Tori K. Flint

University of Louisiana at Lafayette | ULL · Department of Education Curriculum and Instruction

Published in: Language Arts, 98(1). In this qualitative study, ten fathers incarcerated in south Louisiana participated in multimodal workshops that focused on strategies related to family literacies, reading aloud, and writing/illustrating books. This study, guided by Freire’s concept of literacy as a social act of liberation, explores the ways...

This qualitative, 8-month study analyzed first-grade children’s playful responses to literature in the classroom context. The broad purpose of this research was to investigate the ways that children construct meaning as they respond to literature through play as a form of reader response. The findings presented in this paper highlight the ways the...

This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.

This eight-month study, conducted in a first-grade classroom in the southwestern United States, analyzed young children's playful responses to literature. It focuses on framing a theory that underpins play as a form of reader response, which I term ‘responsive play’. It further aims to answer the overarching research question and the sub-question:...

This study uses a Vygotskian approach and a socio-cultural lens, as well as the Transactional Reading Theory to investigate how social interactions and literary transactions can combine through buddy reading to empower young readers and promote literacy in a first grade classroom. The research focuses on how literary transaction and social interact...

This edited volume presents a distinctive approach for exploring pedagogical frameworks, methods, and strategies for teaching thematically about women’s rights using social studies trade books. After an introductory chapter by Jeremiah Clabough that provides a compelling rationale for thematic teaching of women’s rights issues and controversial top...

In this chapter, the authors situate this edited volume within the context of the history, theory, and scholarship on women’s human rights. To frame this edited book, we approach women’s human rights issues from a theoretical lens of feminist solidarity (hooks, 1986) to recognize, respect, and celebrate differences in race, class, gender, sexuality...

In order to create and foster learning spaces that build upon children’s knowledge and experiences, we must respect and value their ways of knowing and being, including their play. Accordingly, this study highlights the ways that young children (re)imagined spaces, materials, and identities through their digital play in an analog (containing no phy...

Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens situates the field of social studies education as uniquely poised to integrate anti-racist, equity, and assets-based pedagogies with contemplative, mindfulness-based strategies to promote the knowledge, skills, and dispositions students need to be effec...

Much of the scholarly literature in second language acquisition relates language development with different cognitive, sociocultural, and linguistic factors, but little research relates second language acquisition to affect. This paucity of research is especially relevant in the case of immigrant populations, for whom there is a possibility of disc...

This study took place in Habana, Cuba over approximately 1 year, wherein the researcher collaborated with Reggaeton artists. While scholarship in multimodality has explored its potentials for literacy pedagogy, developing new literacies, and expanding identity possibilities, less research has focused on the creation of the spaces, tools, and resour...

Bloomsbury Education and Childhood Studies

https://rowman.com/ISBN/9781793614124/Critical-Perspectives-on-Teaching-in-the-Southern-United-States https://www.amazon.com/Critical-Perspectives-Teaching-Southern-United/dp/1793614121/ref=sr_1_2?dchild=1&keywords=tori+flint&qid=1603833244&sr=8-2

In this study we investigated the relationship between urban eighth grade students’ Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the picto...

HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers’ beliefs about urban students’ mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, a...

Prior to leaving middle school, students are expected to be able to solve linear equations with one unknown using multiple modes of representation, including pictorial models. Although solving these linear equations is important, many students do not have the conceptual understanding to solve these types of linear equations successfully. In this ar...

This article discusses the ways that play can provide young children with opportunities to utilize their funds of knowledge to actively participate in personally significant classroom learning experiences.