Papers by Rachael Gabriel
Proceedings of the 2019 AERA Annual Meeting, 2019
Frontiers in Psychology, Jun 15, 2023
Arts Education Policy Review, Aug 14, 2023
Journal of Staff Development, Apr 1, 2016
Proceedings of the 2019 AERA Annual Meeting
Contents: Rachael Gabriel/Jessica Nina Lester: Introduction - Katharine Sprecher: "I Am Prou... more Contents: Rachael Gabriel/Jessica Nina Lester: Introduction - Katharine Sprecher: "I Am Proud to Be African": Countering Deficit Discourses in a U.S. School - Irina S. Okhremtchouk/Rosa M. Jimenez: I Live in a Curled World...: Stories from Immigrant Students and Their Teacher - Jessica Nina Lester/Rachael Gabriel: The Naming of the Dis/abled within U.S. Special Education - Anne McGill-Franzen/Renee Moran: Needing Intensive Remediation: How a Reading Identity is Negotiated, Interpreted, and Lived - Katherine Evans: Doing Time in ISS: A Performance of School Discipline - Allison Daniel Anders/Kafele Jahi Khalfani/Amy E. Swain: Education Is a Small Part of the Life I Have to Live - Kimberly J. Howard: We Hear What We Know: Racial Messages in a Southern School - James A. Brooks: Our School: College-Going Scripts of Students in an Early College High School - Mark Vicars: Queerer Than Queer!
Education Policy Analysis Archives, 2013
Over the past three years, Value-Added Measurement (VAM) has captured the attention of the Americ... more Over the past three years, Value-Added Measurement (VAM) has captured the attention of the American public through high-profile media representations of the tool and the controversy that surrounds it. In this paper, we build upon investigations of constructions of VAM in the media and present a discourse analysis of the policymaking process within the meetings of Tennessee’s Teacher Evaluation Advisory Committee (TEAC), a 15-member panel appointed by the Tennessee governor to develop a new teacher evaluation policy under Race to the Top. The data included audiorecordings of public meetings from March, 2010 through the end of the committee’s work in April, 2011. As we analyzed the talk of the TEAC, we oriented to the particular version of VAM worked up within these conversations in relation to a descriptive metaphor in which VAM is compared to a “sentinel of trust.” We present examples to illustrate three patterns in the construction of VAM as the sentinel of trust within teacher eva...
How Education Policy Shapes Literacy Instruction
How Education Policy Shapes Literacy Instruction, 2022
How Education Policy Shapes Literacy Instruction, 2022
For many children and adults labeled learning disabled (LD), the very process of being identified... more For many children and adults labeled learning disabled (LD), the very process of being identified and eventually labeled is oriented to as difficult to understand, disorienting, and just a taken-for-granted part of a system that names some ‘normal’, even gifted, while others are named abnormal. Minimal research exists that attends to the ways in which the official ways of talking about LDs are worked up in the everyday language of those most involved in the special education process, particularly the students themselves. Thus, in this article, we present, in an alternative form of writing (Richardson, 1997), a poetic representation of the words and experiences of one of our participants – Katrina – a student who participated in our research study. Recommended Citation: Jessica N. Lester and Rachael E. Gabriel, “Pushing Me Through: A Poetic Representation,” Catalyst: A Social Justice Forum 1, 1 (2011): 10-19. Online Access: http://trace.tennessee.edu/catalyst/ Corresponding Author In...
Linguistics and Education, 2015
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Papers by Rachael Gabriel