Patricia Paugh
Biographic Data
| ID | 4619790 |
|---|---|
| NAME | Patricia Paugh |
| GIVEN NAMES | Patricia |
| FAMILY NAME | Paugh |
| SIGNATURE | PAUGH P |
| AFFILIATIONS | University of Massachusetts Boston |
| ORCID | 0000-0001-8058-0591 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Disciplinary Literacy in STEM
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and stud…
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Keeping a ‘vigilant critique’
The practice of a critical pedagogy was the impetus for our involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Early on we were challenged to rethink our stance as ‘critical educators’ when teachers resisted what we intended to be ‘empowering’ course practices, assigning readings written by teacher researchers. This resistance required us to question whether our p…
Making Sense of “Conflicting Observations”
When testing dominates decisions about instruction in public schools, complex interactions significant to how students actually learn are often ignored. Teachers who critically interrogate conflicts between institutional policies and practices, such as testing and instruction, position themselves as informed, active, and professionally responsible to students. Here, the work of a collaborative inquiry group of four novice urban elementary teacher…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Keeping a ‘vigilant critique’
The practice of a critical pedagogy was the impetus for our involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Early on we were challenged to rethink our stance as ‘critical educators’ when teachers resisted what we intended to be ‘empowering’ course practices, assigning readings written by teacher researchers. This resistance required us to question whether our p…
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
Making Sense of “Conflicting Observations”
When testing dominates decisions about instruction in public schools, complex interactions significant to how students actually learn are often ignored. Teachers who critically interrogate conflicts between institutional policies and practices, such as testing and instruction, position themselves as informed, active, and professionally responsible to students. Here, the work of a collaborative inquiry group of four novice urban elementary teacher…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Keeping a ‘vigilant critique’
The practice of a critical pedagogy was the impetus for our involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Early on we were challenged to rethink our stance as ‘critical educators’ when teachers resisted what we intended to be ‘empowering’ course practices, assigning readings written by teacher researchers. This resistance required us to question whether our p…
Disciplinary Literacy in STEM
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and stud…
Conflict or Conversation? Media Portrayals of the Science of Reading
In this article, we contend that in media stories on the science of reading, journalists have relied on strategic metaphorical framing to present reading education as a public crisis with a narrow and settled solution. Drawing on data from a critical metaphor analysis of 37 media stories, we demonstrate how frames used in recent media reporting have intensified the reading wars, promoting conflict and hampering conversation among stakeholders and…
Religious Metaphor in Media Reporting on the “Science of Reading
Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the “science of reading” with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24 articles from two highly visible media outlets and linking to themes in a literature review on Christian fundamental…
Pedagogy (6 works) · Sociology (6 works) · Psychology (5 works) · Linguistics (4 works) · Mathematics education (4 works) · Political science (3 works) · Computer Science (2 works) · Discourse Analysis in Language Studies (2 works) · Literacy (2 works) · Literacy, Media, and Education (2 works)