High-Leverage Practices in K–2 Literacy Instruction: Does Practice-Based Deconstruction Decenter Equity?

• In Event: Expansion(s): Critical and Relational Pedagogies in Classrooms

Abstract

As students represent increasingly diverse backgrounds, the need intensifies for pedagogical practices that embrace such multiplicities while concurrently advancing literacy learning. Recognizing a gap in the literature fully addressing the intersection of equity practices and high leverage practices (HLPs), in this paper we present an exploratory, qualitative case study of three K-2 teachers working in a highly diverse, highly successful Title I school. Field notes, video data, and interview data informed our understanding of the presence of equity practices observed within the specified HLPs. We problematize current conceptualizations of HLPs as decontextualized from noting where and how they fall short of fulfilling equity practices, and advocate for improved alignment in teacher preparation of early literacy instruction.

Authors

• Laura Katherine Handler, University of North Carolina - Charlotte

• Colleen E. Whittingham, University of North Carolina - Charlotte

• Leslie Schmidt, University of North Carolina - Charlotte