Christina L Dobbs
Datos Biográficos
| ID | 4619788 |
|---|---|
| NOMBRE | Christina L Dobbs |
| NOMBRES | Christina L |
| APELLIDO | Dobbs |
| FIRMA | DOBBS C L |
| AFILIACIONES | Boston University |
| ORCID | 0000-0002-1972-9251 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 42 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Inquiries Across Time and Space to Deepen and Broaden Our Understandings of Literacy
Strengthening Critical Literacies and Language Learning Across Online, Classroom, and Community Contexts
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…
“Just for the Sake of Giving It
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding c…
I still think that standard English is important”
Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this …
I don’t know where to start”
Purpose This paper aims to develop a continuum of change framework to help teachers differentiate and understand various approaches to critical pedagogies that can be implemented in schools, and this paper reflects on the successes and challenges teaching it during fraught times. Design/methodology/approach This paper uses self-study of teacher education practices (S-STEP) methods grounded in duoethnography reflective analysis to explore our own …
Debunking Deficit Ideologies and Recruiting Diverse Students’ Repertoires for Reading and Other Literate Engagements
Looking Closely to Understand Literacy More Deeply
Marks, Metaphors, and Testimonios
Literacy as Bearing Witness
Special Call Issue “Critical Religious Literacy”
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds
Science of Literacies
Critical Religious Literacy
Oh my god, I did that!”
This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing
The centrality of English as one legacy of Lau
Our own ring of stones in the river”
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
Centering Student Voice in Literacy Research
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
Layering Intermediate and Disciplinary Literacy Work
Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading c…
Expanding the Notion of Historical Text Through Historic Building Analysis
Among the disciplinary skills necessary for understanding in the social studies classroom is the ability to determine context and build meaning from past events. Historical buildings are an important component of historical study, and they serve as a type of nontraditional text that students can decode and use to construct meaning about multiple historical contexts. The skills used to understand and analyze historical buildings are in and of them…
Beyond Vocabulary
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utilit…
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
The centrality of English as one legacy of Lau
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Our own ring of stones in the river”
Expanding the Notion of Historical Text Through Historic Building Analysis
Among the disciplinary skills necessary for understanding in the social studies classroom is the ability to determine context and build meaning from past events. Historical buildings are an important component of historical study, and they serve as a type of nontraditional text that students can decode and use to construct meaning about multiple historical contexts. The skills used to understand and analyze historical buildings are in and of them…
Beyond Vocabulary
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utilit…
Layering Intermediate and Disciplinary Literacy Work
Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading c…
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
Centering Student Voice in Literacy Research
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Critically Engaging “the Other”
Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education
Literacy as Bearing Witness
Special Call Issue “Critical Religious Literacy”
Reading Linguistically Diverse Print, Visual, and Digital Texts Across Physical and Virtual Worlds
Science of Literacies
Critical Religious Literacy
Oh my god, I did that!”
This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing
The centrality of English as one legacy of Lau
Our own ring of stones in the river”
“Just for the Sake of Giving It
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding c…
I still think that standard English is important”
Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this …
I don’t know where to start”
Purpose This paper aims to develop a continuum of change framework to help teachers differentiate and understand various approaches to critical pedagogies that can be implemented in schools, and this paper reflects on the successes and challenges teaching it during fraught times. Design/methodology/approach This paper uses self-study of teacher education practices (S-STEP) methods grounded in duoethnography reflective analysis to explore our own …
Debunking Deficit Ideologies and Recruiting Diverse Students’ Repertoires for Reading and Other Literate Engagements
Looking Closely to Understand Literacy More Deeply
Marks, Metaphors, and Testimonios
Inquiries Across Time and Space to Deepen and Broaden Our Understandings of Literacy
Strengthening Critical Literacies and Language Learning Across Online, Classroom, and Community Contexts
Psychology (21 obras) · Mathematics education (19 obras) · Pedagogy (19 obras) · Sociology (19 obras) · Literacy (12 obras) · Linguistics (11 obras) · Literacy, Media, and Education (7 obras) · Educator Training and Historical Pedagogy (5 obras) · Multilingual Education and Policy (5 obras) · Reading and Literacy Development (5 obras)