Dr. Britnie Dilinger Kane explores project based inquiry as a means to support students’ disciplinary literacy.Read more "The Advantages of Inquiry: Equity and the Economy"
Kim Ferrari, a South Carolina High School English teacher, shares the way young adult literature, by Black authors, can provide a window into the experiences Black students face and how YA literature can be used by white teachers in their quest to learn more about their students and become allies.Read more "Truth Finding in Young Adult Literature"
Dr. Jennifer Geddes Hall, a Clemson University Clinical Professor, explores the ways educators can partner with school guidance counselors to ensure that schools are safe spaces for their Black, Indigenous and people of color student population.Read more "Safe Schools: More Than Locked Doors and Sanitizer"
Dr. Jennifer D. Morrison, instructor at the University of South Carolina, shares how schools can evaluate their school-family partnerships and how educators can move toward building stronger school-family partnerships.Read more "Data over Assumptions: Determining How Our Schools Engage in Family-School Partnerships"
Alonzo McDonald, a South Carolina High School Agriculture Teacher, discusses how he uses community partnerships to increase student content area literacy in his classroom, and beyond.Read more "Strengthening the Generations Through Agricultural Literacy"
Dr. Julia López-Robertson, a professor at the University of South Carolina, and Rocio Herron, a South Carolina teacher, share their experience in developing and implementing a family heritage project at a South Carolina School.Read more "Learning about our families through the Family Heritage Project"
Dr. Kavin Ming, from Winthrop University, explains the importance of cultural competence as teachers develop lessons to meet the needs of their emergent bilingual students.Read more "Where Does It All Begin?"
Dr. Elke Schneider provides multiple strategies to support emergent bilinguals in oral language instruction.Read more "Culturally Responsive Instruction to Improve English Learners’ Academic Oral Language Development"
Daniel Stockwell, a Clemson University doctoral student, explores the questions teachers can ask themselves to discover as they work to implement culturally sustaining pedagogical practices with their emergent bilingual students.Read more "Culturally Sustaining Pedagogy for Emergent Bilingual Students"
Elizabeth McCauley McDonald, a South Carolina assistant principal, encourages teachers to hear beyond their emergent bilingual students’ accents, if one exists, and embrace student language and culture as knowledge wells to promote student growth.Read more "Are we Listening Beyond the Accent?"