Professor Michaels holds a B.A. from Barnard College (1975), and an M.A. (1976) and Ph.D. (1981) in Education (Language and Literacy) from the University of California, Berkeley.<\/p>\n
Prior to coming to Clark in 1990, Michaels served as Director of the Literacies Institute in Newton, MA, funded by the Mellon Foundation. She also directed projects on language and schooling with funding from the Spencer Foundation, Carnegie, and the Department of Education, while serving as a Research Associate and Instructor at the Harvard Graduate School of Education. She has been the PI or Director of grants and programs (from foundations, state and federal agencies, and private donors). A sociolinguist by training, she has been actively involved in teaching and research in the area of language, culture, “multiliteracies,” and the discourses of math and science. She was the founding Director of the Hiatt Center for Urban Education and works to bring together teacher education, educational research on classroom discourse, and district-based efforts at educational reform. She is currently the Senior Research Scholar of the Jacob Hiatt Center for Urban Education. Dr. Michaels is also affiliated with the programs in\u00a0<\/span>Communication and Culture<\/a>\u00a0<\/span>and\u00a0<\/span>Urban Development and Social Change<\/a>.<\/p>\n Professor Michaels is currently involved in a variety of research projects which focus on academically productive talk in math, science, and English language arts, from pre-kindergarten through high school. In these projects, she is working on curriculum and professional development so that it focuses central attention on rigorous, coherent, and equitable classroom discourse. As one example of this work, she completed a book for the National Research Council (co-authored with Andy Shouse and Heidi Schweingruber) called\u00a0<\/span>Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom.<\/em>\u00a0Michaels is also a co-author of the CD-ROM suite of tools,\u00a0<\/span>Accountable Talk: Classroom Conversation that Works\u00a0<\/span><\/em>(in collaboration with the Institute for Learning at the University of Pittsburgh), which is currently being used in large urban districts throughout the country. In promoting teacher research, she works to support teachers as theorizers, curriculum innovators, and educational leaders who use the tools of ethnography and discourse analysis in generating new and useable knowledge for improving instruction and student learning in their own and others’ classrooms.<\/span><\/p>\n","protected":false},"author":0,"featured_media":1916,"parent":0,"template":"","meta":{"cu_faculty_f180_userid":"C05971357","cu_faculty_first_name":"Sarah","cu_faculty_last_name":"Michaels","cu_faculty_employment_status":"Honorary","cu_faculty_rank":"None","cu_faculty_position":"Professor Emerita Professor Michaels holds a B.A. from Barnard College (1975), and an M.A. (1976) and Ph.D. (1981) in Education (Language and Literacy) from the University of California, Berkeley.<\/p>\n Prior to coming to Clark in 1990, Michaels served as Director of the Literacies Institute in Newton, MA, funded by the Mellon Foundation. She also directed projects on language and schooling with funding from the Spencer Foundation, Carnegie, and the Department of Education, while serving as a Research Associate and Instructor at the Harvard Graduate School of Education. She has been the PI or Director of grants and programs (from foundations, state and federal agencies, and private donors). A sociolinguist by training, she has been actively involved in teaching and research in the area of language, culture, \"multiliteracies,\" and the discourses of math and science. She was the founding Director of the Hiatt Center for Urban Education and works to bring together teacher education, educational research on classroom discourse, and district-based efforts at educational reform. She is currently the Senior Research Scholar of the Jacob Hiatt Center for Urban Education. Dr. Michaels is also affiliated with the programs in\u00a0<\/span>Communication and Culture<\/a>\u00a0<\/span>and\u00a0<\/span>Urban Development and Social Change<\/a>.<\/p>\n Professor Michaels is currently involved in a variety of research projects which focus on academically productive talk in math, science, and English language arts, from pre-kindergarten through high school. In these projects, she is working on curriculum and professional development so that it focuses central attention on rigorous, coherent, and equitable classroom discourse. As one example of this work, she completed a book for the National Research Council (co-authored with Andy Shouse and Heidi Schweingruber) called\u00a0<\/span>Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom.<\/em>\u00a0Michaels is also a co-author of the CD-ROM suite of tools,\u00a0<\/span>Accountable Talk: Classroom Conversation that Works\u00a0<\/span><\/em>(in collaboration with the Institute for Learning at the University of Pittsburgh), which is currently being used in large urban districts throughout the country. In promoting teacher research, she works to support teachers as theorizers, curriculum innovators, and educational leaders who use the tools of ethnography and discourse analysis in generating new and useable knowledge for improving instruction and student learning in their own and others' classrooms.