Amy L Ferrell
Biographic Data
| ID | 6007690 |
|---|---|
| NAME | Amy L Ferrell |
| GIVEN NAMES | Amy L |
| FAMILY NAME | Ferrell |
| SIGNATURE | FERRELL A L |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-4504-7422 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Beyond English centrality
This article addresses the English centrality in reading policy, assessment, and instructional practices in the U.S. and its implications for the educational programing for emerging bilingual students (EBs) with disabilities. A recent review of the state of practice as it relates to EBs with disabilities reveals concerns that have endured for nearly six decades: biased assessment, disproportionality issues in special education, and teachers’ lack…
Of the Coming of John
Upholding critical race theory (CRT)’s transdisciplinary approach to unveil the educational violence against Students of Color, we apply W.E.B. Du Bois’s story of John from the chapter “Of the Coming of John” in The Souls of Black Folk. In doing so, we expose the problematic ideological and practical structures used for the identification and retention of Students of Color within gifted and talented programming. Examining the concepts of the Veil…
Exploring Critical Literacy for Elementary Students with Disabilities
The field of special education lacks an understanding of how students with learning and other disabilities engage with the ideological and contestable nature of the texts they read. Using qualitative methods, I explored a critical literacy model designed with techniques known to benefit students with disabilities. Over the course of three months, I individually worked with three elementary students of color with disabilities, using mnemonics and …
Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing th…
Of the Coming of John
Upholding critical race theory (CRT)’s transdisciplinary approach to unveil the educational violence against Students of Color, we apply W.E.B. Du Bois’s story of John from the chapter “Of the Coming of John” in The Souls of Black Folk. In doing so, we expose the problematic ideological and practical structures used for the identification and retention of Students of Color within gifted and talented programming. Examining the concepts of the Veil…
Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing th…
Exploring Critical Literacy for Elementary Students with Disabilities
The field of special education lacks an understanding of how students with learning and other disabilities engage with the ideological and contestable nature of the texts they read. Using qualitative methods, I explored a critical literacy model designed with techniques known to benefit students with disabilities. Over the course of three months, I individually worked with three elementary students of color with disabilities, using mnemonics and …
Of the Coming of John
Upholding critical race theory (CRT)’s transdisciplinary approach to unveil the educational violence against Students of Color, we apply W.E.B. Du Bois’s story of John from the chapter “Of the Coming of John” in The Souls of Black Folk. In doing so, we expose the problematic ideological and practical structures used for the identification and retention of Students of Color within gifted and talented programming. Examining the concepts of the Veil…
Beyond English centrality
This article addresses the English centrality in reading policy, assessment, and instructional practices in the U.S. and its implications for the educational programing for emerging bilingual students (EBs) with disabilities. A recent review of the state of practice as it relates to EBs with disabilities reveals concerns that have endured for nearly six decades: biased assessment, disproportionality issues in special education, and teachers’ lack…
Pedagogy (4 works) · Computer Science (3 works) · Literacy (3 works) · Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Ideology (2 works) · Aesthetics (1 work) · Art (1 work) · C programming language (1 work)