Examining How Teachers' Text Selections Align With Critical Literacy and Culturally Responsive Teaching to Support Students' Academic Skills

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Explorations of Teachers' Perspectives in Writing and Literacies Research

Abstract

This qualitative study used case study methods to examine the practices of middle and high school teachers. Semi-structured interviews and instructional artifacts from three teachers were analyzed. The results show that teachers made instructional decisions based on students’ needs and interests, including the intentional selection and use of texts to foster critical literacy and make real-world connections across content areas. Although most of the texts selected were teacher-directed, students were provided with opportunities to conduct research, collaborate with peers to examine issues from different perspectives, and demonstrate what they know in authentic ways.

Author

• Salika A. Lawrence, The College of New Jersey