Articles by Brittany M Brewer
Northwest Journal of Teacher Education, 2022
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical a... more In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of “(un)becoming through the cracks”, when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
The Reading Teacher, 2022
The authors share that the practice of perspective-taking correlates with improved narrative comp... more The authors share that the practice of perspective-taking correlates with improved narrative comprehension and detail three strategies to support this practice, which could also benefit students' social-emotional learning.
English Journal, Mar 2016
This article explores how choral reading can be used as a drama tool in a classroom setting to en... more This article explores how choral reading can be used as a drama tool in a classroom setting to engage students with nonfiction rhetoric while adhering to the Common Core State Standards.
Papers by Brittany M Brewer
Northwest journal of teacher education, Nov 22, 2022
In the wake of curricular epistemicide, the authors draw your attention towards the theoretical a... more In the wake of curricular epistemicide, the authors draw your attention towards the theoretical and practical constraints created around arts education. As a/r/tographers (artists, researchers, and teachers), we argue that our ways of knowing and creating in the space of curriculum and instruction are dynamic ways to think about and through curricular epistemicide. In foregrounding our own experiences of "(un)becoming through the cracks", when we are faced with restrictive ways of knowing in a Department of Teacher Education, we put forth a question through our arts-based practices of knowing: why arts education, at all?
Springer International Publishing eBooks, 2022
Proceedings of the 2022 AERA Annual Meeting
The Reading Teacher
The authors share that the practice of perspective-taking correlates with improved narrative comp... more The authors share that the practice of perspective-taking correlates with improved narrative comprehension and detail three strategies to support this practice, which could also benefit students' social-emotional learning.
Students too often fail to engage with classroom texts because they lack a personal connection to... more Students too often fail to engage with classroom texts because they lack a personal connection to their content, particularly with nonfiction pieces. As a student teacher at an urban public charter school in Rhode Island, I was responsible for teaching my two tenth-grade classrooms a unit on rhetoric, featuring time-honored texts such as the Declaration of Independence, and was worried about my students' willingness to engage with such complex texts. Would they care enough to make the necessary effort to struggle with these challenging texts? Would they be able to comprehend these texts fully?At the start of the school year, all students participated in diagnostic testing. These results revealed the heterogeneity of the two tenth-grade classrooms. Over half of my students were above grade level on the reading and critical thinking assessment. However, the remaining students rated below grade level, with over a quarter scoring in the sixth- to seventh-grade range.In teaching prev...
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Articles by Brittany M Brewer
Papers by Brittany M Brewer