Research.
MLLC faculty conduct ongoing research on language, literacies, and learning. If publications are not available through the links below, please ask and we can direct you to, or send you, copies.
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Current Research Projects.
Comprehensive Literacy State Development Program
Through a grant funded project with the Missouri Department of Elementary and Secondary Education and the Show Me Literacies Collaborative the MLLC is conducting research to enhance and develop language and literacy learning across the state of Missouri.
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Publications.
Recent Publications from faculty of the MLLC:
Dr. Robert Petrone:
Books
Petrone, R. (July, 2023). Dropping In: What Skateboarders can Teach Us about Learning, Schooling, and Youth Development. University of Massachusetts Press.
Petrone, R. & Wynhoff Olsen, A. (2021). Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. Rowman & Littlefield.
Sarginiadies, S.T., Petrone, R., Lewis, M.A. (2017). Re-thinking the “Adolescent” in Adolescent Literacy. National Council for Teachers of English Press. Principles in Practice Series.
Peer-Reviewed Articles
Petrone, R., González Ybarra, A., & Rink, N. (2021). Toward an Indigenizing, Anti-colonial Framework for Adolescent Developmental Research. Journal of Adolescent Research, 36(5), 584-614.
Petrone, R. & Stanton, C. R. (2021). From Producing to Reducing Trauma: A Call for
“Trauma-informed” Research(ers) to Interrogate how Schools Harm Students. Educational Researcher, 50(8), 537-545.
Petrone, R. & Rink, N. with Speicher, C. (2020). From Talking About to Talking With: Integrating Native Youth into Teacher Education Via a Repositioning Pedagogy. Harvard Educational Review, 90(2), 243-268.
Book Chapters
Petrone, R., Mirra, N., Goodman, S., & Garcia, A. (2021). Youth Civic Participation and Activism (Youth Participatory Action Research). (Eds.) Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A., & deRoock, R.S. The handbook of critical literacies (pp. 50-60). Routledge.
Golden, N.A. & Petrone, R. (2021). The Social Production of Risk and Resilience. In (Eds.) Lester, J.N. & O’Reilly, M. The Palgrave Encyclopedia of Critical Perspectives on Mental Health. Palgrave Macmillan.
Dr. Mike Metz:
Metz, M. (2022) Re-narrating grammar instruction: Addressing teachers’ narrative knowledge of language use. Language and Education, 0(0), 1–16. https://doi.org/10.1080/09500782.2022.2151367
Metz, M. (2022) Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1220
Metz, M. & Knight, H. (2021) The Dominant School Language Narrative: Unpacking English Teachers’ Language Ideologies. Language. 97(3) e238-e256. DOI: 10.1353/lan.2021.0041. https://muse.jhu.edu/article/806342
Metz, M. (2021). Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms. Linguistics and Education, 64, https://doi.org/10.1016/j.linged.2021.100942
Metz, M., Kavanagh, S. Hauser, M. (2020) Developing Adaptive Expertise in Facilitating Text-based Discussions: Attending to Generalities and Novelty. English Education. 52(4) 310-334.
Metz, M. (2020) Amplifying Academic Talk: High-Quality Discussions in the Language of Comfort. English Journal. 109(4) 55-61.
Kavanagh, SS. Metz, M. Hauser, M. (2020) Practicing responsiveness: Using approximations of teaching to develop teachers’ responsiveness to students’ ideas. Journal of Teacher Education. 71(1), 91-107. https://doi.org/10.1177/0022487119841884
Metz, M (2019) Accommodating linguistic prejudice? Examining English teachers language ideologies. English Teaching: Practice & Critique. 18(1), 18-35. https://doi.org/10.1108/ETPC-09-2018-0081
Metz, M. (2018) The Role of Teacher Educator’s Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice. Teachers College Record, 120(7). https://journals.sagepub.com/doi/pdf/10.1177/016146811812000708
Metz, M., (2018) Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education. http://journals.sagepub.com/doi/full/10.1177/0042085918756714
Metz, M. (2018). Exploring the complexity of high school students’ beliefs about language variation. Linguistics and Education, 45, 10–19. https://doi.org/10.1016/j.linged.2018.02.003
Metz, M. (2018) Challenges of confronting dominant language ideologies in the high school English classroom. Research in the Teaching of English, 52(4). https://www.jstor.org/stable/26802707
Metz, M. (2017) Addressing English teachers’ concerns about decentering Standard English. English Teaching: Practice and Critique, 16(3), 363-374. DOI: https://doi.org/10.1108/ETPC-05-2017-0062
Books
Petrone, R. (July, 2023). Dropping In: What Skateboarders can Teach Us about Learning, Schooling, and Youth Development. University of Massachusetts Press.
