@article{alston_bausell_2022, title={Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts}, volume={2}, ISSN={["1175-8708"]}, DOI={10.1108/ETPC-06-2021-0062}, abstractNote={PurposeThis study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms.}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Alston, Chandra L. and Bausell, Sarah Byrne}, year={2022}, month={Feb} }
 @misc{falter_lee_alston_2021, title={Anti-Racist Teaching Session}, author={Falter, M.M. and Lee, C.C. and Alston, C.L.}, year={2021}, month={Jan} }
 @article{lee_falter_alston_2021, title={Antiracist Teaching in English Language Arts: Toward a Full Humanity for All Students}, volume={99}, number={1}, journal={Language Arts}, publisher={Language Arts}, author={Lee, C.C. and Falter, M.M. and Alston, C.L.}, year={2021}, month={Sep}, pages={56–59} }
 @article{alston_monte-sano_schleppegrell_harn_2021, title={Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development}, volume={13}, ISSN={["2294-3307"]}, DOI={10.17239/jowr-2021.13.02.04}, abstractNote={Modeling, by demonstrating and explaining the cognitive processes involved in writing, has been shown to support writing development. Less often have specific disciplinary aspects of teaching with models been investigated. We draw on research in English Language Arts and apply it in social studies inquiry contexts to propose a framework for teaching models of thinking and writing that offers teachers and researchers new perspectives on the discipline-specific work of modeling. This framework accounts for three modes of instruction – use of models (a tool or a text), demonstrating and explaining, and co-constructing model texts with students – and describes eleven instructional practices that support instruction across these modes. We analyze data from three years of social studies instruction to show how two teachers enact these practices across the three modes to highlight the disciplinary thinking and processes that support writing social studies arguments with sources, highlighting the ways students can actively participate in teaching writing with models. In addition, we consider the role of the curriculum in this work. We show how writing instruction can address disciplinary ways of thinking in social studies and illustrate the potential of the framework for guiding researchers’ and practitioners’ work on writing instruction across disciplinary contexts.}, number={2}, journal={Journal of Writing Research}, author={Alston, C.L. and Monte-Sano, C. and Schleppegrell, M.J. and Harn, K.}, year={2021}, pages={285–321} }
 @misc{falter_alston_lee_2020, place={Berkeley, CA}, title={Becoming Anti-Racist English Teachers: Taking Action Steps}, url={https://lead.nwp.org/becoming-anti-racist-english-teachers-taking-action-steps/}, publisher={National Writing Project Radio Podcast}, author={Falter, M.M. and Alston, C.L. and Lee, C.C.}, year={2020}, month={Aug} }
 @misc{falter_alston_lee_2020, place={Fayetteville, NC}, title={Becoming an Anti-Racist ELA Teacher}, url={https://podcasts.apple.com/us/podcast/becoming-an-anti-racist-ela-teacher/id1525468910?i=1000493041700}, publisher={Cumberland County Schools}, author={Falter, M.M. and Alston, C.L. and Lee, C.C.}, year={2020}, month={Sep} }
 @book{falter_alston_lee_2020, place={Raleigh, NC}, title={Becoming anti-racist English teachers: Ways to actively move forward}, url={https://go.ncsu.edu/antiracist-ela}, institution={North Carolina State University}, author={Falter, M.M. and Alston, C.L. and Lee, C.C.}, year={2020} }
