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From Best Practices to High Leverage Early Literacy Practices in Urban Schools


by Kindel Nash, Etta R. Hollins & Leah Panther — October 06, 2016

Focusing on high-performing early literacy teachers across multiple urban school contexts, this commentary introduces our conceptual model and one example of a high leverage early literacy practice.


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Cite This Article as: Teachers College Record, Date Published: October 06, 2016
http://www.tcrecord.org ID Number: 21669, Date Accessed: 12/12/2017 8:24:46 PM

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About the Author
  • Kindel Nash
    University of Missouri, Kansas City
    E-mail Author
    KINDEL TURNER NASH is an Assistant Professor at the University of Missouri, Kansas City. Dr. Nash researches critical frameworks of early childhood literacy education, high leverage early literacy teaching practices, and innovative urban teacher preparation frameworks. Recent publications include (2015) Engaging Teachers, Families, and Children in Multiple Literacies, published in the Journal of Family Strengths (2016) and The Messy Process, Multifaceted Risks, and Multiple Roles of Critical Ethnographers, published in Critical Questions in Education.
  • Etta Hollins
    University of Missouri, Kansas City
    E-mail Author
    ETTA HOLLINS is the Ewing Marion Kauffman/Missouri Endowed Professor and Chair for Urban Teacher Education at the University of Missouri, Kansas City. Dr. Hollins is a well-known name across the field of education in teacher education, teaching diverse populations, and multicultural education. Dr. Hollins’ most recent award winning books include Rethinking Field Experiences in Preservice Teacher Preparation (2015b) and Culture in School Learning (2015a), now in its third edition and recognized as a classic in the field. Dr. Hollins has published many other articles and books and served as the immediate past vice-president of Division K within the American Educational Research Association.
  • Leah Panther
    University of Missouri, Kansas City
    E-mail Author
    Leah Panther is a doctoral student at the University of Missouri, Kansas City. She has taught preschool through higher education but focuses on middle school literacy. Her research interests include high leverage literacy practices, disciplinary literacy, and religious cultural identity.
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