Kindel Nash
Appalachian State University, Reich College of Education, Faculty Member
- University of Maryland Baltimore County, Education, Faculty MemberUniversity of Missouri Kansas City, Education, Faculty Memberadd
Research Interests:
Read Two Impress Plus (R2I+) is a fluency‐building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership‐centered,... more
Read Two Impress Plus (R2I+) is a fluency‐building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership‐centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7–12, at two urban schools in the Mid‐Atlantic. Results of this mixed methods study indicate that the family literacy routine had a positive impact on the participating students' reading fluency. In addition, the engagement had a positive influence on the way family members engaged with their children in reading and literacy practices at home.
Deficit discourses in early childhood education position families of color, bilingual families, and families who are experiencing poverty as culturally and educationally deficient and are often reiterated through teacher education that... more
Deficit discourses in early childhood education position families of color, bilingual families, and families who are experiencing poverty as culturally and educationally deficient and are often reiterated through teacher education that relies on approximation of practice as modeled by a mentor teacher. Learning Teaching as an Interpretive Practice (LTIP) (Hollins, 2015) provides an assets-based framework for teaching that relies instead on a contextualized understanding of learners. Here, we examine our attempts as teacher educators to implement LTIP in our urban Midwestern early teacher education program. We focus on implementation of a tool for understanding individual children, the Learner Profile. Through case study, we analyze twenty learner profiles completed by five teacher candidates over the course of three semesters. Our findings suggest the Learner Profile guided teacher candidates toward more nuanced understandings of learners including multiple perspectives and unique aspects of lived experiences rather than over prescriptive developmental stages and categories. Still, we found understanding was highly mediated by the field placement context, teacher candidates’ own worldviews, and our facilitation as teacher educators. We conclude with implications for teacher educators who are interested in implementing the Learner Profile Tool and other tools for teacher education.
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This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical... more
This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities...
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Research Interests:
Based on concerns about the permanence of racism in our society and its impact on opportunities for children’s equitable education, this empirical study used narrative inquiry to explore four preservice teachers’ developing dispositions... more
Based on concerns about the permanence of racism in our
society and its impact on opportunities for children’s equitable
education, this empirical study used narrative inquiry to
explore four preservice teachers’ developing dispositions as
they studied and implemented culturally relevant/responsive
pedagogy (CR/RP) in an early literacy education course framed
by critical race theory. Whereas the majority of publications
based on this study’s findings have focused on preservice
teachers’ problematic white racial discourse showcasing narrative
profiles, this article focuses on a finding that opportunities
to study race and CR/RP led the preservice teachers to new
perceptions about culturally relevant/responsive pedagogy,
race, and racism. Yet, within these purported learnings, preservice
teachers’ continued use of white racial discourse points
to the need for teacher educators to engage preservice teachers
in contextualized discussions about the social, political,
economic, and historical roots of racism.
society and its impact on opportunities for children’s equitable
education, this empirical study used narrative inquiry to
explore four preservice teachers’ developing dispositions as
they studied and implemented culturally relevant/responsive
pedagogy (CR/RP) in an early literacy education course framed
by critical race theory. Whereas the majority of publications
based on this study’s findings have focused on preservice
teachers’ problematic white racial discourse showcasing narrative
profiles, this article focuses on a finding that opportunities
to study race and CR/RP led the preservice teachers to new
perceptions about culturally relevant/responsive pedagogy,
race, and racism. Yet, within these purported learnings, preservice
teachers’ continued use of white racial discourse points
to the need for teacher educators to engage preservice teachers
in contextualized discussions about the social, political,
economic, and historical roots of racism.
Research Interests:
Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are... more
Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are racially socialized over their lifespans. Three propositions for early childhood contexts were apparent across the studies: (1) racial identity and dysconsciousness are learned over time and across multiple spaces; (2) critical racial literacy is a complex, cyclical, and sometimes contradictory process; and (3) critical racial literacy demands acknowledging and confronting blind spots. Building on these propositions, the authors present implications for enacting practices that promote critical racial literacy in early childhood education settings around the globe.
Research Interests:
Research Interests:
This conceptual article explores literature about and concrete examples of teacher education programs that support the increased achievement of African American and urban students. Drawing from the extant literature as well as their own... more
This conceptual article explores literature about and concrete examples of teacher education programs that support the increased achievement of African American and urban students. Drawing from the extant literature as well as their own relevant experiences, the authors highlight studies of effective approaches at both the program and course level that teacher educators can use to support urban pre-service teachers in bringing the best of themselves to African American and urban students.