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pro vyhledávání: '"Cassie J. Brownell"'
Autor:
Cassie J. Brownell
Publikováno v:
AERA Open, Vol 8 (2022)
Many researchers have considered recent and intergenerational immigrant children’s perspectives on immigration policies. Fewer have investigated nonimmigrant children’s views despite children’s sociopolitical identities forming long before they
Externí odkaz:
https://doaj.org/article/94a6ab2688b844ba996e413dd58b4656
Autor:
Cassie J. Brownell
Publikováno v:
Education Sciences, Vol 10, Iss 6, p 159 (2020)
Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a th
Externí odkaz:
https://doaj.org/article/994d3ffdad074690a87163db6fb0dace
Autor:
Cassie J. Brownell, Arlo Kempf
Publikováno v:
Curriculum Inquiry. 52:491-495
Autor:
Desmond Wong, Cassie J. Brownell
Publikováno v:
The Journal of Social Studies Research. 46:333-344
Autor:
Cassie J. Brownell, Amy Noelle Parks
Publikováno v:
Anthropology & Education Quarterly. 53:5-26
Autor:
Cassie J. Brownell
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 123:1-19
Background/ContextEducators have considered how Minecraft supports language and literacy practices in the game and in the spaces and circumstances immediately surrounding gameplay. However, it is still necessary to develop additional conceptualizatio
Autor:
Cassie J. Brownell, David M. Sheridan
Publikováno v:
Journal of Adolescent & Adult Literacy. 64:464-467
Autor:
Cassie J. Brownell
Publikováno v:
Theory Into Practice. 60:160-171
Drawing from data generated in a third-grade classroom in the months following the 2016 US presidential election, this article zooms in on self-produced videos a child made of her writing process. ...
Publikováno v:
Anthropology & Education Quarterly. 52:315-334
Autor:
Cassie J. Brownell
Publikováno v:
Journal of Early Childhood Literacy. 23:213-235
Drawing from data generated during the 2016-2017 academic year, this study centred on U.S. children’s design of two critical literacies compositions—a letter to Congress and a persuasive multimodal text. Situated within an integrated unit focused