H Emily Hayden
Biographic Data
| ID | 6207012 |
|---|---|
| NAME | H Emily Hayden |
| GIVEN NAMES | H Emily |
| FAMILY NAME | Hayden |
| SIGNATURE | HAYDEN H E |
| AFFILIATIONS | Iowa State University |
| ORCID | 0000-0001-6186-5444 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Communicative function in child directed speech
Language development can be framed as the process of learning how to mean (Halliday, 1975). From this perspective, the role of communicative function is central to the language-learning process with development being guided by interaction with experienced others. In the current study, we present a detailed analysis of the communicative functions used in interaction with prelinguistic infants aged 10–12 months from three cultural groups living in …
Disrupting ableism
Children’s literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children’s picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may …
Humanising portrayals of children with psycho-social differences in children’s and young adult literature
Children who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs …
Disrupting deficit dialogues with literature
Purpose This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools. Design/methodology/approach The authors studied current children’s and young adult literature with representation of SEB differences to develo…
How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners
Given the growing numbers of multilingual learners in public school classrooms and persistent nationwide shortages of ESL-endorsed teachers, it is essential that preservice teachers (PSTs) are prepared to teach multilingual learners in equitable, effective ways. Visioning can help with this, but before developing visions that include being teachers of multilingual learners, PSTs must first develop metacognitive awareness of their beliefs about mu…
Reflective Teaching via a Problem Exploration–Teaching Adaptations–Resolution Cycle
We explore development of elementary preservice teachers’ reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections ( N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrenc…
How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners
Given the growing numbers of multilingual learners in public school classrooms and persistent nationwide shortages of ESL-endorsed teachers, it is essential that preservice teachers (PSTs) are prepared to teach multilingual learners in equitable, effective ways. Visioning can help with this, but before developing visions that include being teachers of multilingual learners, PSTs must first develop metacognitive awareness of their beliefs about mu…
Reflective Teaching via a Problem Exploration–Teaching Adaptations–Resolution Cycle
We explore development of elementary preservice teachers’ reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections ( N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrenc…
How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners
Given the growing numbers of multilingual learners in public school classrooms and persistent nationwide shortages of ESL-endorsed teachers, it is essential that preservice teachers (PSTs) are prepared to teach multilingual learners in equitable, effective ways. Visioning can help with this, but before developing visions that include being teachers of multilingual learners, PSTs must first develop metacognitive awareness of their beliefs about mu…
Disrupting deficit dialogues with literature
Purpose This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools. Design/methodology/approach The authors studied current children’s and young adult literature with representation of SEB differences to develo…
Disrupting ableism
Children’s literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children’s picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may …
Humanising portrayals of children with psycho-social differences in children’s and young adult literature
Children who are othered due to their psycho-social differences have a right to academic, social, and emotional inclusion in schools. Inclusion can be facilitated using children’s and young adult literature (C/YAL), yet characters with psycho-social differences are rarely represented and may be portrayed using a deficit perspective. This study centres on Humanising Pedagogy, creating classroom dialogue that explicitly names humanising constructs …
Communicative function in child directed speech
Language development can be framed as the process of learning how to mean (Halliday, 1975). From this perspective, the role of communicative function is central to the language-learning process with development being guided by interaction with experienced others. In the current study, we present a detailed analysis of the communicative functions used in interaction with prelinguistic infants aged 10–12 months from three cultural groups living in …
Psychology (6 works) · Sociology (6 works) · Pedagogy (5 works) · Computer Science (3 works) · Social Psychology (3 works) · Ableism (2 works) · Agency (philosophy (2 works) · Developmental psychology (2 works) · Disability studies (2 works) · Inclusion and Disability in Education and Sport (2 works)