<\/span><\/p>","cu_faculty_degrees":"Ph.D. in Education (Language and Literacy),<\/span> University of California, Berkeley, 1981\nM.A. in Education,<\/span> University of California, Berkeley, 1976\nB.A. in Linguistics,<\/span> Barnard College, Columbia University, 1975","cu_faculty_cv":"https:\/\/faculty180.interfolio.com\/public\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bWVpYVdoeklLdkFlbVZheGZLQXMrMm1SNWxyekhiU2p5ZzY0OHJ4SzgrTHFVUjZjcktyWmxTcUNHdGw2VXdpdnk%3D","cu_faculty_links":"[]","cu_faculty_scholarly_interests":"","cu_faculty_scholarly_works":"[{\"activityid\":1120,\"fields\":{\"Type\":\"Chapters in Books\",\"Chapter Title\":\"Teacher agency in support of student agency: Defining a new territory of work in science teaching and learning\",\"Book Title\":\"Supporting the good teacher: The role of agency in teacher education\",\"Series Title\":\"Reinventing Teacher Education\",\"Year\":2023,\"Date Published\":\"\",\"Publisher\":\"Bloomsbury\",\"Publisher City and State\":\"London\",\"Country of Publisher\":\"UK\",\"Edition\":\"\",\"Page Numbers\":\"\",\"ISSN\":\"\",\"DOI\":\"\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"There is an international consensus that science teaching and learning must go beyond memorization and procedural knowledge (learning about science) and shift to figuring out core science ideas through authentically engaging in scientific and engineering practices, such as modeling, argumentation, and explanation. New, research-based models of professional learning are required to advance this goal. In the U.S., these calls for change are embodied in the Framework for K-12 Science Education (NRC, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013). In response, we have developed the Next Generation Science Exemplar (NGSX) System of Professional Learning (www.ngsx.org). Since its launch in 2013, NGSX has been used by over 8,000 science educators across 18 states in the US. In this chapter, we focus on how NGSX supports epistemic agency, and what this kind of agency looks and sounds like in NGSX study groups and pathways. To do so, we focus on one particular pathway, the \\u201cLearning While Teaching\\u201d (LWT) pathway. In LWT, middle- and high-school teachers from across the country come together for a face-to-face \\u201cSummer Institute,\\u201d where they are introduced to Next Generation Science principles and practices, then break out into cohorts to focus on a curriculum unit that each group will implement in their own classrooms. When the school year begins and study group participants enact these units, they meet biweekly in facilitated \\u201cvirtual study groups\\u201d (VSGs), using video conferencing technologies and the NGSX web-based platform. Our data come from: transcripts of these VSG sessions; real-time participant postings on the NGSX web platform and social media; and retrospective focus group interviews and surveys of participants. We explore in detail three examples of extended, co-constructed \\u201cfiguring out\\u201d exchanges (defined in our chapter) that involve multiple study group participants and facilitators in building knowledge about science concepts or problems of practice. Through analysis of thematically coherent segments; individual turns at talk; and evidence of co-construction of ideas, we explore epistemic agency\\u2014as an emergent and situated property in the study group as it relates to the participating teachers\\u2019 enactment of their shared curriculum units. Throughout our analysis, we draw on notions of academically productive talk (Resnick et al. 2015; Michaels & O\\u2019Connor, 2015; Michaels et al., 2008), cultural tools (Vygotsky, 1978; Markauskaite, 2017), and epistemic justice (Fricker, 2007; Miller et al., 2018). Our central argument is that teachers and students must together\\u2014through agentive collaborative knowledge building -- co-construct environments where epistemic justice, not injustice, is actively present and part of the bricks and mortar of learning and classroom culture.\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":1120,\"status\":\"Accepted\",\"term\":\"Summer\",\"year\":2022,\"termid\":\"2021\\\/05\",\"listingorder\":4,\"completionorder\":4},{\"id\":1120,\"status\":\"Accepted\",\"term\":\"Summer\",\"year\":2021,\"termid\":\"2020\\\/05\",\"listingorder\":4,\"completionorder\":4},{\"id\":1120,\"status\":\"Accepted\",\"term\":\"Summer\",\"year\":2020,\"termid\":\"2019\\\/05\",\"listingorder\":4,\"completionorder\":4},{\"id\":1120,\"status\":\"Accepted\",\"term\":\"Spring\",\"year\":2020,\"termid\":\"2019\\\/03\",\"listingorder\":4,\"completionorder\":4}],\"userid\":\"C05971357\",\"attachments\":[],\"coauthors_list\":[\"Sarah Michaels\",\"Jean Moon\",\"Margaret E. Foster\"],\"sort_date\":\"2023-01-01\"},{\"activityid\":8253,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Managing the Tensions Between Particularity and Scale in Dialogic Learning\",\"Conference \\\/ Meeting Name\":\"Advancing (Digital) Learning Discourse in Teaching, Teacher Education, and Teachers\\u2019 Professional Development\",\"Location of Conference \\\/ Meeting\":\"Monte Verit\\u00e0 Conference Center, Ascona, Switzerland\",\"Month \\\/ Season\":\"September\",\"Year\":2022,\"Sponsoring Organization\":\"Swiss National Science Foundation, Swiss Aebli N\\u00e4f-Foundation, Congressi Stefano Franscini ETH, Zurich University of Zurich\",\"CoAuthor\":null,\"URL\":\"https:\\\/\\\/www.ife.uzh.ch\\\/de\\\/institut\\\/emeritiundemeritae\\\/staubfritz\\\/Konferenz-ADLD.html\",\"Description\":\"<p><span style="font-size:10pt;">The field of (digital) learning discourse has grown considerably in the last years. Productive discourse (i.e., communicating knowledge or sharing ideas reciprocally in a co-constructive way) can positively affect student learning (through classroom talk guided by teachers) and teacher learning (through collaborative planning and reflection). Thus, learning to orchestrate learning discourse is essential for (prospective) teachers and teacher educators.