Title

Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations

Author(s)

Jo Worthy, University of Texas at Austin
Annamary L. Consalvo, University of Texas at Tyler
Treavor Bogard, University of DaytonFollow
Katie W. Russell, University of Texas at Austin

Document Type

Article

Publication Date

6-2012

Publication Source

Elementary School Journal

Abstract

In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or “story” that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae “restoried” the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base restorying on theory and research in social identification, effective teaching, culturally responsive/relevant pedagogy, and the ethic of care.

Inclusive pages

568-589

ISBN/ISSN

0013-5984

Document Version

Published Version

Comments

This document has been made available for download in accordance with the publisher's policy on self-archiving.

DOI: https://doi.org/10.1086/664491

Permission documentation on file.

Copyright

Copyright © 2012, University of Chicago

Publisher

University of Chicago Press

Volume

112

Issue

4

Peer Reviewed

yes

eCommons Citation

Worthy, Jo; Consalvo, Annamary L.; Bogard, Treavor; and Russell, Katie W., "Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: "Restorying" Students with Negative Reputations" (2012). Teacher Education Faculty Publications. 23.
https://ecommons.udayton.edu/edt_fac_pub/23