TCTELA 2016: Using Writing to Lessen the Achievement Gap

Bibliography

  • Aito, L. U., Feng, Y., Zuwei, Y. U., Tian, H., Hong, X., & Zheng, D. (2015). Anxiety and mind
    wandering as independent consequences of stereotype threat.Social Behavior &
    Personality: An International Journal,43(4), 537-545.
  • Bell, S. C. (2002).Teachers' perceptions of intergroup conflict in urban schools. Peabody
    Journal of Education, 77(1). 59-81. doi: 10.1207/S15327930PJE7701_4
  • Boykin, A. W., & Noguera, P. (2011). Creating the opportunity to learn. Alexandria, VA: ASCD
    Books.
  • Cox, W. T. L., & Devine, P. G. (2015). Stereotypes possess heterogeneous directionality: A
    theoretical and empirical exploration of stereotype structure and content.Plos
    One,10(3), 1-27. doi:10.1371/journal.pone.0122292
  • Chapman, T. K., Hobbel, N., & Avarado, N. V. (2011). A social justice approach as a base for
    teaching writing. Journal of Adolescent & Adult Literacy 54(7), 539-541.
  • Delpit, L., & Dowdy, J. K. (Eds.). (2008). The Skin that We Speak: Thoughts on Language and
    Culture in the Classroom. New York: The New Press.
  • Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve
    reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for
    Excellent Education.
  • Hope, E. C., Skoog, A. B., & Jagers, R. J. (2015). “It’ll never be the white
    kids, It’ll always be us”: Black high school students’ evolving critical analysis of
    racial discrimination and inequity in schools.Journal of Adolescent Research,30(1),
    83-112. doi:10.1177/0743558414550688
  • Julian, T. (2012). Work-life earnings by field of degree and occupation for people with a
    bachelor’s degree: 2011 (ACSBR/11-04). Washington, DC: United States Census
    Bureau.
  • Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkinson-
    Flicker, S., Barmer, A., and Dunlop Velez, E. (2015). The Condition of Education
    2015 (NCES 2015-144). U.S. Department of Education, National Center for
    Education Statistics. Washington, DC. Retrieved from
  • Land, A., Mixon, J. R., Butcher, J., & Harris, S. (2014). Stories of six successful African
    American males high school students: A qualitative study.NASSP Bulletin,98(2),
    142-162.
  • Larnell, G. V., Boston, D., Bragelman, J. (2014). The stuff of stereotypes: Toward unpacking
    identity threats amid African American students' learning experiences.Journal of
    Education,194(1), 49-57.
  • Nasir, N. S., Snyder, C. R., Shah, N., & Ross, K. M. (2012). Racial storylines and implications
    for learning.Human Development,55(5-6), 285-301.
  • Oates, G. L. S. C. (2009). An empirical test of five prominent explanations for the black–
    white academic performance gap.Social Psychology of Education,12(4), 415-441.
    doi:10.1007/s11218-009-9091-5
  • Tomlinson, C.A. (1998). Teach me, teach my brain. Educational Leadership 56(3), pp. 52–55.
  • Wagner, T. (2014). The global achievement gap: Why even our best schools don't teach the new
    survival skills our children need- and what we can do about it. New York: Basic Books.
  • Wiggan, G. (2014). Student achievement for whom? High-performing and still "playing the
    game," the meaning of school achievement among high achieving African American
    students.Urban Review: Issues and Ideas in Public Education,46(3), 476-492.