\\u00a0 This conference was designed to enable\\u00a0scientific knowledge transfer that may have the potential to advance practices in teacher education and teaching in classrooms across the globe.<\\\/span><\\\/p>\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":8253,\"status\":\"Completed\\\/Published\",\"term\":\"Fall\",\"year\":2022,\"termid\":\"2022\\\/01\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":6634,\"mimetype\":\"application\\\/vnd.openxmlformats-officedocument.presentationml.presentation\",\"filename\":\"Michaels ADLD Keynote Particularities and ScaleFINAL.pptx\",\"filesize\":786017703,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bWVpYVdoeklLdkFmOW1mTVhzelZpa1dSNWxyekhiU2p5SDBYMjVEdFliSzBXRnJaQ0E5TktrektpeW82b2tweHFCSGpuMDFZbDFHb3VXRG52UU4ybWl0NGtLRzQyM0dKdldYbHoyRDhHbFdVPQ%3D%3D\"}],\"coauthors_list\":[\"Sarah A. Michaels\"],\"sort_date\":\"2022-9-01\"},{\"activityid\":5621,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Community in Uncertainty: Communities of Praxis in a College Major on Social Justice and Education\",\"Conference \\\/ Meeting Name\":\"American Educational Research Association\",\"Location of Conference \\\/ Meeting\":\"San Diego, CA\",\"Month \\\/ Season\":\"April\",\"Year\":2022,\"Sponsoring Organization\":\"\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":5621,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2022,\"termid\":\"2021\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":4019,\"mimetype\":\"application\\\/pdf\",\"filename\":\"AERA 2022 Community In Uncertainty.pdf\",\"filesize\":64579,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bVFpQVBWbXpPODFPdUc4cjJCYkJ4YVQwOWxQdVhEaGp4MUgrMW1jWWIySlg3TklEQUlVVXJ6NXBGYzYrSjA2cVRWdVhkTDlFekhlOD0%3D\"},{\"attachmentid\":4018,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Community of Praxis -- AERA Slides.pptx.pdf\",\"filesize\":1012908,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bVFpQVBWbXpPODFOYUFBNzgxY1lrUFl5MmxPMm9wb0IxNjZMcDV4eENqYWRYc3BhTjc1ZDVackNocVdmNzNyTkxzQ3NrUjNoSW9DS2doclplbE1JcjhnPT0%3D\"}],\"coauthors_list\":[\"Sarah A. Michaels\"],\"sort_date\":\"2022-4-01\"},{\"activityid\":6042,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Poetry Inside Out as a Pedagogy of Voice\",\"Conference \\\/ Meeting Name\":\"Harvard\\\/Radcliffe Accelerator Private Workshop on \\u201cPedagogies of Voice: Re-imagining the Role of Languages in Education for a World on the Move.\\u201d \",\"Location of Conference \\\/ Meeting\":\"Harvard Radcliffe Institute\",\"Month \\\/ Season\":\"April\",\"Year\":2022,\"Sponsoring Organization\":\"Harvard Graduate School of Education\",\"CoAuthor\":null,\"URL\":\"https:\\\/\\\/projects.iq.harvard.edu\\\/pedagogiesvoice\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":6042,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2022,\"termid\":\"2021\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":4437,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Poetry Inside Out_ A Brief OverviewFINAL.pdf\",\"filesize\":734832,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bUZUZGU4R24vQTJ3R1lXUWRZNHhRRG1WTFdlaVVXZDZFMG14K2ZHNlFaT1BTc3gzMlc0OWVsd0NtNmFnczhHRVNkQ1VqcmNTcDhjYXVoWUJKbVlqTXZ3PT0%3D\"}],\"coauthors_list\":[\"Sarah A. 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Michaels\",\"Jie Y Park\"],\"sort_date\":\"2022-4-01\"},{\"activityid\":8251,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Learning about Pedagogies of Voice through Poetry Inside Out\",\"Conference \\\/ Meeting Name\":\"Harvard Radcliffe Workshop: Pedagogies of Voice: Reimagining the Role of Languages in Education for a World on the Move\",\"Location of Conference \\\/ Meeting\":\"Cambridge, MA\",\"Month \\\/ Season\":\"April\",\"Year\":2022,\"Sponsoring Organization\":\"Harvard Radcliffe Institute\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":8251,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2022,\"termid\":\"2021\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[],\"coauthors_list\":[\"Jie Y Park\",\"Sarah A. Michaels\"],\"sort_date\":\"2022-4-01\"},{\"activityid\":8254,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Antiracist Teaching in Higher Education: Transforming Ourselves and our Classrooms through Praxis. \",\"Conference \\\/ Meeting Name\":\"American Educational Research Association Annual Meeting\",\"Location of Conference \\\/ Meeting\":\"San Diego, CA\",\"Month \\\/ Season\":\"April\",\"Year\":2022,\"Sponsoring Organization\":\"American Educational Research Association\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":8254,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2022,\"termid\":\"2021\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[],\"coauthors_list\":[],\"sort_date\":\"2022-4-01\"},{\"activityid\":4310,\"fields\":{\"Type\":\"Articles in Refereed Journals\",\"Title\":\"Design, implementation, and evaluation of dialogic classroom talk in early childhood education\",\"Journal Title\":\"Learning, Culture and Social Interaction\",\"Series Title\":\"\",\"Month \\\/ Season\":\"June\",\"Year\":2021,\"Publisher\":\"Elsevier\",\"Publisher City and State\":\"\",\"Publisher Country\":\"\",\"Volume\":\"29\",\"Issue Number \\\/ Edition\":\"\",\"Page Number(s) or Number of Pages\":\"13\",\"ISSN\":\"ISSN 