Petrone, R. & Wynhoff Olsen, A. (2021). Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy. Rowman & Littlefield.
Sarginiadies, S.T., Petrone, R., Lewis, M.A. (2017). Re-thinking the “Adolescent” in Adolescent Literacy. National Council for Teachers of English Press. Principles in Practice Series.
Peer-Reviewed Articles
Petrone, R., González Ybarra, A., & Rink, N. (2021). Toward an Indigenizing, Anti-colonial Framework for Adolescent Developmental Research. Journal of Adolescent Research, 36(5), 584-614.
Petrone, R. & Stanton, C. R. (2021). From Producing to Reducing Trauma: A Call for
“Trauma-informed” Research(ers) to Interrogate how Schools Harm Students. Educational Researcher, 50(8), 537-545.
Petrone, R. & Rink, N. with Speicher, C. (2020). From Talking About to Talking With: Integrating Native Youth into Teacher Education Via a Repositioning Pedagogy. Harvard Educational Review, 90(2), 243-268.
Book Chapters
Petrone, R., Mirra, N., Goodman, S., & Garcia, A. (2021). Youth Civic Participation and Activism (Youth Participatory Action Research). (Eds.) Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A., & deRoock, R.S. The handbook of critical literacies (pp. 50-60). Routledge.
Golden, N.A. & Petrone, R. (2021). The Social Production of Risk and Resilience. In (Eds.) Lester, J.N. & O’Reilly, M. The Palgrave Encyclopedia of Critical Perspectives on Mental Health. Palgrave Macmillan.
Dr. Mike Metz:
Metz, M. (2022) Re-narrating grammar instruction: Addressing teachers’ narrative knowledge of language use. Language and Education, 0(0), 1–16. https://doi.org/10.1080/09500782.2022.2151367
Metz, M. (2022) Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1220
Metz, M. & Knight, H. (2021) The Dominant School Language Narrative: Unpacking English Teachers’ Language Ideologies. Language. 97(3) e238-e256. DOI: 10.1353/lan.2021.0041. https://muse.jhu.edu/article/806342
Metz, M. (2021). Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms. Linguistics and Education, 64, https://doi.org/10.1016/j.linged.2021.100942
Metz, M., Kavanagh, S. Hauser, M. (2020) Developing Adaptive Expertise in Facilitating Text-based Discussions: Attending to Generalities and Novelty. English Education. 52(4) 310-334.
Metz, M. (2020) Amplifying Academic Talk: High-Quality Discussions in the Language of Comfort. English Journal. 109(4) 55-61.
Kavanagh, SS. Metz, M. Hauser, M. (2020) Practicing responsiveness: Using approximations of teaching to develop teachers’ responsiveness to students’ ideas. Journal of Teacher Education. 71(1), 91-107. https://doi.org/10.1177/0022487119841884
Metz, M (2019) Accommodating linguistic prejudice? Examining English teachers language ideologies. English Teaching: Practice & Critique. 18(1), 18-35. https://doi.org/10.1108/ETPC-09-2018-0081
Metz, M. (2018) The Role of Teacher Educator’s Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice. Teachers College Record, 120(7). https://journals.sagepub.com/doi/pdf/10.1177/016146811812000708
Metz, M., (2018) Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education. http://journals.sagepub.com/doi/full/10.1177/0042085918756714
Metz, M. (2018). Exploring the complexity of high school students’ beliefs about language variation. Linguistics and Education, 45, 10–19. https://doi.org/10.1016/j.linged.2018.02.003
Metz, M. (2018) Challenges of confronting dominant language ideologies in the high school English classroom. Research in the Teaching of English, 52(4). https://www.jstor.org/stable/26802707
Metz, M. (2017) Addressing English teachers’ concerns about decentering Standard English. English Teaching: Practice and Critique, 16(3), 363-374. DOI: https://doi.org/10.1108/ETPC-05-2017-0062