Steven Z Athanases
Biographic Data
| ID | 6006861 |
|---|---|
| NAME | Steven Z Athanases |
| GIVEN NAMES | Steven Z |
| FAMILY NAME | Athanases |
| SIGNATURE | ATHANASES S Z |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0002-1839-9000 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate d…
Principled practice for drama and theater arts with multilingual learners
All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive less attention to relevant disciplinary activities a…
Locked in Sequence and Stuck on Skills in a College-for-All Culture for Urban Latinx Youth
This case study of one small urban California high school enrolling predominantly low-socioeconomic status (SES) Latinx youth and many emergent bilinguals found that a college-for-all school culture, guided by leadership and school vision, was enacted in classrooms as caring, safe, productive spaces promoting college-going comportment. However, support exceeded challenge, with routine scaffolds and formulaic activity. There was less evidence of l…
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
In Pursuit of Engaged Learning with Latinx Students
Background/Context Urban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures. Focus of Study This study investiga…
Developing as an agentive bilingual teacher
As classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing on theories of teacher agency and resources for teacher knowledge, we examined two resources that may…
A Caesar for our time’
Within a partnership between a California university and Globe Education (Shakespeare’s Globe, London), this study features early-career teachers working to infuse Shakespeare and drama in diverse K-12 classes. Teachers needed links between a five-day immersive London course and new jobs in diverse California schools. A three-day university Institute a year later provided a structural bridge, featuring unit designs and drama activities for Julius…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Saturate, situate, synthesize
To develop preservice teachers’ (PSTs’) knowledge and practice for complex teaching, a pedagogical innovation featured a design of saturate, situate, and synthesize. Small-group inquiry into English teaching challenges was guided by a course saturated with diverse resources, situated in K-12 classrooms, and supported by visualization tools and reflection for synthesis. A case of one diverse group analyzes how they developed knowledge and practice…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is o…
Self-Reflexive Inquiry Into Language Use and Beliefs
The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language…
Organizing High Schools for Latina/o Youth Success
This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that enabled boundary crossing. Second, we identify a key set of boundary-crossing practices that tap and bui…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
Learning About English Learners' Content Understandings Through Teacher Inquiry
Writing is central to academic development, permeates content area coursework and serves as both a vehicle for and a display of learning. For English learners (ELs), writing poses challenges, and teachers need preparation in how to understand and respond to these. This study reports 5 teacher inquiry processes that preservice teachers in one teacher education program used to learn more about their ELs and their writing performances, strengths, le…
The Performance of Homophobia in Early Adolescents' Everyday Speech
Using written language of early adolescents at a California middle school, this study investigated seventh grade students' perspectives on the frequency of hearing and using homophobic name-calling, reasons such language gets used, and reactions to hearing others use it. Students reported widespread use of homophobic name-calling but disagreed about what it means. Most saw it as innocuous banter or generic insult, but others cast it as gender-ide…
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
Learning to advocate for educational equity in a teacher credential program
Focusing new teachers on diversity and equity
Toward a consistent stance in teaching for equity
Ethnography in the Study of the Teaching and Learning of English
Preview this article: Ethnography in the Study of the Teaching and Learning of English, Page 1 of 1 /docserver/preview/fulltext/rte/29/3/researchintheteachingofenglish15342-1.gif
When print alone fails poetry
Poetry holds educative and experiential power for those beyond the academic elite, particularly in the case of poems with strong audience appeal, poems whose values are often as much contingent upon speech and performance as they are on print. The hegemony of print in our culture, however, has led us to devalue such poems, threatening their survival unless poets, editors, teachers, and performers make conscious efforts culturally to reproduce suc…
Storytelling Rights
Toward a consistent stance in teaching for equity
Learning to advocate for educational equity in a teacher credential program
Focusing new teachers on diversity and equity
Organizing High Schools for Latina/o Youth Success
This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that enabled boundary crossing. Second, we identify a key set of boundary-crossing practices that tap and bui…
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
The Performance of Homophobia in Early Adolescents' Everyday Speech
Using written language of early adolescents at a California middle school, this study investigated seventh grade students' perspectives on the frequency of hearing and using homophobic name-calling, reasons such language gets used, and reactions to hearing others use it. Students reported widespread use of homophobic name-calling but disagreed about what it means. Most saw it as innocuous banter or generic insult, but others cast it as gender-ide…
Locked in Sequence and Stuck on Skills in a College-for-All Culture for Urban Latinx Youth