2210-6561\",\"DOI\":\" https:\\\/\\\/doi.org\\\/10.1016\\\/j.lcsi.2021.100515\",\"CoAuthor\":null,\"URL\":\"https:\\\/\\\/www.sciencedirect.com\\\/science\\\/article\\\/pii\\\/S221065612100026X\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":4310,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2021,\"termid\":\"2020\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":2730,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Chiel et al, 2021.pdf\",\"filesize\":686450,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bTF5clU3a3NhL3docmVLT3J0Z2hzVDRveTlYblRJUWdaUXE0dlZBNjhidzU1Y3F2cFdaQjFOdz09\"}],\"coauthors_list\":[\"Chiel van der Veen\",\"Sarah A. Michaels\",\"Marjolein Dobber\",\"Claudia van Kruistum\",\"Bert van Oers\"],\"sort_date\":\"2021-6-01\"},{\"activityid\":4308,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Experiencing resonance: The potential of youth perspectives on dialogic education research. \",\"Conference \\\/ Meeting Name\":\"Annual Meeting of the American Education Research Association \",\"Location of Conference \\\/ Meeting\":\"virtual\",\"Month \\\/ Season\":\"April\",\"Year\":2021,\"Sponsoring Organization\":\"American Education Research Association (AERA)\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":4308,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2021,\"termid\":\"2020\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":2728,\"mimetype\":\"application\\\/pdf\",\"filename\":\"AERA 2021 Park, O'Connor, & Michaels Experiencing Resonance FINAL.pdf\",\"filesize\":168212,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bTF5clU3a3NhL3dqNUFNK0FKT2dEV1YwU25aY3o2ZGRkRUFBSG5tODlhYnVsVVlHa1JkY1p5aGZRMGw1cDJtckZTUHJ1SHM2YmlGdmFaQU5FbmVFby8vS2lBcFBoMWRBcnh5KzZuV0pySERaVDNlcW1VWkRGNnZVYXlJWWJQUy9ub0lhMlhwVENLL0k9\"}],\"coauthors_list\":[\"Jie Y Park\",\"Sarah A. Michaels\",\"Cathy O'Connor\"],\"sort_date\":\"2021-4-01\"},{\"activityid\":5676,\"fields\":{\"Type\":\"Articles in Refereed Journals\",\"Title\":\"Design, implementation, and evaluation of dialogic classroom talk in early childhood education. Learning, Culture and Social Interaction: Volume 29, https:\\\/\\\/doi.org\\\/10.1016\\\/j.lcsi.2021.100515\",\"Journal Title\":\"Learning, Culture and Social Interaction \",\"Series Title\":\"\",\"Month \\\/ Season\":\"\",\"Year\":2021,\"Publisher\":\"Elsevier\",\"Publisher City and State\":\"\",\"Publisher Country\":\"\",\"Volume\":\"Volume 29\",\"Issue Number \\\/ Edition\":\"\",\"Page Number(s) or Number of Pages\":\"16 \",\"ISSN\":\"\",\"DOI\":\"https:\\\/\\\/doi.org\\\/10.1016\\\/j.lcsi.2021.100515\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"The aims of the present study were to design and implement an intervention focused on dialogic classroom talk in early childhood education and to evaluate what it may contribute to children\\u2019s oral communicative competence. Together with four teachers we developed and implemented an ecologically valid intervention that supports teachers to use several dialogic talk moves. We evaluated our intervention using a one-group pretest-posttest design. Discourse analysis of pre- and post-observations of classroom talk revealed that teachers used more dialogic talk moves over the course of our intervention. Pre- and post-tests of children\\u2019s (N = 92) oral communicative\\ncompetence indicated that our intervention significantly relates to an increase of children\\u2019s communicative competence. Furthermore, analysis of pre- and post-observations of classroom talk showed an increase in the use of key linguistic features of oral communicative competence in the participating children. Although the set-up of the studies does not permit propositions about causal relationships, the results of this study show that dialogic classroom talk can be promoted even in early childhood education, and give reasons to suppose that further studies may show that this might be beneficial for children\\u2019s oral communicative competence.\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":5676,\"status\":\"Completed\\\/Published\",\"term\":\"Summer\",\"year\":2021,\"termid\":\"2020\\\/05\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":4064,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Design--implementation--and-evaluation-of-dialogic_2021_Learning--Culture-an.pdf\",\"filesize\":597529,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bVFpQVBWbXpPODFNOStHSXUrVWUvYmJzcmQxclhUbTNETmpXdUE5enBGV3pGWTVJemNUOFlTUEFqV3dEcTNaOEh5NzZ1VEh4T3dUak41ZnN6MzF5RVAzY015T1hBSTB2aEdFSmVTYkVVTjNRYWs1aTlJenNpRTMvd2hSSHl4RU5qb2dTNGt0aXoxVlE9\"}],\"coauthors_list\":[\"Chiel Van der Veen\",\"Sarah A. Michaels\",\"Marjolein Dobber\",\"Claudie van Kruistum\",\"Bert van Oers\"],\"sort_date\":\"2021-1-01\"},{\"activityid\":1083,\"fields\":{\"Type\":\"Chapters in Books\",\"Chapter Title\":\"Translating Words and Worlds in Poetry Inside Out: Intergenerational Research with Multilingual Youth on Productive Group Talk \",\"Book Title\":\"Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity through Dialogic Education\",\"Series Title\":\"\",\"Year\":2020,\"Date Published\":\"\",\"Publisher\":\"Routledge\",\"Publisher City and State\":\"New York, New York\",\"Country of Publisher\":\"UK and US\",\"Edition\":\"\",\"Page Numbers\":\"\",\"ISSN\":\"\",\"DOI\":\"\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":1083,\"status\":\"Completed\\\/Published\",\"term\":\"Fall\",\"year\":2020,\"termid\":\"2020\\\/01\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":2727,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Park et al 2020 Translating Words and Worlds.pdf\",\"filesize\":1165930,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bTF5clU3a3NhL3doUDJvYkF0RGlJWnpCa2pzOHNKTVJTOHdUblV3MjhNNW11bnVRZDl6MU5SU1pSYVVjaFhKb3FyUXpwMHlVZ1NZeHMrNkJZTlZsZms2SUV1SkxZczlWVQ%3D%3D\"}],\"coauthors_list\":[\"Jie