Papers by Julie Nicholson
The New Educator, 2016
ABSTRACT We examine how teacher leaders (TLs), working in a low-income urban elementary school, s... more ABSTRACT We examine how teacher leaders (TLs), working in a low-income urban elementary school, supported their colleagues to learn how to collect quality formative data and to discuss it in collaborative conversations in order to make their students’ learning visible. The TLs faced challenges reflecting consequences resulting from the district’s high stakes accountability policies restricting teachers’ agency with instructional decision-making and limiting their definitions of data as summative test scores. We document how the TLs worked to reframe teachers’ understanding of data to include evidence of student thinking and supported their colleagues to reclaim teaching as professional versus technical work.
Teacher Education Quarterly, 2013
As the Internet is increasingly becoming the defining technology for literacy and learning with t... more As the Internet is increasingly becoming the defining technology for literacy and learning with the majority of the world expected to be online in the next fifteen years (Leu et al, 2011), developing skills, knowledge, and dispositions to engage in the new literacies of the Internet are essential for successful engagement in education, work, and democratic participation (Coiro, Knobel, Lankshear, & Leu, 2008; Leu, O'Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009). As new forms of communication and information use are continuously emerging with the expansion of the Internet and other information and communication technologies (ICTs)--e.g., blogs, video editors, presentation software, bulletin boards, avatars, virtual worlds, social networks, Google docs, and more--individuals will need to keep pace with the successive literacies necessary to effectively engage with these technologies (Coiro, 2003; Kinzer & Leander, 2003; Lankshear & Knobel, 2003; Smolin & Lawless, 2003). I...
Multicultural Perspectives, 2017
bodies must “make your peace with chaos” (p. 71). In conclusion, Ta-Nehisi Coates provides, albei... more bodies must “make your peace with chaos” (p. 71). In conclusion, Ta-Nehisi Coates provides, albeit unstated, educators with a pedagogical tool to better understand urban students and racialized lives they are forced to live by. By discussing themes such as racial realism, White supremacy, and state-sanctioned violence in a literary manner, Coates is challenging hegemonic White supremacy in education. Such a forceful literary style enables more people to learn about how racial dynamics manifest within a given society, including institutions like education, media, and academia. This book is recommended for those who wish to understand the dynamics of race, racism, White supremacy, and Whiteness more thoroughly, and will be difficult for those who are residing within a colorblind framework. Being that the majority of U.S. teaching population is White, middle class, and female, we recommend that White teachers read this book to have a better understanding of a racial counter narrative of a Black boy/man whose background she does not share. These teachers can relate to how their subscription to the Dream (read hegemonic Whiteness ideology) adds to the political, social, and psychological context of the disembodied Black bodies. Although the book lacks an intersectional approach to gender dynamics of race, it still brings into light how race dynamics work in America. As Toni Morrison declares on the back cover of this book, “[I]ts examination of the hazards and hopes of Black male life is as profound as it is revelatory. . .. This is required reading.” To order a copy of Between the World and Me, contact Spiegel & Grau, Penguin Random House’s Customer Service team at customerservice@ penguinrandomhouse.com or Website: https://pen guinrandomhouse.com/
Exchange the Early Childhood Leaders Magazine Since 1978, 2012
Designed for all professionals working with parents and families of young children, this practica... more Designed for all professionals working with parents and families of young children, this practical guide offers comprehensive resources for building trauma-responsive family engagement in your school or program. Throughout this book, you'll find: ♦ Evidence-based practices that promote trauma-responsive family engagement. ♦ Exercises and tools for identifying the strengths and learning edges within your program, school, or agency. ♦ Vignettes from people and programs striving to create trusting, asset-focused partnerships with families that improve equity and promote culturally responsive practices. ♦ Reflective inquiry questions and sample conversations to help you examine your own practices. With concrete examples and easy-to-implement strategies, this critical book helps readers put theory into practice while providing essential support for individuals and groups both new to and experienced with trauma-responsive practices in early childhood.
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Informed Practices for Early Childhood Educators, 2018
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Informed Practices for Early Childhood Educators, 2018
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Informed Practices for Early Childhood Educators, 2018
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Responsive Family Engagement in Early Childhood, 2021
Trauma-Responsive Family Engagement in Early Childhood, 2021
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Papers by Julie Nicholson