This case study of one small urban California high school enrolling predominantly low-socioeconomic status (SES) Latinx youth and many emergent bilinguals found that a college-for-all school culture, guided by leadership and school vision, was enacted in classrooms as caring, safe, productive spaces promoting college-going comportment. However, support exceeded challenge, with routine scaffolds and formulaic activity. There was less evidence of l…
Saturate, situate, synthesize
To develop preservice teachers’ (PSTs’) knowledge and practice for complex teaching, a pedagogical innovation featured a design of saturate, situate, and synthesize. Small-group inquiry into English teaching challenges was guided by a course saturated with diverse resources, situated in K-12 classrooms, and supported by visualization tools and reflection for synthesis. A case of one diverse group analyzes how they developed knowledge and practice…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
Storytelling Rights
When print alone fails poetry
Poetry holds educative and experiential power for those beyond the academic elite, particularly in the case of poems with strong audience appeal, poems whose values are often as much contingent upon speech and performance as they are on print. The hegemony of print in our culture, however, has led us to devalue such poems, threatening their survival unless poets, editors, teachers, and performers make conscious efforts culturally to reproduce suc…
Ethnography in the Study of the Teaching and Learning of English
Preview this article: Ethnography in the Study of the Teaching and Learning of English, Page 1 of 1 /docserver/preview/fulltext/rte/29/3/researchintheteachingofenglish15342-1.gif
Toward a consistent stance in teaching for equity
Focusing new teachers on diversity and equity
Learning to advocate for educational equity in a teacher credential program
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
The Performance of Homophobia in Early Adolescents' Everyday Speech
Using written language of early adolescents at a California middle school, this study investigated seventh grade students' perspectives on the frequency of hearing and using homophobic name-calling, reasons such language gets used, and reactions to hearing others use it. Students reported widespread use of homophobic name-calling but disagreed about what it means. Most saw it as innocuous banter or generic insult, but others cast it as gender-ide…
Learning About English Learners' Content Understandings Through Teacher Inquiry
Writing is central to academic development, permeates content area coursework and serves as both a vehicle for and a display of learning. For English learners (ELs), writing poses challenges, and teachers need preparation in how to understand and respond to these. This study reports 5 teacher inquiry processes that preservice teachers in one teacher education program used to learn more about their ELs and their writing performances, strengths, le…
Diverse Language Profiles
Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writi…
Self-Reflexive Inquiry Into Language Use and Beliefs
The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language…
Organizing High Schools for Latina/o Youth Success
This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that enabled boundary crossing. Second, we identify a key set of boundary-crossing practices that tap and bui…
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is o…
Saturate, situate, synthesize
To develop preservice teachers’ (PSTs’) knowledge and practice for complex teaching, a pedagogical innovation featured a design of saturate, situate, and synthesize. Small-group inquiry into English teaching challenges was guided by a course saturated with diverse resources, situated in K-12 classrooms, and supported by visualization tools and reflection for synthesis. A case of one diverse group analyzes how they developed knowledge and practice…
Exploring Linguistic Diversity From the Inside Out
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inqu…
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive enviro…
In Pursuit of Engaged Learning with Latinx Students
Background/Context Urban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures. Focus of Study This study investiga…
Developing as an agentive bilingual teacher
As classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing on theories of teacher agency and resources for teacher knowledge, we examined two resources that may…
A Caesar for our time’
Within a partnership between a California university and Globe Education (Shakespeare’s Globe, London), this study features early-career teachers working to infuse Shakespeare and drama in diverse K-12 classes. Teachers needed links between a five-day immersive London course and new jobs in diverse California schools. A three-day university Institute a year later provided a structural bridge, featuring unit designs and drama activities for Julius…
Noticing for Equity to Sustain Multilingual Literacies
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Locked in Sequence and Stuck on Skills in a College-for-All Culture for Urban Latinx Youth
This case study of one small urban California high school enrolling predominantly low-socioeconomic status (SES) Latinx youth and many emergent bilinguals found that a college-for-all school culture, guided by leadership and school vision, was enacted in classrooms as caring, safe, productive spaces promoting college-going comportment. However, support exceeded challenge, with routine scaffolds and formulaic activity. There was less evidence of l…
Principled practice for drama and theater arts with multilingual learners
All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in curricula across the grades and therefore receive less attention to relevant disciplinary activities a…
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate d…
Sociology (21 works) · Pedagogy (20 works) · Psychology (20 works) · Mathematics education (15 works) · Political science (12 works) · Teacher Education and Leadership Studies (11 works) · Computer Science (9 works) · Multilingual Education and Policy (8 works) · Social science (7 works) · Art (5 works)