Park\",\"Lori Simpson\",\"Carlos Hernandez\",\"Sandra Hernandez\",\"Olivia Isom\",\"Tung Nguyen\",\"Sarah Michaels\",\"Cathy O'Connor\"],\"sort_date\":\"2020-9-01\"},{\"activityid\":4309,\"fields\":{\"Type\":\"Articles in Refereed Journals\",\"Title\":\"The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom\",\"Journal Title\":\"British Educational Research Journal\",\"Series Title\":\"\",\"Month \\\/ Season\":\"\",\"Year\":null,\"Publisher\":\"British Educational Research Association\",\"Publisher City and State\":\"\",\"Publisher Country\":\"UK\",\"Volume\":\"46\",\"Issue Number \\\/ Edition\":\"3\",\"Page Number(s) or Number of Pages\":\"631-652\",\"ISSN\":\"\",\"DOI\":\"\\u00a0https:\\\/\\\/doi.org\\\/10.1002\\\/berj.3600\",\"CoAuthor\":null,\"URL\":\"\\u00a0https:\\\/\\\/doi.org\\\/10.1002\\\/berj.3600\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":4309,\"status\":\"Completed\\\/Published\",\"term\":\"Fall\",\"year\":2020,\"termid\":\"2020\\\/01\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":2729,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Chen etal_2020_BERJ_TheLinkBetweenStudent-PerceivedTeacherTalkandStudentEnjoyment.pdf\",\"filesize\":959327,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bTF5clU3a3NhL3dqalJveHhSaTMxV0psUCtmZ21adGVQODVOYmVVVTd0cVBabHVKNFlYUWxiMkJwKzF4VVRsV2FWcW94dFlLbExhcmFuM1JhWURTNGFQazRDS09lU3dsSzdRNFF0MDcwUWNVNVh6SE9mZWE4d0ZhcTZuTFBRVUZiS2lHL2dNSy9VN1E9\"}],\"coauthors_list\":[\"Sarah A. Michaels\",\"Gaowei Chen\",\"Jiahong Zhang\",\"Lauren Resnick\",\"Carol K. K. Chan\",\"Xiaorui Huang\"],\"sort_date\":\"2020-9-01\"},{\"activityid\":4307,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Navigating Uncertainty in a Community of Praxis: Practitioner Inquiry in a New Major Where Students Engage in Complex Community Partnerships for Change\",\"Conference \\\/ Meeting Name\":\"Ethnography in Education Research Forum\",\"Location of Conference \\\/ Meeting\":\"Philadelphia, PA.\",\"Month \\\/ Season\":\"February\",\"Year\":2020,\"Sponsoring Organization\":\"University of Pennsylvania's Graduate School of Education\",\"CoAuthor\":null,\"URL\":\"https:\\\/\\\/2020forum.dryfta.com\\\/discussions\\\/program-schedule\\\/program\\\/155\\\/exploring-community-development-and-engagement\",\"Description\":\"This paper reports on a multiyear practitioner inquiry project investigating a new interdisciplinary major at a liberal arts college. The major is designed to support undergraduates to become activists and engaged scholars. The paper focuses centrally on the ways in which uncertainty \\u2013 both designed and unplanned \\u2013 enhanced or hindered students\\u2019 learning. Data analysis revealed four sources of uncertainty, including the uncertainty associated with bridging theory and practice, working with complex partnerships and with the newness of the major. Incorporating an analysis of uncertainty into conceptualizations of a community of praxis offers theoretical and practical insights for higher education.\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":4307,\"status\":\"Completed\\\/Published\",\"term\":\"Spring\",\"year\":2020,\"termid\":\"2019\\\/03\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[],\"coauthors_list\":[\"Eric DeMeulenaere\",\"Jie Y Park\",\"Sarah A. Michaels\"],\"sort_date\":\"2020-2-01\"},{\"activityid\":4311,\"fields\":{\"Type\":\"Chapters in Books\",\"Chapter Title\":\"Translating Words and Worlds in Poetry Inside Out: Intergenerational Research with Multilingual Youth on Productive Group Talk\",\"Book Title\":\"Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity through Dialogic Education\",\"Series Title\":\"\",\"Year\":2020,\"Date Published\":\"\",\"Publisher\":\"Routledge\",\"Publisher City and State\":\"New York, NY\",\"Country of Publisher\":\"USA\",\"Edition\":\"\",\"Page Numbers\":\"\",\"ISSN\":\"\",\"DOI\":\"\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":4311,\"status\":\"Completed\\\/Published\",\"term\":\"Summer\",\"year\":2020,\"termid\":\"2019\\\/05\",\"listingorder\":6,\"completionorder\":6},{\"id\":4311,\"status\":\"In Press\",\"term\":\"Spring\",\"year\":2020,\"termid\":\"2019\\\/03\",\"listingorder\":5,\"completionorder\":5}],\"userid\":\"C05971357\",\"attachments\":[{\"attachmentid\":2734,\"mimetype\":\"application\\\/pdf\",\"filename\":\"Park et al 2020 Translating Words and Worlds.pdf\",\"filesize\":1165930,\"downloadurl\":\"https:\\\/\\\/faculty180.interfolio.com\\\/public\\\/download.php?key=SDRwNCtxSUpsamxBQ213WS9ucHFuNnMwT0hzQU11b2RPQkJ2cWc3amxyUmNRdVVXTkF4MU1yK2NwYThjY3c3bTF5clU3a3NhL3dnVXdOdisybTlKU1RCa2pzOHNKTVJTOHdUblV3MjhNNW11bnVRZDl6MU5SU1pSYVVjaFhKb3FyUXpwMHlVZ1NZeHMrNkJZTlZsZms2SUV1SkxZczlWVQ%3D%3D\"}],\"coauthors_list\":[\"Jie Y Park\",\"Lori Simpson\",\"Carlos Hernandez\",\"Sandra Hernandez\",\"Olivia Isom\",\"Tung Nguyen\",\"Sarah A. Michaels\",\"Catherine O'Connor\"],\"sort_date\":\"2020-1-01\"},{\"activityid\":1122,\"fields\":{\"Type\":\"Presentations\",\"Title of Presentation\":\"Translating Words and Worlds: Poetry Inside Out as a Tool for Supporting Teachers and Students to Think with Many Languages.