Chandra L. Alston

Messing with the Master Narrative: The Challenges of Challenging Meritocracy in Undergraduate Education "Diversity" Coursework

SAGE OPEN, 14(2).

Squeezed in: Writing Instruction Over Time

Alston, C. L., & Eagle, J. L. (2024, August 1). JOURNAL OF LITERACY RESEARCH.

Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts

Alston, C. L., & Bausell, S. B. (2022, February 1). ENGLISH TEACHING-PRACTICE AND CRITIQUE, Vol. 2.

Anti-Racist Teaching Session

Falter, M. M., Lee, C. C., & Alston, C. L. (2021, January). Presented at the Duke Anti-Racist Pedagogy Group, Duke English PhD program.

Antiracist Teaching in English Language Arts: Toward a Full Humanity for All Students

Language Arts, 99(1), 56–59.

Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development

Journal of Writing Research, 13(2), 285–321.

Becoming Anti-Racist English Teachers: Taking Action Steps

Falter, M. M., Alston, C. L., & Lee, C. C. (2020, August). Presented at the National Writing Project Radio Podcast. https://lead.nwp.org/becoming-anti-racist-english-teachers-taking-action-steps/

Becoming an Anti-Racist ELA Teacher

Falter, M. M., Alston, C. L., & Lee, C. C. (2020, September). Presented at the Issues Now! Conversations about Equity Podcast. https://podcasts.apple.com/us/podcast/becoming-an-anti-racist-ela-teacher/id1525468910?i=1000493041700

Becoming anti-racist English teachers: Ways to actively move forward

[White paper]. https://go.ncsu.edu/antiracist-ela

Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies

Literacy Research and Instruction, 60(3), 1–21.

Expanding Conceptions of Modeling Writing to Leverage Student Voices

Journal of Adolescent & Adult Literacy, 64(1), 89–93.

The Challenges of Challenging Meritocracy in Undergraduate "Diversity" Coursework

Challenging Normative Discourses About Learning and Development in Postsecondary Education. Presented at the AERA Annual Meeting, San Francisco, CA. http://tinyurl.com/wwmaffo

Coaching and Collaboration: Thinking across approaches to supporting In-service literacy teachers

Danielson, K. A., & Alston, C. L. (2019, December). Presented at the 69th Literacy Research Association Annual Conference, Tampa, FL.

Enacting Thinking: Teacher candidates modeling writing strategies

Alston, C. L., & Danielson, K. A. (2019, November). Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD.

It depends: Nurturing nuance in an English methods course

Alston, C. L. (2019, November). Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD.

Does a discussion by any other name sound the same? teaching discussion in three ELA methods courses

Journal of Teacher Education, 69(3), 225–238.

Modeling as an example of representation

In P. Grossman (Ed.), Teaching Core Practices in Teacher Education (pp. 35–55). Cambridge, MA: Harvard Education Press.

Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses

Alston, C. L., Danielson, K., Dutro, E., & Cartun, A. (2016, April). Presented at the American Educational Research Association Annual Meeting, Washington, DC.

Moving toward coherence: The danger of dichotomies and nurturing nuance in teacher education

[White paper]. http://www.teachingworks.org/images/files/TeachingWorks_Alston.pdf

Moving towards coherence: The danger of dichotomies and nurturing nuance

Alston, C. L. (2016, March). Presented at the TeachingWorks 2015-2016 Seminar Series, Ann Arbor, Michigan.

Decisions, decisions, decisions: Developing a performance-based assessment of a high-leverage practice

Presented at the Annual meeting of the American Association of Colleges for Teacher Education, Atlanta, Georgia.

Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers.

Teachers College Record, 117(5), n5.

Helping prospective teachers read for teaching

Presented at the Annual meeting of the National Council of Teachers of English, Washington, DC.

Reading for teaching: What we notice when we look at literature

English Journal, 103(4), 62.

Balancing strategy instruction and writing with African-American middle school students

Alston, C. L. (2012, April). Presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia.

Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers

Research in the Teaching of English, 47(2), 112–144. http://www.jstor.org/stable/24397836

Higher value-added instruction and writing development with African-American middle school students

Alston, C. L. (2012, April). Presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia.

Showing, not telling: Using video records of practice to support pre-service English teachers’ learning

Alston, C. L. (2012, February). Presented at the AACTE Annual Conference, Chicago, IL.

Using Cycles of Practice and Performance Assessments in Secondary English

Alston, C. L. (2012, July). Presented at the Teachers College, Columbia University Graduate School of Education, New York, NY.

Higher value-added writing instruction with African-American students: What observational data tells us

Alston, C. L. (2011, October). Presented at the Educational Studies Colloquium, University of Michigan School of Education, Ann Arbor, MI.

What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’?

Alston, C. L., Dieckmann, J., & Lewis, J. (2011, April). What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’? Presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Development of the protocol for language arts teaching observation (PLATO)

annual meeting of the American Educational Research Association, San Diego, CA.

Measure for Measure: A study of classroom practices that distinguish effective teachers of middle school English Language Arts

Grossman, P., Hammerness, K., Alston, C. L., Brown, M. T., & Cohen, J. (2009, April). Presented at the American Educational Research Association Annual Meeting, San Diego, CA.