Holland White
Biographic Data
| ID | 5998588 |
|---|---|
| NAME | Holland White |
| GIVEN NAMES | Holland |
| FAMILY NAME | White |
| SIGNATURE | WHITE H |
| AFFILIATIONS | Valor Collegiate Academies Nashville Tennessee USA |
| ORCID | 0000-0001-9719-7804 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Transforming Literacy Education in Urban Schools
Often coauthored by university‐ and school‐based educators, preservice teachers, and youths, this department column considers how literacies are best developed through context‐crossing partnerships among university, school, and community constituents
Bridging Theory to Practice
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the cur…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Adult literacy (1 work) · Bridging (networking) (1 work) · Class (philosophy) (1 work) · Computer Science (1 work) · Curriculum (1 work) · Curriculum development (1 work)