POSTER SESSIONS—11:30 A.M.–1:30 P.M.
Explaining Racially Motivated Killings: The Case of Buffalo
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How can we explicitly teach children that the “copycat” syndrome of racially motivated killings is not only illegal and immoral but also ineffective at accomplishing its goal. In this session, you will learn about the key findings, implications, and recommendations of this examination. A new social justice curriculum is offered as a solution to offset these heinous acts of terror.
Presenter: Silvia Lloyd, Poughkeepsie Public Schools
Interactive Read Alouds as Scientific Investigations A discussion of the parallels found between interactive read aloud techniques and contemporary frameworks of early childhood science education. Using a picture book as an exemplar, this presentation will demonstrate how exploration of a narrative and scientific investigation can be mutually constitutive and supportive of each other.
E Presenter: Joseph Spurlock, The Ohio State University
Learning to Be Literate: More than a Single Story Current media attention reigniting what is known as the “reading wars” has a heavy influence on popular discourse, including legislation. This poster presents a framework for active literacy learning that argues against a forced binary and for productive attention to early literacy attention based on an expanded investigation into systematic research on early literacy across learning perspectives.
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Presenters: Deborah MacPhee, Illinois State University Patricia Paugh, University of Massachusetts, Boston
Leveraging ChatGPT as a Node of Opportunity: Productive Collaboration with AI in YA Literature
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ChatGPT challenges educators to reconsider traditional responses to literature. With AI at the forefront of conversations in English education, this poster shares multiple approaches to embrace ChatGPT as a collaborative partner in young adult literature. We demonstrate how this metacognitive approach can be leveraged to build ethical connections between students, technology, and YA literature.
Presenters: Laura Lemanski, Minneapolis College of Art and Design
Megan McDonald Van Deventer, Weber State University Emily Midkiff, University of North Dakota Sara Sterner, Cal Poly Humboldt
Do Core Thinking Routines Increase the Multilingual Learners’ Engagement in English Language Learning? A Preliminary Study
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This poster presentation will provide initial insights on the effectiveness of TRs as a tool to cultivate MLs’ thinking skills and deepen content learning. Significantly, this is a preliminary result of the observations of whether core thinking routines (TRs) increase the multilingual learners’ (ML) engagement in English language learning. The data include students’ classroom- level participation and formative assessment scores of a group of MLs (grades 1–3) in a public school in North Carolina.
Presenter: Philippe John Sipacio, Public School of Robeson County
Texts in Conversation: The Power of Connection M
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This session will provide a variety of classroom- ready ways to teach texts in conversation with each other. Pairing texts provides classic canonical works with a fresh relevance for our students, while at the same time promoting diversity and representation in what we teach. We will focus on conventional and unconventional pairings of texts, as well as the practical techniques and tools necessary to make these pairings work in a classroom. Learning is connection; creative pairing makes it happen!
Presenters: Joshua Cabat Kerry Cowan
A Model for Professional Growth Sustaining Teachers and Empowering Students: A Case Study of the National Writing Project (NWP) within the Boundaries of Expressive Writing Pedagogy
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In what ways have experiences with the NWP sustained the professional growth of NWP teacher consultants (TCs)? This case study focuses on seven participants from diverse sites/contexts who have served as TCs, each utilizing elements of Expressive Writing Pedagogy. Data from interviews, artifacts, and video provide insight into conditions and practices essential for sound writing pedagogy and professional growth.
Presenter: Shelly K. Unsicker-Durham, University of Oklahoma
176 2023 NCTE ANNUAL CONVENTION PROGRAM
SATURDAY, NOVEMBER 18
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