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Classroom Contexts and the Construction of Struggling High School Readers


by Julie E. Learned - 2018


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Cite This Article as: Teachers College Record Volume 120 Number 8, 2018, p. 1-47
https://www.tcrecord.org ID Number: 22280, Date Accessed: 1/16/2021 3:32:34 AM
 
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About the Author
  • Julie E. Learned
    University at Albany, State University of New York
    E-mail Author
    JULIE E. LEARNED is an assistant professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. She studies the role of social, institutional, and instructional contexts of youths’ literacy learning. By examining how secondary schools position readers and writers and how young people experience, resist, and help construct school contexts, she investigates issues of equity in literacy education. Recent work includes “’The Behavior Kids’: Examining the Conflation of Youth Reading Difficulty and Behavior Problem Positioning Among School Institutional Contexts” in the American Educational Research Journal and “Becoming ‘Eligible to Matter’: How Teachers’ Interpretations of Struggling Readers’ Stress Can Disrupt Deficit Positioning” in the Journal of Adolescent and Adult Literacy.
 
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