Informed by the embodied perspective on humanizing pedagogy, this study examines how one Afro-Puerto Rican and one African American teacher candidate explored humanizing pedagogical possibilities during their urban fieldwork through multimodal counternarratives. By telling counter-stories through drawing bodies and mapping pedagogical spaces,…

This study explores accountability testing in the elementary schools of New York City with particular emphasis on the impact of a statewide social studies test on the value given to social studies instruction in comparison to other subjects. The attitudes of a group of elementary teachers are examined. Some of the teachers taught all subjects in…

This paper reports on a study of elementary preservice teachers' inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers' practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers' efficacy beliefs, as it relates to…

This article documents what happened when a teacher in an urban school shifted classroom practice through changing participation structures to incorporate digital technology and multiple modalities into a fifth grade literacy curriculum. This shift in teacher practice provided opportunities for immigrant students to become more visible in the…