Bryant Jensen
Biographic Data
| ID | 75069 |
|---|---|
| NAME | Bryant Jensen |
| GIVEN NAMES | Bryant |
| FAMILY NAME | Jensen |
| SIGNATURE | JENSEN B |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0001-5016-9216 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
The Role of Language in Identity and Belonging for Fijian College Students
Instructional Conversations for Equitable Participation to Challenge Deficit Views of Pidgin in Hawai‘i
Hawaiʻi Creole, known as "Pidgin," developed when speakers of various languages came to the islands as plantation workers and their children grew up speaking Pidgin. Discrimination toward Pidgin influenced language policies that marginalized Pidgin and its speakers. This study focused on four teachers' perspectives of Pidgin and its marginalization and use in classrooms. The educators were engaged in professional development on small group discus…
What's in a teacher team meeting? Testing pedagogically productive talk as a framework for teacher collaboration
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
How OER can support teacher collaborative learning to enact equitable teaching practices
Purpose Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable te…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
The Students We Share: Preparing US and Mexican Educators for Our Transnational Future
Threading systemic change for language equity in schools
We identify contributions in this special issue in terms of two essential ways of threading systemic change for language equity in schools: theories/concepts from school governance down to classroom practice, and values/morals from practical realities in classrooms up. We characterize ‘language equity’ as a sense of belonging and meaningful participation in academic activity for linguistically-minoritized students, and show how threading concepts…
Advancing the Science of Teaching Reading Equitably
Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as…
Teachers Learning to Implement Equitable Classroom Talk
Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful par…
Equity in teaching academic language-an interdisciplinary approach
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue—interdisciplinary approaches to equity in teaching AL—and show how authors acr…
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children
International Migration and the Academic Performance of Mexican Adolescents
We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration and that this relationship varies by family so…
Regarding Educacion: Mexican-American Schooling, Immigration, and Bi-national Improvement
Understanding Immigration and Psychological Development: A Multilevel Ecological Approach
Approximately one in tive children in the U.S. are born to immigrant families in which at least one parent is foreign-born. Existing theoretical frameworks suggest that immigration experiences can increase acculturative stress and lead to developmental psycholopathology in im migrant children. These models, however, do not account for levels in the environment that trigger this stress and/or serve as forms of resilience. Drawing from Bronfenbrenn…
The Relationship Between Spanish Use in the Classroom and the Mathematics Achievement of Spanish-Speaking Kindergartners
The number of children beginning public school in the United States who speak Spanish as their native language—Spanish-speaking kindergartners (SSK)—continues to increase. It is important that the teacher workforce acquire the characteristics and the instructional and curricular tools necessary to provide these children with meaningful early educational experiences so they can succeed academically. This article focuses on a recent study that used…
Understanding Immigration and Psychological Development: A Multilevel Ecological Approach
Approximately one in five children in the U.S. are born to immigrant families in which at least one parent is foreign-born. Existing theoretical frameworks suggest that immigration experiences can increase acculturative stress and lead to developmental psycholopathology in immigrant children. These models, however, do not account for levels in the environment that trigger this stress and/or serve as forms of resilience. Drawing from Bronfenbrenne…
Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation
Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans. One of the most important educational challenges for the U.S. is to increase markedly the percentage of Hispanic children who enter kindergarten “ready” for school. Given that the early childhood years provide possibly the best win…
Equity in teaching academic language-an interdisciplinary approach
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue—interdisciplinary approaches to equity in teaching AL—and show how authors acr…
Teachers Learning to Implement Equitable Classroom Talk
Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful par…
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children
Understanding Immigration and Psychological Development: A Multilevel Ecological Approach
Approximately one in five children in the U.S. are born to immigrant families in which at least one parent is foreign-born. Existing theoretical frameworks suggest that immigration experiences can increase acculturative stress and lead to developmental psycholopathology in immigrant children. These models, however, do not account for levels in the environment that trigger this stress and/or serve as forms of resilience. Drawing from Bronfenbrenne…
Advancing the Science of Teaching Reading Equitably
Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as…
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
The Relationship Between Spanish Use in the Classroom and the Mathematics Achievement of Spanish-Speaking Kindergartners
