Megan Farnsworth
Biographic Data
| ID | 99382 |
|---|---|
| NAME | Megan Farnsworth |
| GIVEN NAMES | Megan |
| FAMILY NAME | Farnsworth |
| SIGNATURE | FARNSWORTH M |
| AFFILIATIONS | Southern Oregon University |
| ORCID | 0009-0005-2845-3954 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Culturally Responsive Teacher Education for Rural and Native Communities
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “cu…
Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency
In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging in chitchat. Implications include the need for teachers to listen to peer talk, which has potential fo…
Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency
In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging in chitchat. Implications include the need for teachers to listen to peer talk, which has potential fo…
Culturally Responsive Teacher Education for Rural and Native Communities
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “cu…
Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency
In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging in chitchat. Implications include the need for teachers to listen to peer talk, which has potential fo…
Culturally Responsive Teacher Education for Rural and Native Communities
This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “cu…
Pedagogy (2 works) · Sociology (2 works) · Coursework (1 work) · Curriculum (1 work) · Diverse Educational Innovations Studies (1 work) · EFL/ESL Teaching and Learning (1 work) · Equity (law (1 work) · Ethnography (1 work) · Indigenous and Place-Based Education (1 work) · Language, Discourse, Communication Strategies (1 work)