This article discusses the ways issues of audience and authority are encountered and addressed by... more This article discusses the ways issues of audience and authority are encountered and addressed by classroom teachers who write journal articles for publication. Drawing on an interview study of K-12 classroom teachers who have published articles in NCTE's ...
Abstract: This article is an historical study of the understanding of children's writing thr... more Abstract: This article is an historical study of the understanding of children's writing through" Language Arts". The author and her research team did a content analysis of articles about writing that appeared in" Language Arts" beginning in 1924 through January, 2010. ...
1 Abstract: In this multiple case study that uses narrative research methodology, two beginning E... more 1 Abstract: In this multiple case study that uses narrative research methodology, two beginning English teachers’ stories, their use of young adult literature, and their dialogic interactions with university mentors are examined through a lens of culturally responsive pedagogy. This study is focused on how teachers’ stories indicate the difficulties they have incorporating culturally relevant young adult literature into their secondary English classes, how they establish connections between the texts, their students’ lived experiences, and their own lived experiences, and why they struggle with the application of culturally responsive pedagogy. Findings indicate that beginning teachers’ stories (a) express uncertainty regarding the place of young adult literature in their curricula and seek guidance from mentors; (b) demonstrate difficulties meeting students’ needs, which include connecting with characters and plots that “resonate” with their life experiences; (c) struggle with the ...
Gist: Education and Learning Research Journal, 2016
This paper reports on EFL teachers’ career choices and societal positioning in different regions ... more This paper reports on EFL teachers’ career choices and societal positioning in different regions of the world. The researchers conducted a qualitative narrative study to analyze, understand and interpret the relationship that exists between language, culture and society in the positioning identified by international EFL teachers. Positioning theory and narrative research were used as the study’s theoretical framework, and data collection tools included reflections, narratives and counter-narratives. Teachers’ personal narratives show their strength in the illocutionary force through which they demonstrate their positions of agency, authority and empowerment.
As self-study researchers, we choose to see ourselves as metaphorically tangled in the threads of... more As self-study researchers, we choose to see ourselves as metaphorically tangled in the threads of time, stories, others’ meaning-making, and our own. Self-study methodology affords us with tools to unstitch and restitch these threads--the complex interplay of processes, methods, and practices--and to make new meanings. Furthermore, we accept our multifaceted responsibility to study teaching practices and self-study research experiences as a way to improve our own teacher education practices and to inform our disciplinary and scholarly fields (Edge & Olan, 2020). In this chapter, upon the loom of composing found poetry, we describe the process of analyzing, interpreting, and representing transformed understandings. In unraveling the tangled mess of participants’ stories threaded through our own narratives, we (re)acknowledged our positionality as narrative inquiry teacher education researchers. As critical friends, we envisioned the act of creating found poetry as an arts-based, lite...
Through an active and experiential learning approach that incorporated multimodal strategies, the... more Through an active and experiential learning approach that incorporated multimodal strategies, the Jr. Chef program contributed to increased nutrition knowledge among elementary students living in an urban food desert.
Olan and Richmond present preservice English teachers’ stories about having little experience wit... more Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences. ______________________________________________________ When we first met in Minneapolis in 2015 at the annual National Council of Teachers of English (NCTE) convention, we began discussing our individual stories about our English Education programs, especially regarding struggles reported by alumni in their early careers. Many of their stories focused on not having read (or remembered reading) many of the canonical texts they were being asked to teach. We began to reflect on what we were doing—as English Educators—to help our students prepare to teach canonical texts in addition to young adult literature, writing, grammar, and speech. When we began our dialogic interaction (comparing and contrasting our stories), we realized that our preservice teachers (PTs)—despite being at two geographically disparate universities—n...
This article discusses the ways issues of audience and authority are encountered and addressed by... more This article discusses the ways issues of audience and authority are encountered and addressed by classroom teachers who write journal articles for publication. Drawing on an interview study of K-12 classroom teachers who have published articles in NCTE's ...
Abstract: This article is an historical study of the understanding of children's writing thr... more Abstract: This article is an historical study of the understanding of children's writing through" Language Arts". The author and her research team did a content analysis of articles about writing that appeared in" Language Arts" beginning in 1924 through January, 2010. ...
1 Abstract: In this multiple case study that uses narrative research methodology, two beginning E... more 1 Abstract: In this multiple case study that uses narrative research methodology, two beginning English teachers’ stories, their use of young adult literature, and their dialogic interactions with university mentors are examined through a lens of culturally responsive pedagogy. This study is focused on how teachers’ stories indicate the difficulties they have incorporating culturally relevant young adult literature into their secondary English classes, how they establish connections between the texts, their students’ lived experiences, and their own lived experiences, and why they struggle with the application of culturally responsive pedagogy. Findings indicate that beginning teachers’ stories (a) express uncertainty regarding the place of young adult literature in their curricula and seek guidance from mentors; (b) demonstrate difficulties meeting students’ needs, which include connecting with characters and plots that “resonate” with their life experiences; (c) struggle with the ...
Gist: Education and Learning Research Journal, 2016
This paper reports on EFL teachers’ career choices and societal positioning in different regions ... more This paper reports on EFL teachers’ career choices and societal positioning in different regions of the world. The researchers conducted a qualitative narrative study to analyze, understand and interpret the relationship that exists between language, culture and society in the positioning identified by international EFL teachers. Positioning theory and narrative research were used as the study’s theoretical framework, and data collection tools included reflections, narratives and counter-narratives. Teachers’ personal narratives show their strength in the illocutionary force through which they demonstrate their positions of agency, authority and empowerment.
As self-study researchers, we choose to see ourselves as metaphorically tangled in the threads of... more As self-study researchers, we choose to see ourselves as metaphorically tangled in the threads of time, stories, others’ meaning-making, and our own. Self-study methodology affords us with tools to unstitch and restitch these threads--the complex interplay of processes, methods, and practices--and to make new meanings. Furthermore, we accept our multifaceted responsibility to study teaching practices and self-study research experiences as a way to improve our own teacher education practices and to inform our disciplinary and scholarly fields (Edge & Olan, 2020). In this chapter, upon the loom of composing found poetry, we describe the process of analyzing, interpreting, and representing transformed understandings. In unraveling the tangled mess of participants’ stories threaded through our own narratives, we (re)acknowledged our positionality as narrative inquiry teacher education researchers. As critical friends, we envisioned the act of creating found poetry as an arts-based, lite...
Through an active and experiential learning approach that incorporated multimodal strategies, the... more Through an active and experiential learning approach that incorporated multimodal strategies, the Jr. Chef program contributed to increased nutrition knowledge among elementary students living in an urban food desert.
Olan and Richmond present preservice English teachers’ stories about having little experience wit... more Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences. ______________________________________________________ When we first met in Minneapolis in 2015 at the annual National Council of Teachers of English (NCTE) convention, we began discussing our individual stories about our English Education programs, especially regarding struggles reported by alumni in their early careers. Many of their stories focused on not having read (or remembered reading) many of the canonical texts they were being asked to teach. We began to reflect on what we were doing—as English Educators—to help our students prepare to teach canonical texts in addition to young adult literature, writing, grammar, and speech. When we began our dialogic interaction (comparing and contrasting our stories), we realized that our preservice teachers (PTs)—despite being at two geographically disparate universities—n...
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Papers by Elsie Olan