The number of children beginning public school in the United States who speak Spanish as their native language—Spanish-speaking kindergartners (SSK)—continues to increase. It is important that the teacher workforce acquire the characteristics and the instructional and curricular tools necessary to provide these children with meaningful early educational experiences so they can succeed academically. This article focuses on a recent study that used…
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
International Migration and the Academic Performance of Mexican Adolescents
We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration and that this relationship varies by family so…
Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation
Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans. One of the most important educational challenges for the U.S. is to increase markedly the percentage of Hispanic children who enter kindergarten “ready” for school. Given that the early childhood years provide possibly the best win…
Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation
Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans. One of the most important educational challenges for the U.S. is to increase markedly the percentage of Hispanic children who enter kindergarten “ready” for school. Given that the early childhood years provide possibly the best win…
The Relationship Between Spanish Use in the Classroom and the Mathematics Achievement of Spanish-Speaking Kindergartners
The number of children beginning public school in the United States who speak Spanish as their native language—Spanish-speaking kindergartners (SSK)—continues to increase. It is important that the teacher workforce acquire the characteristics and the instructional and curricular tools necessary to provide these children with meaningful early educational experiences so they can succeed academically. This article focuses on a recent study that used…
Understanding Immigration and Psychological Development: A Multilevel Ecological Approach
Approximately one in five children in the U.S. are born to immigrant families in which at least one parent is foreign-born. Existing theoretical frameworks suggest that immigration experiences can increase acculturative stress and lead to developmental psycholopathology in immigrant children. These models, however, do not account for levels in the environment that trigger this stress and/or serve as forms of resilience. Drawing from Bronfenbrenne…
Understanding Immigration and Psychological Development: A Multilevel Ecological Approach
Approximately one in tive children in the U.S. are born to immigrant families in which at least one parent is foreign-born. Existing theoretical frameworks suggest that immigration experiences can increase acculturative stress and lead to developmental psycholopathology in im migrant children. These models, however, do not account for levels in the environment that trigger this stress and/or serve as forms of resilience. Drawing from Bronfenbrenn…
Regarding Educacion: Mexican-American Schooling, Immigration, and Bi-national Improvement
Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children
International Migration and the Academic Performance of Mexican Adolescents
We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration and that this relationship varies by family so…
Equity in teaching academic language-an interdisciplinary approach
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue—interdisciplinary approaches to equity in teaching AL—and show how authors acr…
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
The Students We Share: Preparing US and Mexican Educators for Our Transnational Future
Threading systemic change for language equity in schools
We identify contributions in this special issue in terms of two essential ways of threading systemic change for language equity in schools: theories/concepts from school governance down to classroom practice, and values/morals from practical realities in classrooms up. We characterize ‘language equity’ as a sense of belonging and meaningful participation in academic activity for linguistically-minoritized students, and show how threading concepts…
Advancing the Science of Teaching Reading Equitably
Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as…
Teachers Learning to Implement Equitable Classroom Talk
Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful par…
How OER can support teacher collaborative learning to enact equitable teaching practices
Purpose Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable te…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
What's in a teacher team meeting? Testing pedagogically productive talk as a framework for teacher collaboration
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
The moral work of teaching reading equitably to Black children
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Blac…
Instructional Conversations for Equitable Participation to Challenge Deficit Views of Pidgin in Hawai‘i
Hawaiʻi Creole, known as "Pidgin," developed when speakers of various languages came to the islands as plantation workers and their children grew up speaking Pidgin. Discrimination toward Pidgin influenced language policies that marginalized Pidgin and its speakers. This study focused on four teachers' perspectives of Pidgin and its marginalization and use in classrooms. The educators were engaged in professional development on small group discus…
The Role of Language in Identity and Belonging for Fijian College Students
Psychology (18 works) · Sociology (15 works) · Pedagogy (11 works) · Mathematics education (8 works) · Political science (8 works) · Parental Involvement in Education (6 works) · Developmental psychology (5 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Sociocultural evolution (5 works)