Joanne Larson | University of Rochester (original) (raw)

Papers by Joanne Larson

Proceedings of the 2020 AERA Annual Meeting

Phi Delta Kappan

The University of Rochester and East High School in Rochester, New York, entered into a partnersh... more The University of Rochester and East High School in Rochester, New York, entered into a partnership in 2015, hoping to transform the school to prevent shut down by the state. Both partners were wary because of the district’s failed attempts at reform and the history of similar partnerships elsewhere. A new state-level reform option allowed the partners to form an educational partnership organization (EPO) so that they could become equal partners with some autonomy from the district. The partners decided that to succeed, they would need to involve the community. They learned from listening sessions that the community wanted the school to remain open but also wanted everything about it to change. So, instead of taking an incremental approach, they chose to transform the school’s structures, culture, leadership model, and curriculum and instruction. Valerie L. Marsh, Shaun C. Nelms, Sarah Peyre, and Joanne Larson describe how the university and the school worked together to transform E...

Language arts, 2016

Language Arts had the opportunity to talk with Joanne Larson and Patrick Shannon, scholars who sp... more Language Arts had the opportunity to talk with Joanne Larson and Patrick Shannon, scholars who spoke to our themed issue, Common Core or Rotten Core? Part II. These researchers highlight the role that the Common Core has served in informing the practices of teachers and the subsequent effects on student learning. They also discuss the importance of teacher decision making as critical to positioning students to act democratically in the world.Dr. Joanne Larson is the Michael W. Scandling Professor of Education and chair of Teaching and Curriculum at the University of Rochester's Warner Graduate School of Education and Human Development. Larson's ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently part of a historic partnership between the University and East High School in Rochester in which the University serves as an Educational Partnership Organization with ful...

структуры) на географической основе путем применения принципа мультиуровневой генерализации по та... more структуры) на географической основе путем применения принципа мультиуровневой генерализации по тайловому технологическому решению и серверному подходу (первый этап); представление данных в реляционных таблицах в соответствии с определением и содержанием пространственных объектов и их преобразования в показатели картографирования (второй этап); формирование вебстраницы для отображения общегеографической и тематической информации в целом и в сеансе диалогового взаимодействия пользователя с интерактивной картографической моделью (третий этап). Ключевые слова: интерактивная тематическая карта, критическая инфраструктура, электронная картографическая модель, программно-техническое обеспечение, алгоритм, мультиуровневая генерализация, тайловое технологическое решение.

In a carefully organized and coherently argued book, Bloome et al. explicate an approach to disco... more In a carefully organized and coherently argued book, Bloome et al. explicate an approach to discourse analysis of classroom language and literacy events that they call microethnographic; an approach that foregrounds "the daily life of teachers and students in classrooms" (xvi). The authors insist they do not view the daily lives of teachers and students as essentialized or homogenized; but rather view the classroom as a complex network of student/teacher creations, recreations , adoptions, and adaptations, all of which engage the students and teacher in dialectical relationships involving language and literacy. For these authors, people are "active agents in and on the worlds in which they live.. .not dependent variables" (p. 5). Through action and reaction, people create situations. The book provides a comprehensive articulation of a sociolinguistic approach to classroom discourse analysis that will be an important resource for language and literacy researchers. Complex research tools are often presented in ways that are difficult to interpret. A strength of this book is the clear definitional work done throughout. Bloome et al. initiate the reader with a chapter that demystifies the constructs of microethnographic analysis for novice and seasoned researcher alike. Chapter 1 situates their work historically and theoretically, and through doing so, provides the reader with the methodological warrant for the discourse analysis framework that follows. Five theoretical tools for microethnographic analysis (contextualization cues, boundary making, turn-taking, negotiating thematic coherence, and intertextuality) are discussed in depth using data-rich illustrations, serving both to clarify the authors' use of the tools and to explain the vocabulary of the analysis. Analysis is situated in the "linguistic turn" in the social sciences, which for the authors, "is closely related to the intellectual and political concerns with how people and institutions use language within everyday life to exert power and control on the one hand and to engage in resistance, creativity, agency, and caring relations on the other hand" (p. 47). Situating their analysis in the language used by both teachers and students as well as in the research process (including the writing of the research) enables the authors to ask who is doing what to whom, where and how through the use of language and literacy in the classroom, questions that are iterated through the succeeding chapters. The next three chapters of the book examine the cultural practices, social identity work, and power relations immanent in classroom language and literacy events, respectively. In all three cases, the authors articulate definitions (cultural practices, social identity, and power relations), use (or non-use) of the theoretical tools mentioned above, as well as theoretical and methodological issues central to each of the research agendas. Transcripts from videotapes of classes (a Grade 7 Language Arts class in both Chapters 2 and 4; a Kindergarten storytelling and a Grade 6 Social Studies/Language Arts class in Chapter 3; and a Grade 6 Social Studies class in Chapter 4), as well as detailed, multilevel analysis and discussion of the transcripts are found in each chapter. The complexity and depth of the analyses reported by the authors in each chapter offers a rigourous model of language research. They do not merely examine, for instance, static notions of cultural practices, but rather scrutinize how classroom language and literacy events are part of a process of "continuity and change over time and place" (p. 99). Briefly, by way of illustration in the second chapter, Ms. Wilson and her 7th Grade Language Arts class are studying a poem, by first reading it then discussing it. In this regard, they are engaging in an academic discourse practice-the 'given' way of examining a poem in the classroom or 'doing poetry' from a traditional, school-based perspective of literacy. The particular poem they are studying contains both standard and African American Vernacular English and Wilson uses it as a springboard for discussion of cultural variations in language use-thus causing the students to engage

