meritocracy and PrivilegeWith Preservice Teachers
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization.…
Bringing Gay and Lesbian Activism to the White House: Midge Costanza and the National Gay Task Force Meeting
In March 1977, President Carter's Assistant Margaret "Midge" Costanza made history by meeting with representatives from the National Gay Task Force (NGTF) to hear their grievances about discriminatory federal policies. The effects of the meeting were many, including changes in policies of the Bureau of Prisons and the Public Health Service. It also initiated policy discussions that would continue for decades and contributed to the incorporation o…
Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge
Since its inception 30 years ago, Shulman's Pedagogical Content Knowledge (PCK) has fundamentally altered the landscape of teacher preparation. Despite its prominence in the field, the paradigm fails to delineate a space for the role of social justice in classroom practices and teacher preparation. Accordingly, we complicate the relationship between PCK and equitable teaching practices by forwarding Social Justice Pedagogical and Content Knowledg…
Engaging Students in Autobiographical Critiqueas a Social Justice Tool: Narratives of Deconstructingand Reconstructing Meritocracy and PrivilegeWith Preservice Teachers
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization.…
Bringing Gay and Lesbian Activism to the White House: Midge Costanza and the National Gay Task Force Meeting
In March 1977, President Carter's Assistant Margaret "Midge" Costanza made history by meeting with representatives from the National Gay Task Force (NGTF) to hear their grievances about discriminatory federal policies. The effects of the meeting were many, including changes in policies of the Bureau of Prisons and the Public Health Service. It also initiated policy discussions that would continue for decades and contributed to the incorporation o…
Engaging Students in Autobiographical Critiqueas a Social Justice Tool: Narratives of Deconstructingand Reconstructing Meritocracy and PrivilegeWith Preservice Teachers
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization.…
The Elusive Search for Teacher Collaboration
Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborat…
Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge
Since its inception 30 years ago, Shulman's Pedagogical Content Knowledge (PCK) has fundamentally altered the landscape of teacher preparation. Despite its prominence in the field, the paradigm fails to delineate a space for the role of social justice in classroom practices and teacher preparation. Accordingly, we complicate the relationship between PCK and equitable teaching practices by forwarding Social Justice Pedagogical and Content Knowledg…
Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice
21. Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice was published in Teaching Social Justice Through Shakespeare on page 225.
A Threat or Just a Book? Analyzing Responses to Thirteen Reasons Why in a Discourse Community
In this study, the authors examined how parents, preservice teachers, and teens responded to their reading of one controversial young adult novel. Analyzing the discourse of participants through the lens of positioning theory, the authors found that student readers approached the book as a story, examining its various literary elements. Youths also noted the reality of the text and drew personal connections to plot elements. Parents, however, con…
Introduction: Critical Social Justice across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms
This is the introduction to the Yearbook on Critical Social Justice Across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms
Critical content knowledges in the English language arts classroom: Examining practicing teachers' nuanced perspectives
Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as ‘content experts.’ Yet, research offers limited empirical examinations of teachers’ discipline-specific critical content knowledges—their curricular agility in noticing and disrupting power and oppression, and working to promote empowerment, joy, and liberation. Accordingly, this study asks: what critical content kno…
Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community
Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community Abstract: In this book club study designed to examine practicing teachers’ perspectives on a young adult book dealing with identity, mental health, sexuality, and family, researchers describe the tensions that arose in participants’ dialogue regarding self‐censorship and the desire to meet students’ needs. Authors note findings rela…
Analysis before action: A framework for examining communities as texts
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat
In Dialogue: Collaborative Reading and Writing
Preview this article: In Dialogue: Collaborative Reading and Writing, Page 1 of 1 /docserver/preview/fulltext/rte/57/2/researchintheteachingofenglish32155-1.gif
Pedagogy (9 works) · Psychology (8 works) · Sociology (8 works) · Teacher Education and Leadership Studies (7 works) · Political science (5 works) · Educator Training and Historical Pedagogy (4 works) · Law (4 works) · Mathematics education (4 works) · Teacher education (4 works) · Critical Race Theory in Education (3 works)