Michelle L. Page
Page, M. L.,
"Going beyond the book: A multicultural educator in the English Language Arts classroom," in
Voices from the Middle, Vol
(12)1, pp. 8-15, 2004
Abstract: This article applies findings from the author's research in multicultural education and literacy to create recommendations for language arts practitioners.
Page, M. L., Rudney, G. L., and Marxen, C. E., "Leading preservice teachers to water…and helping them drink: How candidate teachability affects the gatekeeping and advocacy roles of teacher educators," in Teacher Education Quarterly, Vol (31)2, pp. 25-41, 2004
Through this study, the authors sought to understand the experiences of six preservice teachers within the context of a developmental, constructivist, standards-based teacher preparation program. Specifically, the authors asked how preservice teachers made the transition from understanding themselves as students to understanding themselves as teachers. Further, the authors asked how university faculty aided in this process. Research findings suggested that the disposition of teachability emerged as a key factor in helping preservice teachers take on a teacher role. University faculty aided teacher candidates in this transition by acting as both advocates and gatekeepers. Advocacy and gatekeeping were manifested in different ways for different types of preservice teachers. Implications and questions for future research are discussed.
Page, M. L., "Race, culture, and the supervisory relationship: A review of literature and call to action," in Journal of Curriculum and Supervision, Vol (18)2, pp 161-174, 2003
Abstract: In recent years, researchers and practitioners alike have placed increasing emphasis on multicultural education and issues of race, gender, class, language, ethnicity, and sexual orientation. Additionally, various types of supervision have emerged as topics of study. However, in the field of education, little research exists on the intersection of these two elements: diversity and supervision. This paper draws on theory and research from education, counseling and social work (fields that all utilize supervision in professional training and development) to form some preliminary conclusions regarding how race and ethnicity might impact the supervisory relationship. The author calls educational practitioners and scholars to action, citing the need to fill a gap in the educational knowledge base with many different types of research on the ways that culture, race, ethnicity, class, language, and other forms of diversity affect the process of supervision.
Page, M. L., "Notions of difference, identity, and the teaching of multicultural literature," in "Transformations," Vol 13(1), pp 21-47, 2002
Abstract: Educators concerned with multicultural education and teaching for social justice have identified several domains of concern, including curriculum and teaching strategies. The study summarized in this paper examines two additional realms of multicultural education: relationship and language or discourse. Here, the author discusses the impact of certain discursive constructions on a teacher's efforts to teach in an inclusive and multicultural fashion and on the identity construction of students in the class. The author concludes that although positive personal relationships with students of all races are desirable, they are often not sufficient to interrupt prevalent Eurocentric discourses, and to establish equity in classrooms.
Pamela A. Solvie
Pamela A. Solvie,
"Encouraging Preservice Teachers' Construction of Knowledge in Reading Methods Courses," in
The Journal of Literacy and Technology,
Vol. 9, Number 2,
pp. 57-99, 2008.
Abstract: "In consideration of how teaching and learning might be structured to address learning style preferences of preservice teachers and to make effective and efficient use of instructional and learning time in a constructivist setting, a wiki was used in a teacher education reading methods course. Increasing understanding of reading instructional approaches and modeling use of technology in reading instruction were central to the project. Results point to benefits of using wikis as tools to support students' construction of knowledge, but also indicate the importance of scaffolding students' wiki work in constructivist settings. (Keywords: preservice teacher preparation, technology use, wiki, learning styles, constructivist settings."
Pamela A. Solvie,
Leaping Out of Our Skins: Postmodern Considerations in Use of an Electronic Whiteboard to Foster Critical Engagement in Early Literacy Lessons, in
Educational Philosophy and Theory, Vol. 39, Issue 7, pp. 737-754, 2007.
Abstract: “Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students ! about them and their role in literacy development, the classroom, and society.”