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Print or iPad? Young Children’s Text Type Shared Reading Preference and Behaviors in Comparison to Parent Predictions and At-home Practices

Description: Article examining young children’s reading preference by text type. Discourse and observation analyses show children engage differently between text types. Findings have implications for parents, teachers, and teacher educators support today’s young children as readers.
Date: June 29, 2020
Creator: Eutsler, Lauren & Trotter, Julia
Partner: UNT College of Education
open access

Geometry, groceries, and gardens: Learning mathematics and social justice through a nested, equity-directed instructional approach

Description: Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series … more
Date: June 10, 2023
Creator: Harper, Frances K. & Kudaisi, Queshonda J.
Partner: UNT College of Education
open access

Idiot's Guide or A People's History: Teaching U.S. History in Mexico

Description: This article discusses how textbooks can influence the classroom as a political space, using the example of the "Consorcio Clavijero" program, which offers Mexican professionals the opportunity to enter bilingual contexts in the U.S. as interns and classroom teachers.
Date: June 2008
Creator: Heiman, Daniel
Partner: UNT College of Education
open access

An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms

Description: This article investigates the organizational impact of computer technology on four secondary science teachers’ teaching actions using the construct of community of practice. Analysis of data reveals three social participation structures that collectively orchestrated students’ science content learning: (1) students’ membership, (2) access to the structured tasks, and (3) confirmation of students’ learning of science concepts.
Date: June 13, 2021
Creator: Subramaniam, Karthigeyan
Partner: UNT College of Education
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