Cynthia Helen Brock
Dados Biográficos
| ID | 84266 |
|---|---|
| NOME | Cynthia Helen Brock |
| PRENOMES | Cynthia Helen |
| SOBRENOME | Brock |
| ASSINATURA | BROCK C H |
| AFILIAÇÕES | University of Wyoming |
| ORCID | 0000-0001-9468-5140 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 44 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 5 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1995 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
“Because the rules out there are different...”
Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White pre-service teachers who volunteered to teach in remote Indigenous communities in South Australia, sp…
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research
Doctoral students' ability to understand, use, and build on theory in educational research is a critical aspect of their learning to be successful scholars. Unfortunately, there is a paucity of work that explores the voices of graduate students articulating their experiences as they learn about theory. Using Positioning Theory to frame their work, the authors of this paper examined doctoral students' evolving understandings of theory and its uses…
From Reading to Restoration
This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI…
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Instructional Casualties
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Language Is a Verb
A group of students huddle around a table to discuss their written assessment task—an essay on a topic of interest or issue they face in their everyday lives. One of the students says,\n" I need to write my paper completely over...do you guys like want to be like everyone else because you don’t want to be who you really are? (Beach & Beauchemin, 2019, p. 1)."
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Engaging in Disciplinary Literacy Instruction
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
A Review of Theory and Methods for Sociocultural Research in Science and Engineering Education
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Employing Autoethnography to Examine Our Diverse Identities
This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, belie…
Mean girls” go to college
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Exploring an English Language Learner's Literacy Learning Opportunities
This investigation is an ethnographic case study of the literacy learning opportunities of a fifth-grade Hmong child (pseudonym Deng) who came to the United States from Laos via Thailand at the very end of his third-grade year in school. Deng was one of 25 students in a mainstream urban classroom in the Midwest during his fifth grade in school when this investigation took place. Because Deng had only been in the United States for a little more th…
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
Exploring pre-service teachers’ literacy practices with children from diverse backgrounds
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
No Habla Inglés
In this investigation, we explore the nature of language-based social interactions of a Spanish-speaking child (pseudonym Adriana) in her predominately English-speaking classroom. In particular, this study examines ways in which a monolingual English—speaking teacher (the first author) and her research colleagues critically analyzed classroom discursive practices in the first author's third-grade classroom with an eye toward exploring Adriana's l…
"Diverse Learners Participating in Regular Education "Book Clubs
Virginia J. Goatley, Cynthia H. Brock, Taffy E. Raphael, Diverse Learners Participating in Regular Education "Book Clubs", Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 352-380
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
"Diverse Learners Participating in Regular Education "Book Clubs
Virginia J. Goatley, Cynthia H. Brock, Taffy E. Raphael, Diverse Learners Participating in Regular Education "Book Clubs", Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 352-380
Exploring pre-service teachers’ literacy practices with children from diverse backgrounds
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Employing Autoethnography to Examine Our Diverse Identities
This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, belie…
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
"Diverse Learners Participating in Regular Education "Book Clubs
Virginia J. Goatley, Cynthia H. Brock, Taffy E. Raphael, Diverse Learners Participating in Regular Education "Book Clubs", Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 352-380
No Habla Inglés
In this investigation, we explore the nature of language-based social interactions of a Spanish-speaking child (pseudonym Adriana) in her predominately English-speaking classroom. In particular, this study examines ways in which a monolingual English—speaking teacher (the first author) and her research colleagues critically analyzed classroom discursive practices in the first author's third-grade classroom with an eye toward exploring Adriana's l…
Exploring pre-service teachers’ literacy practices with children from diverse backgrounds
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
Exploring an English Language Learner's Literacy Learning Opportunities
This investigation is an ethnographic case study of the literacy learning opportunities of a fifth-grade Hmong child (pseudonym Deng) who came to the United States from Laos via Thailand at the very end of his third-grade year in school. Deng was one of 25 students in a mainstream urban classroom in the Midwest during his fifth grade in school when this investigation took place. Because Deng had only been in the United States for a little more th…
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
Constructing critical autoethnographic self-studies with white educators
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences …
Unraveling the Threads of White Teachers’ Conceptions of Caring
This study explored two White inservice teachers’ understandings of Whiteness in relation to privilege and caring. A yearlong professional development set of courses used a multimodal construction of three significant course experiences designed to reposition Whiteness and illuminate White teachers’ predisposition to care for their students in ways aligned with their own conceptions of caring
Mean girls” go to college
Employing Autoethnography to Examine Our Diverse Identities
This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, belie…
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Engaging in Disciplinary Literacy Instruction
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
A Review of Theory and Methods for Sociocultural Research in Science and Engineering Education
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Cultivating student agency through teachers' professional learning
Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four guiding principles for designing professional learning that encourages both teacher and student agenc…
Instructional Casualties
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Language Is a Verb
A group of students huddle around a table to discuss their written assessment task—an essay on a topic of interest or issue they face in their everyday lives. One of the students says,\n" I need to write my paper completely over...do you guys like want to be like everyone else because you don’t want to be who you really are? (Beach & Beauchemin, 2019, p. 1)."
Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language
Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (…
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
“Because the rules out there are different...”
Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White pre-service teachers who volunteered to teach in remote Indigenous communities in South Australia, sp…
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research
Doctoral students' ability to understand, use, and build on theory in educational research is a critical aspect of their learning to be successful scholars. Unfortunately, there is a paucity of work that explores the voices of graduate students articulating their experiences as they learn about theory. Using Positioning Theory to frame their work, the authors of this paper examined doctoral students' evolving understandings of theory and its uses…
From Reading to Restoration
This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI…
Pedagogy (19 obras) · Psychology (19 obras) · Mathematics education (17 obras) · Sociology (17 obras) · Literacy (10 obras) · Educator Training and Historical Pedagogy (7 obras) · Political science (7 obras) · Linguistics (6 obras) · Literacy, Media, and Education (6 obras) · Teacher Education and Leadership Studies (6 obras)