Check out this insightful piece, and remember that EP's Special Issue on the Science of Reading is open-access through the end of January! (2/2)

Their paper takes an asset-based approach to the Science of Reading, and we encourage you to check it out! And remember that this amazing Special Issue is currently open-access!! (2/2)

As @courtneyhattan.bsky.social & @kendeou.bsky.social wrote, the papers "integrate theories across epistemological paradigms, address limitations of narrow views on reading, and significantly expand the science of reading." www.tandfonline.com/doi/full/10.... (2/2)

Largely due to how much I enjoy working with other scholars on theory, I've been honored and thrilled to co-edit @edpsychjournal.bsky.social with the fabulous Lisa Linnenbrink-Garcia. Our term ends Dec 31, 2024, and it's been a highlight of my career. (8/x) www.tandfonline.com/journals/hed...

This insightful and comprehensive paper will be of interest to anyone concerned with helping students learn in the face of changing circumstances and sources of knowledge. Give it a read here! tinyurl.com/5n6kbanh

(1) Explicitly instructing students to "innovate rather than recapitulate"; (2) Encouraging students to keep learning past initial "correct answers" (3) including contrasting cases; (4) asking students to create "unified accounts" that incorporate contrasting cases. 3/4

Drawing on a wealth of expertise and research, Schwartz explores a key tension in fostering adaptive learning: "the pull toward exploiting what one knows can prevent exploration of what one does not". He then provides a set of four design principles that can foster adaptive learning—namely... 2/4

We must urgently consider the cultural and political dimensions of academic environments "and advocate for theoretical perspectives and schooling practices that affirm students' cultural identities and sense of belonging. Read this important article here: tinyurl.com/ymnx25sx 4/4

“By adopting an antioppressive approach, including eliminating and prohibiting institutional standards that devalue cultural heritage (under the guise of regulating respectability), schools can help Black students affirm their Blackness and can provide institutional opportunities for belonging” 3/4

We cannot ignore the structural and political dimensions affecting Black students' sense of belonging in schools. Institutional standards can foster a disconnect between students' needs and the opportunities that exist to satisfy those needs. 2/4

We encourage you to read this timely and comprehensive article. Find it here! tinyurl.com/9uxszuaa

By engaging in components of the antiracist educator's journey, which include awareness, deconstruction, reconstruction, and praxis, we can all travel "a path toward a more perfect pedagogy, society, and world." 6/6

For educators of color, the journey involves navigating and resisting the harms brought by marginalizing contexts. White educators must "evaluate their own positionality and eschew unearned privileges as they come to understand, adopt, and carry out critical perspectives.” 5/6

Combining research in education and psychology, the authors outline a detailed and necessary antiracist educator's journey, drawing "implicitly on critical race theory and explicitly on ecosystemic, monomythic, and liberational perspectives." 4/6

This nonlinear process of confrontation and growth is the antiracist educator's journey: "the quest to obtain a critical consciousness and ecosystemic orientation capable of dismantling ecosystemic racism and creating ecosystemic antiracism.” 3/6

It is crucial that we confront the many, mutually-reinforcing systems that sustain racist practices within education by actively battling race dysconsciousness: an "uncritical and complacent mindset that justifies racially unjust systems" 2/6