\",\"Conference \\\/ Meeting Name\":\"Literacy Research Association\",\"Location of Conference \\\/ Meeting\":\"Tampa, FL\",\"Month \\\/ Season\":\"December\",\"Year\":2019,\"Sponsoring Organization\":\"\",\"CoAuthor\":null,\"URL\":\"\",\"Description\":\"This presentation examines an innovative multiliteracies program \\u2013 Poetry Inside Out (PIO) \\u2013 that supports students to become powerful translingual thinkers \\u2013 through translation, collaborative listening, and group discussion. Developed at the Center for the Art of Translation (https:\\\/\\\/www.catranslation.org\\\/education), PIO invites students to translate poems from around the world into English. With the use of a translator\\u2019s glossary, and a collaborative, multi-draft process of translation, students delve deeply into language through poetry translation and creation, and develop agency in producing work of consequence for others--while deliberating over important questions about humanity.\\n\\nThe research draws on sociocultural theory (Vygotsky, 1978; Wertsch, 1998) and critical\\\/multi-literacies paradigms, and assumes that translanguaging can be harnessed in support of productive, collaborative knowledge building \\u2013 across multiple borders, texts, and worlds (Cazden et al., 1996; Luke, 2018; Sarafini & Gee, 2017). The primary site of research is an urban public school, 95% of the students are eligible for free-and-reduced lunch, and over 85% speak languages other than English at home. Data include: videotapes of PIO sessions over 4 years, and interviews (n=40) designed, conducted, and transcribed by youth researchers. The research (done collaboratively with Jie Park and Lori Simpson and youth) is methodologically innovative, blending the lenses of youth and practitioner-researchers, while collectively engaging in discourse analysis of multi-modal texts (Park et al., 2017). \\n\\nThe presentation was interactive and multi-modal. I first engaged the audience in PIO translation work, then, we explored an episode of students working together (video and transcript), translating the same poem, to understand the notion of \\u201cspecial listening.\\u201d (Park et al., 2017). This term was developed and theorized by the youth researchers, and demonstrates the power of youth perspectives on language and learning. I ended with reflections on the pedagogical and methodological innovations that come from taking multilingual youth voices seriously.\",\"Include description in output citation\":0,\"Origin\":\"Manual\"},\"facultyid\":\"C05971357\",\"status\":[{\"id\":1122,\"status\":\"Completed\\\/Published\",\"term\":\"Fall\",\"year\":2019,\"termid\":\"2019\\\/01\",\"listingorder\":6,\"completionorder\":6}],\"userid\":\"C05971357\",\"attachments\":[],\"coauthors_list\":[\"Sarah Michaels\"],\"sort_date\":\"2019-12-01\"}]","cu_faculty_awards_and_grants":"[{\"activityid\":1125,\"fields\":{\"Title\":\"Subcontract: NGSX Learning Lab at Clark University\",\"Sponsor\":\"Next Generation Science Exemplar (NGSX) Project\",\"Grant ID \\\/ Contract ID\":\"Sub-contract from Tidemark Institute to Clark University\",\"Award Date\":\"2021-08-31\",\"Start Date\":\"2020-08-31\",\"End Date\":\"2021-08-31\",\"Period Length\":4,\"Period Unit\":\"Month\",\"Indirect Funding\":0,\"Indirect Cost Rate\":null,\"Total Funding\":\"100906\",\"Total Direct Funding\":null,\"Currency Type\":\"USD\",\"Description\":\"\",\"Abstract\":\"<p>Funding supports the NGSX Learning Lab at Clark University, supporting the NGSX Project Administrator, and 4 undergraduate and post-bac Research Assistants.\\u00a0 The Learning Lab engages in ethnographic study of science in Worcester Public School Classrooms, developing NGSX Pathways, and serving as RAs for other NGSX design and research efforts.<\\\/p>\",\"Number of Periods\":4,\"URL\":\"www.ngsx.org\"},\"facultyid\":\"C05971357\",\"funding\":{\"2160\":{\"id\":2160,\"grantid\":1125,\"fundedamount\":\"25226\",\"yearfunded\":1,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2020-08-31\",\"enddate\":\"2020-12-31\"},\"2161\":{\"id\":2161,\"grantid\":1125,\"fundedamount\":\"25226\",\"yearfunded\":2,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2020-12-31\",\"enddate\":\"2021-05-01\"},\"2162\":{\"id\":2162,\"grantid\":1125,\"fundedamount\":\"25227\",\"yearfunded\":3,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2021-05-01\",\"enddate\":\"2021-09-01\"},\"2163\":{\"id\":2163,\"grantid\":1125,\"fundedamount\":\"25227\",\"yearfunded\":4,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2021-09-01\",\"enddate\":\"2022-01-01\"}},\"coauthors\":{\"1853\":{\"authorid\":1853,\"grantid\":1125,\"firstname\":\"Sarah\",\"middleinitial\":\"A.\",\"lastname\":\"Michaels\",\"authortype\":\"PI\",\"percenteffort\":\"20\",\"sameschoolflag\":1,\"facultyid\":\"C05971357\",\"primaryunitid\":12}},\"status\":[{\"grantid\":1125,\"status\":\"Funded - In Progress\",\"statuslabel\":\"Funded - In Progress\",\"term\":\"Spring\",\"year\":2021,\"termid\":\"2020\\\/03\",\"listingorder\":3,\"completionorder\":5}],\"userid\":\"C05971357\",\"attachments\":[],\"sort_date\":\"2021-08-31\"},{\"activityid\":317,\"fields\":{\"Title\":\"Translating Words and Worlds in Poetry Inside Out: Intergenerational Research with Multilingual Youth on Productive Group Talk \",\"Sponsor\":\"Mass Humanities Foundation\",\"Grant ID \\\/ Contract ID\":\"019-19\",\"Award Date\":\"2018-11-15\",\"Start Date\":\"2019-03-15\",\"End Date\":\"2021-07-30\",\"Period Length\":1,\"Period Unit\":\"Year\",\"Indirect Funding\":0,\"Indirect Cost Rate\":null,\"Total Funding\":\"14997.99\",\"Total Direct Funding\":null,\"Currency Type\":\"USD\",\"Description\":\"\",\"Abstract\":\"<p>From the submitted proposal:<\\\/p>\\n<p><b><span>As a team of Education and Humanities faculty at Clark University, we seek $14,998 for the development and enactment of a semester-long "Translating Words and Worlds" Seminar for 10-15 public school K-12 English as Second Language (ESL) teachers in Worcester, MA. The seminar will support the implementation of an innovative translation\\\/humanities curriculum, Poetry Inside Out (PIO), developed at the