Mark R. Meacham

  • Educational Studies, UNCG

There are 5 included publications by Mark R. Meacham :

TitleDateViewsBrief Description
Critical conversations in English education: discursive strategies for examining how teacher and student identities shape classroom discourse 2018 17 This research examined how preservice teachers in a university classroom used discourse analysis of video-recorded lessons to explore how identity markers such as race shaped classroom interactions. Findings from the study indicated that preservice t...
A discourse analytic approach to video analysis of teaching. Aligning desired identities with practice 2015 9 The authors present findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. The research relies on the theoretic...
Level[ing] the field: Negotiating positions of power as a pre-service teacher 2013 18 Set in an undergraduate Secondary English Education Program, this qualitative study draws on theories of power, positioning, and identity to explore how positions of power affect teacher identity construction. Drawn from a larger study, the authors e...
Opening and entering critical spaces: exploring how high school students and their English teacher navigate the critical literacy classroom 2014 1450 This research study focused on how students engaged in Critical Literacy practices and the ways their teacher attempted to foster such practices. The study included one experienced critical educator (Lewison, Flint, & Van Sluys, 2002) from an ethnica...
The Significance of Reflective Conversations for Young Writers 2018 21 Purpose: For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fo...