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Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom: “Restorying” Students with Negative Reputations

Jo Worthy, Annamary L. Consalvo, Treavor Bogard and Katie W. Russell
The Elementary School Journal
Vol. 112, No. 4 (June 2012), pp. 568-589
DOI: 10.1086/664491
Stable URL: http://www.jstor.org/stable/10.1086/664491
Page Count: 22
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Fostering Academic and Social Growth in a Primary Literacy Workshop Classroom
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Abstract

AbstractIn most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or “story” that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae “restoried” the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base restorying on theory and research in social identification, effective teaching, culturally responsive/relevant pedagogy, and the ethic of care.

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