Center for the Art of Translation (https:\\\/\\\/www.catranslation.org\\\/education\\\/), and in part, by a previous grant from Mass Humanities. The ESL teachers will meet weekly from September to December 2019, guided by faculty at Clark and Worcester ESL instructional leaders, with input from 2 humanities scholars as advisors. The ESL teachers will also engage their own students in PIO, working with selected poems from around the world as the site for translation, critical dialogue, and leadership development in addressing the themes of “engaged civic understanding" -- what it means to be a member of a community -- and "building shared worlds across differences.” Funds will support summer salary for one of the co-designers of the seminar, stipends for 2 ESL instructional leaders and 2 humanities faculty mentors, as well as exhibit materials and tools (e.g., audio recorders) to support teachers and youth in looking closely at their own learning. The lead instructor, and PI of the project, will contribute her teaching, planning, and documentation efforts as part of the cash cost share. Our goal is to engage new humanities audiences -- both ESL teachers and their emergent bilingual students – by building intellectual capacities and identities as creative scholars and interrogators of both word and world. The program will reach over 600 ESL students in Worcester and result in public, end-of-year exhibitions (for the school and community) in participating classrooms in December 2019, as well as a summer workshop for local and state-wide educators, led by participating teachers and the course instructors, on their experience with "Translating Words and Worlds: Poetry Inside Out and English Learners" in June 2020. <\\\/span><\\\/b><\\\/p>\\n<p>Due to the COVID 19 pandemic, our final event (a school-based and public poetry reading by Dominican poet, Leonardo Nin, and students from the Worcester Public Schools) scheduled for late April, had to be postponed, along with our planned summer workshop for teachers. With a no-cost extension, we will revise our plans, develop a new public event, and either reschedule or cancel our teacher workshop.<\\\/p>\",\"Number of Periods\":3,\"URL\":\"\"},\"facultyid\":\"C05971357\",\"funding\":{\"659\":{\"id\":659,\"grantid\":317,\"fundedamount\":\"4999.33\",\"yearfunded\":1,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2019-03-15\",\"enddate\":\"2020-03-15\"},\"660\":{\"id\":660,\"grantid\":317,\"fundedamount\":\"4999.33\",\"yearfunded\":2,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2020-03-15\",\"enddate\":\"2021-03-15\"},\"661\":{\"id\":661,\"grantid\":317,\"fundedamount\":\"4999.33\",\"yearfunded\":3,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2021-03-15\",\"enddate\":\"2022-03-15\"}},\"coauthors\":{\"443\":{\"authorid\":443,\"grantid\":317,\"firstname\":\"Sarah\",\"middleinitial\":\"\",\"lastname\":\"Michaels\",\"authortype\":\"PI\",\"percenteffort\":\"20\",\"sameschoolflag\":1,\"facultyid\":\"C05971357\",\"primaryunitid\":12},\"444\":{\"authorid\":444,\"grantid\":317,\"firstname\":\"Jie\",\"middleinitial\":\"\",\"lastname\":\"Park\",\"authortype\":\"CoInvestigator\",\"percenteffort\":\"15\",\"sameschoolflag\":0,\"facultyid\":null,\"primaryunitid\":null},\"445\":{\"authorid\":445,\"grantid\":317,\"firstname\":\"Lori\",\"middleinitial\":\"\",\"lastname\":\"Simpson\",\"authortype\":\"Other\",\"percenteffort\":\"5\",\"sameschoolflag\":0,\"facultyid\":null,\"primaryunitid\":null},\"446\":{\"authorid\":446,\"grantid\":317,\"firstname\":\"Celeste\",\"middleinitial\":\"\",\"lastname\":\"Mischenko\",\"authortype\":\"Other\",\"percenteffort\":\"10\",\"sameschoolflag\":0,\"facultyid\":null,\"primaryunitid\":null},\"447\":{\"authorid\":447,\"grantid\":317,\"firstname\":\"Delores\",\"middleinitial\":\"\",\"lastname\":\"Juan-Moreno\",\"authortype\":\"Other\",\"percenteffort\":\"5\",\"sameschoolflag\":0,\"facultyid\":null,\"primaryunitid\":null},\"448\":{\"authorid\":448,\"grantid\":317,\"firstname\":\"Betsy\",\"middleinitial\":\"\",\"lastname\":\"Huang\",\"authortype\":\"Other\",\"percenteffort\":\"2\",\"sameschoolflag\":0,\"facultyid\":null,\"primaryunitid\":null}},\"status\":[{\"grantid\":317,\"status\":\"Funded - In Progress\",\"statuslabel\":\"Funded - In Progress\",\"term\":\"Fall\",\"year\":2019,\"termid\":\"2019\\\/01\",\"listingorder\":3,\"completionorder\":5}],\"userid\":\"C05971357\",\"attachments\":[],\"sort_date\":\"2021-07-30\"},{\"activityid\":304,\"fields\":{\"Title\":\"Translating Words and Worlds in Poetry Inside Out: Intergenerational Research with Multilingual Youth on Productive Group Talk \",\"Sponsor\":\"Mass Humanities\",\"Grant ID \\\/ Contract ID\":\"019-19\",\"Award Date\":\"2018-12-15\",\"Start Date\":\"2019-03-15\",\"End Date\":\"2021-07-15\",\"Period Length\":6,\"Period Unit\":\"Month\",\"Indirect Funding\":0,\"Indirect Cost Rate\":null,\"Total Funding\":\"0\",\"Total Direct Funding\":null,\"Currency Type\":\"USD\",\"Description\":\"\",\"Abstract\":\"<p><span>The Mass Humanities Foundation have funded a team of Education and Humanities faculty at Clark University for the development and enactment of a semester-long "Translating Words and Worlds" Seminar for public school K-12 English as Second Language (ESL) teachers in Worcester, MA. The seminar was designed support the implementation of an innovative translation\\\/humanities curriculum, Poetry Inside Out (PIO), developed, in part, by a previous grant from Mass Humanities. The ESL teachers met weekly from September to December, 2019, guided by faculty at Clark and Worcester ESL instructional leaders, with input from 2 humanities scholars as