Kristen White | Michigan State University (original) (raw)
Books by Kristen White
This book helps teachers gain confidence and build sensitivity when interacting with caregivers a... more This book helps teachers gain confidence and build sensitivity when interacting with caregivers and families who speak different languages and may come from different cultural, racial, and social backgrounds. By presenting various scenarios, the authors invite readers to reflect on issues they will face as practicing teachers in classrooms and across school districts. Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches, and each explores more than one solution to the challenges presented. This essential resource shows teachers how to consider caregivers’ and students’ underlying needs so they can better shape responses to the unique, changing situations in which they find themselves.
Book Features:
-- Suggests strategies for navigating a variety of challenging situations teachers may face in working with caregivers to support students.
-- Employs co-author Dr. Rand Spiro’s Cognitive Flexibility Theory to help teachers build a repertoire of flexible responses to the many variations of caregiver situations that will arise.
-- Offers a format designed so that readers can practice how to select, adapt, and combine knowledge to fit their unique situations and experiences with families.
Challenges facing suburban schools: Promising responses to changing student populations, 2017
Edwards, P.A., Domke, L., & White, K. (2017). Chapter 8: Closing the parent gap in changing schoo... more Edwards, P.A., Domke, L., & White, K. (2017). Chapter 8: Closing the parent gap in changing school districts. In S. B. Wepner & D. W. Gómez (Eds.), Challenges facing suburban schools: Promising responses to changing student populations (pp. 109-121). Lanham, MD: Rowman & Littlefield.
Papers by Kristen White
Textiles and Tapestries, 2020
Routledge eBooks, Mar 30, 2021
Michigan Reading Journal, 2015
Michigan Reading Journal, 2017
Journal of family diversity in education, May 24, 2018
Excelsior: Leadership in Teaching and Learning
With the need to prepare teacher candidates to work with an increasingly diverse student body in ... more With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activit...
Action in Teacher Education
Studying Teacher Education, 2021
This collaborative self-study looks at how eight white literacy teacher educators worked together... more This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration-across contexts and across time, attending to both our self-work and our pedagogy-provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.
This book helps teachers gain confidence and build sensitivity when interacting with caregivers a... more This book helps teachers gain confidence and build sensitivity when interacting with caregivers and families who speak different languages and may come from different cultural, racial, and social backgrounds. By presenting various scenarios, the authors invite readers to reflect on issues they will face as practicing teachers in classrooms and across school districts. Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches, and each explores more than one solution to the challenges presented. This essential resource shows teachers how to consider caregivers’ and students’ underlying needs so they can better shape responses to the unique, changing situations in which they find themselves. Book Features: -- Suggests strategies for navigating a variety of challenging situations teachers may face in working with caregivers to support students. -- Employs co-author Dr. Rand Spiro’s Cognitive Flexibility Theory to help teachers build a repertoire of flexible responses to the many variations of caregiver situations that will arise. -- Offers a format designed so that readers can practice how to select, adapt, and combine knowledge to fit their unique situations and experiences with families.
Journal of Teacher Education, 2018
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providi... more Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
Supplemental material, JTE_Appendices_1011770022487118773996 for Mentoring as More Than "Che... more Supplemental material, JTE_Appendices_1011770022487118773996 for Mentoring as More Than "Cheerleading": Looking at Educative Mentoring Practices Through Mentors' Eyes by Randi N. Stanulis, Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien and Kristen White in Journal of Teacher Education
This book helps teachers gain confidence and build sensitivity when interacting with caregivers a... more This book helps teachers gain confidence and build sensitivity when interacting with caregivers and families who speak different languages and may come from different cultural, racial, and social backgrounds. By presenting various scenarios, the authors invite readers to reflect on issues they will face as practicing teachers in classrooms and across school districts. Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches, and each explores more than one solution to the challenges presented. This essential resource shows teachers how to consider caregivers’ and students’ underlying needs so they can better shape responses to the unique, changing situations in which they find themselves.
Book Features:
-- Suggests strategies for navigating a variety of challenging situations teachers may face in working with caregivers to support students.
-- Employs co-author Dr. Rand Spiro’s Cognitive Flexibility Theory to help teachers build a repertoire of flexible responses to the many variations of caregiver situations that will arise.
-- Offers a format designed so that readers can practice how to select, adapt, and combine knowledge to fit their unique situations and experiences with families.
Challenges facing suburban schools: Promising responses to changing student populations, 2017
Edwards, P.A., Domke, L., & White, K. (2017). Chapter 8: Closing the parent gap in changing schoo... more Edwards, P.A., Domke, L., & White, K. (2017). Chapter 8: Closing the parent gap in changing school districts. In S. B. Wepner & D. W. Gómez (Eds.), Challenges facing suburban schools: Promising responses to changing student populations (pp. 109-121). Lanham, MD: Rowman & Littlefield.
Textiles and Tapestries, 2020
Routledge eBooks, Mar 30, 2021
Michigan Reading Journal, 2015
Michigan Reading Journal, 2017
Journal of family diversity in education, May 24, 2018
Excelsior: Leadership in Teaching and Learning
With the need to prepare teacher candidates to work with an increasingly diverse student body in ... more With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activit...
Action in Teacher Education
Studying Teacher Education, 2021
This collaborative self-study looks at how eight white literacy teacher educators worked together... more This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration-across contexts and across time, attending to both our self-work and our pedagogy-provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.
This book helps teachers gain confidence and build sensitivity when interacting with caregivers a... more This book helps teachers gain confidence and build sensitivity when interacting with caregivers and families who speak different languages and may come from different cultural, racial, and social backgrounds. By presenting various scenarios, the authors invite readers to reflect on issues they will face as practicing teachers in classrooms and across school districts. Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches, and each explores more than one solution to the challenges presented. This essential resource shows teachers how to consider caregivers’ and students’ underlying needs so they can better shape responses to the unique, changing situations in which they find themselves. Book Features: -- Suggests strategies for navigating a variety of challenging situations teachers may face in working with caregivers to support students. -- Employs co-author Dr. Rand Spiro’s Cognitive Flexibility Theory to help teachers build a repertoire of flexible responses to the many variations of caregiver situations that will arise. -- Offers a format designed so that readers can practice how to select, adapt, and combine knowledge to fit their unique situations and experiences with families.
Journal of Teacher Education, 2018
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providi... more Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
Supplemental material, JTE_Appendices_1011770022487118773996 for Mentoring as More Than "Che... more Supplemental material, JTE_Appendices_1011770022487118773996 for Mentoring as More Than "Cheerleading": Looking at Educative Mentoring Practices Through Mentors' Eyes by Randi N. Stanulis, Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien and Kristen White in Journal of Teacher Education