Morrell, J. & Morrell, E. (In press). Linking the word to the world: Connecting children's literature to the lives of 21st Century Youth. Submitted to Dragon Lode.
Morrell, E. & Morrell, J. (2012). Multicultural readings of multicultural literature and the promotion of social awareness in ELA classrooms. New England Reading Association Journal, 47(2), 10 - 16.
Morrell, J. (2012). The Young Writers Group: Increasing struggling elementary students' literacy achievement through dialogue and technology. In S. Ulanoff & J. Fingon (Eds.) Learning from culturally and linguistically diverse students. New York: Teachers College Press.
Morrell, J. (2011). Honoring identities and learning in a diverse urban elementary classroom. In S. Florio-Ruane, L. Pardo & K. Hightower (Eds.) Standing for literacy: Teaching in the context of change (pp 41 - 57). Cresskill, NJ: Hampton Press.
Brown, M., Morrell, J. & Rowlands, K. D. (2011). Never more crucial: Transforming young writers' attitudes toward writing and becoming writers. California English, 17(2), 15 - 17.
Morrell, J. (2010). Teacher preparation and diversity: When American preservice teachers aren't White and middle class. International Journal of Multicultural Education, 12 (1), 1 - 17.
Pardo, L. & Kersten, J. (2008) Challenges to children's literature. Language Arts, 85(3), 242 - 246.
Kersten, J. & Pardo, L. (2007). Finessing and hybridizing: innovative literacy practices in Reading First classrooms. Reading Teacher, 61(2), 146-154.
Kersten, J., Apol, L., & Pataray-Ching, J. (2007). Professional resources: Exploring the role of children's literature in the 21st century classroom. Language Arts, 84(3), 286 - 292.
Kersten, J. (2006). Hybridization, resistance, and compliance: Negotiating policies to support literacy achievement. The New Educator, 2(2), 1 - 20.
Kersten, J. (2006). Literacy and choice: Urban elementary students' perceptions of links between home, school and community literacy practices. In V. Purcell-Gates (Ed.) Cultural practices of literacy: Case studies of language, literacy, social practice, and power (pp. 133 - 154). Mahwah, NJ: Lawrence Erlbaum.
Kersten, J. (2006). Why's everyone White? Moving toward critical pedagogy in an elementary classroom. Journal of Urban Learning, Teaching, and Research, 2, 31-38.
C&T 4136: Methods and materials for reading instruction
A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.
C&T 4502: Master's project
Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Masters action research project.
C&T 5037: Literacy, culture and the teaching of reading
Examines current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Emphasis on intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re-imagining reading instruction rooted in the experiences of students.