advisors. The ESL teachers also engaged their own students in PIO, working with selected poems from around the world as the site for translation, critical dialogue, and leadership development in addressing the themes of “engaged civic understanding" -- what it means to be a member of a community -- and "building shared worlds across differences.” Funds have support summer salary for one of the co-designers of the seminar, stipends for 2 ESL instructional leaders and 2 humanities faculty mentors, as well as exhibit materials and tools (e.g., audio recorders) to support teachers and youth in looking closely at their own learning. The lead instructor, and PI of the project, contributed her teaching, planning, and documentation efforts as part of the cash cost share. The project will continue into the 20-21 school year, with a no-cost extention due to the cancellation of the final event and teacher workshop because of the COVID 19 pandemic. Our goal has been to engage new humanities audiences -- both ESL teachers and their emergent bilingual students -- by building intellectual capacities and identities as creative scholars and interrogators of both word and world. The program will reach several hundred ESL students in Worcester and result in public, end-of-year exhibitions (for the school and community) in participating classrooms, as well as a workshop for local and state-wide educators, led by participating teachers, on "Translating Words and Worlds: Poetry Inside Out and English Learners."<\\\/span><\\\/p>\",\"Number of Periods\":4,\"URL\":\"\"},\"facultyid\":\"C05971357\",\"funding\":{\"592\":{\"id\":592,\"grantid\":304,\"fundedamount\":\"0\",\"yearfunded\":1,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2019-03-15\",\"enddate\":\"2019-09-15\"},\"593\":{\"id\":593,\"grantid\":304,\"fundedamount\":\"0\",\"yearfunded\":2,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2019-09-15\",\"enddate\":\"2020-03-15\"},\"594\":{\"id\":594,\"grantid\":304,\"fundedamount\":\"0\",\"yearfunded\":3,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2020-03-15\",\"enddate\":\"2020-09-15\"},\"595\":{\"id\":595,\"grantid\":304,\"fundedamount\":\"0\",\"yearfunded\":4,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2020-09-15\",\"enddate\":\"2021-03-15\"}},\"coauthors\":{\"403\":{\"authorid\":403,\"grantid\":304,\"firstname\":\"Sarah\",\"middleinitial\":\"\",\"lastname\":\"Michaels\",\"authortype\":\"PI\",\"percenteffort\":null,\"sameschoolflag\":1,\"facultyid\":\"C05971357\",\"primaryunitid\":12}},\"status\":[{\"grantid\":304,\"status\":\"Funded - In Progress\",\"statuslabel\":\"Funded - In Progress\",\"term\":\"Fall\",\"year\":2020,\"termid\":\"2020\\\/01\",\"listingorder\":3,\"completionorder\":5}],\"userid\":\"C05971357\",\"attachments\":[],\"sort_date\":\"2021-07-15\"},{\"activityid\":305,\"fields\":{\"Title\":\"Worcester Science Literacy Project\",\"Sponsor\":\"Tidemark Institute -- for NGSX\",\"Grant ID \\\/ Contract ID\":\"\",\"Award Date\":\"2019-08-15\",\"Start Date\":\"2019-08-26\",\"End Date\":\"2020-08-31\",\"Period Length\":1,\"Period Unit\":\"Year\",\"Indirect Funding\":0,\"Indirect Cost Rate\":null,\"Total Funding\":\"12500\",\"Total Direct Funding\":null,\"Currency Type\":\"USD\",\"Description\":\" The Next Generation Science Exemplar (NGSX) Program of Professional Learning is a national effort to support K-12 teachers and instructional leaders to bring the new vision of science teaching and learning (put forward in the NRC Framework for K-12 Science Education<\\\/em>, and the Next Generation Science Standards). The Worcester Science Literacy Project is one element of NGSX, supporting the design of a learning pathway for urban teachers concerned about equity and access and creating a classroom culture of public reasoning, student agency, and equitable participation.<\\\/p>\",\"Abstract\":\"<p>This project supports research and development in high school biology in the Worcester Public Schools, using an innovative "model-based" biology curriculum known as MBER, in support of English Learners. The project supports co-teaching by biology teachers and English as a Second Language (ESL) teachers, with on-going documentation of classroom discussions, collaborative research with teacher researchers, and interviews with students.<\\\/p>\",\"Number of Periods\":1,\"URL\":\"www.ngsx.org\"},\"facultyid\":\"C05971357\",\"funding\":{\"596\":{\"id\":596,\"grantid\":305,\"fundedamount\":\"12500\",\"yearfunded\":1,\"fundedtype\":\"Total\",\"currencytype\":\"USD\",\"startdate\":\"2019-08-26\",\"enddate\":\"2020-08-26\"}},\"coauthors\":{\"404\":{\"authorid\":404,\"grantid\":305,\"firstname\":\"Sarah\",\"middleinitial\":\"\",\"lastname\":\"Michaels\",\"authortype\":\"PI\",\"percenteffort\":null,\"sameschoolflag\":1,\"facultyid\":\"C05971357\",\"primaryunitid\":12}},\"status\":[{\"grantid\":305,\"status\":\"Funded - In Progress\",\"statuslabel\":\"Funded - In Progress\",\"term\":\"Spring\",\"year\":2020,\"termid\":\"2019\\\/03\",\"listingorder\":3,\"completionorder\":5}],\"userid\":\"C05971357\",\"attachments\":[],\"sort_date\":\"2020-08-31\"}]","cu_faculty_title":"Professor Emerita, Education
Professor Emeritus","cu_faculty_phone":"","cu_faculty_email":"smichaels@clarku.edu","cu_faculty_location":"","cu_faculty_about":"
Professor Emeritus, Education","cu_faculty_department":"Education","cu_faculty_affiliated_departments":"Education","footnotes":""},"cu_faculty_group":[],"cu_faculty_department":[10],"cu_faculty_position":[],"class_list":["post-53","cu_faculty","type-cu_faculty","status-publish","has-post-thumbnail","hentry","cu_faculty_department-education"],"yoast_head":"\n