Anthropology & Education Quarterly, 2011

Northeast Lakeview has a history of intergenerational poverty, student underachievement, health p... more Northeast Lakeview has a history of intergenerational poverty, student underachievement, health problems, adult unemployment and underemployment, violence and crime, and disrepair of many commercial and residential buildings. There are over 1,000 cityowned abandoned, boarded up homes in the area, for example. At the same time, it also has a rich history of resilience in the face of such challenges, as well as political activism, community-based advocacy, and cultural and linguistic diversity that bring vitality and important resources to the neighborhoods. The Lakeview initiative, first called Lakeview Total Care (LTC) and later changed to Community for the Children of Lakeview (CCL), 2 was initially conceived by the superintendent of the LCSD as a way of bringing together, coordinating, and expanding existing efforts by the school district, individual schools, community service organizations, nonprofit organizations, social service agencies, churches, the business community, and local government to address the complex problems and challenges of this part of Lakeview, Larson et al. Introduction 89 * Based on percentage of students receiving Free and Reduced Lunch. ** State English Language Arts.

Linguistics and Education, May 31, 2008

International Encyclopedia of Education, 2010

Publishers of curricula play a powerful role in the kinds of texts and official knowledge availab... more Publishers of curricula play a powerful role in the kinds of texts and official knowledge available in schools, as textbooks are often the dominant textual resource used by teachers and students. As textbook production becomes an increasingly privatized and globalized process, the influence that publishers have on what counts as knowledge in schools increases. The authors argue that attention should be given to who makes consequential decisions about the production and codification of knowledge in the form of curricular materials, and who is benefiting – economically, politically, and culturally – from these globalized and unequal processes of production and consumption.

Urban Education, 2021

Using data from a participatory ethnography of an urban high school slated for closure, this arti... more Using data from a participatory ethnography of an urban high school slated for closure, this article examines the impact of comprehensive transformation on the university-school partnership’s goal to change from a culture of underachievement and negativity toward a culture of collaboration and excellence. We explore these question/s: How do comprehensive changes in infrastructure, policies, leadership, and instructional practices shape school culture? What role do shifting power relations (generative frictions) and authentic trust play in developing shared ownership of outcomes? We argue generative frictions produced changes in culture that impacted changes in outcomes.

Issues in Applied Linguistics, 1996

Issues in Applied Linguistics, 1997

Community Literacies as Shared Resources for Transformation, 2017

PART ONE: PERSPECTIVES ON EARLY CHILDHOOD LITERACY The Emergence of Early Childhood Literacy - Ju... more PART ONE: PERSPECTIVES ON EARLY CHILDHOOD LITERACY The Emergence of Early Childhood Literacy - Julia Gillen and Nigel Hall Post-Colonial Perspectives on Early Childhood Literacy - Radhika Viruru Gender and Early Childhood Literacy - Elaine Millard and Petula Bhojwani Reconceptualizing Early Childhood Literacy: The Sociocultural Influence and New Directions in Digital and Hybrid Mediation - Aria Razfar and Kris Gutierrez Play, Literacies and the Converging Cultures of Childhood - Karen E. Wohlwend Policy-Making in Early Childhood Literacy: Pathways to Equity for All Children - Cecelia Rios-Aguilar Disability and Early Childhood: The Importance of Creating Literacy Opportunities and Identities - Martha Mock and Susan Hildenbrand PART TWO: EARLY CHILDHOOD LITERACY IN FAMILIES, COMMUNITIES, AND CULTURES ACROSS MEDIA AND MODES Researching Young Children's Out-of-School Literacy Practices - Tamara Spencer, Michele Knobel, and Colin Lankshear The Out-of-School Schooling of Literacy - E...

Choice Reviews Online, 2014

Journal of Adolescent & Adult Literacy, 2019