 @article{alston_danielson_2020, title={Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies}, volume={60}, ISSN={1938-8071 1938-8063}, url={http://dx.doi.org/10.1080/19388071.2020.1822475}, DOI={10.1080/19388071.2020.1822475}, abstractNote={ABSTRACT Instructor modeling of metacognitive processes has been shown to support student learning. Teacher educators have leveraged this research to support teacher candidates in framing, decomposing, and explaining disciplinary thinking and decision-making, particularly in reading development. However, little work has focused on supporting teacher candidates’ use of similar pedagogical moves when teaching writing. This project investigated teacher candidates modeling of writing before and after instruction aimed to support their ability to model. What we noticed was a trajectory of learning to frame, decompose, explain, and highlight writing content using visual and metacognitive representations to make the cognitive processes of writing more visible. However, we noted places for growth in teacher candidates’ knowledge of content and students, so that candidates might more aptly decompose and highlight their disciplinary thinking in ways that are appropriate for the teaching context.}, number={3}, journal={Literacy Research and Instruction}, publisher={Informa UK Limited}, author={Alston, Chandra and Danielson, Katie A.}, year={2020}, month={Oct}, pages={1–21} }
 @article{alston_2020, title={Expanding Conceptions of Modeling Writing to Leverage Student Voices}, volume={64}, ISSN={1081-3004 1936-2706}, url={http://dx.doi.org/10.1002/jaal.1072}, DOI={10.1002/jaal.1072}, abstractNote={Abstract}, number={1}, journal={Journal of Adolescent & Adult Literacy}, publisher={Wiley}, author={Alston, Chandra L.}, editor={Monte‐Sano, ChaunceyEditor}, year={2020}, month={Jul}, pages={89–93} }
 @inproceedings{alston_goldin_hammond_2020, title={The Challenges of Challenging Meritocracy in Undergraduate "Diversity" Coursework}, url={http://tinyurl.com/wwmaffo}, booktitle={Challenging Normative Discourses About Learning and Development in Postsecondary Education}, author={Alston, C.L. and Goldin, S. and Hammond, J.}, year={2020} }
 @inproceedings{danielson_alston_2019, title={Coaching and Collaboration: Thinking across approaches to supporting In-service literacy teachers}, author={Danielson, K.A. and Alston, C.L.}, year={2019}, month={Dec} }
 @inproceedings{alston_danielson_2019, title={Enacting Thinking: Teacher candidates modeling writing strategies}, author={Alston, C.L. and Danielson, K.A.}, year={2019}, month={Nov} }
 @inproceedings{alston_2019, title={It depends: Nurturing nuance in an English methods course}, author={Alston, C.L.}, year={2019}, month={Nov} }
 @article{alston_danielson_dutro_cartun_2018, title={Does a discussion by any other name sound the same? teaching discussion in three ELA methods courses}, volume={69}, number={3}, journal={Journal of Teacher Education}, publisher={SAGE Publications Sage CA: Los Angeles, CA}, author={Alston, Chandra L and Danielson, Katie A and Dutro, Elizabeth and Cartun, Ashley}, year={2018}, pages={225–238} }
 @inbook{mcgrew_alston_fogo_2018, place={Cambridge, MA}, title={Modeling as an example of representation}, ISBN={9781682531884 9781682531877}, booktitle={Teaching Core Practices in Teacher Education}, publisher={Harvard Education Press}, author={McGrew, S. and Alston, C.L. and Fogo, B.}, editor={Grossman, P.Editor}, year={2018}, pages={35–55} }
 @inproceedings{alston_danielson_dutro_cartun_2016, title={Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses}, author={Alston, C.L. and Danielson, K. and Dutro, E. and Cartun, A.}, year={2016}, month={Apr} }
 @book{alston_2016, place={Ann Arbor, MI}, title={Moving toward coherence: The danger of dichotomies and nurturing nuance in teacher education}, url={http://www.teachingworks.org/images/files/TeachingWorks_Alston.pdf}, institution={Teaching Works, University of Michigan}, author={Alston, C.L.}, year={2016} }
 @misc{alston_2016, title={Moving towards coherence: The danger of dichotomies and nurturing nuance}, author={Alston, C.L.}, year={2016}, month={Mar} }
 @inproceedings{alston_goldin_forzani_bomphray_curren-preis_gadd_noel_2015, place={Atlanta, GA}, title={Decisions, decisions, decisions: Developing a performance-based assessment of a high-leverage practice}, author={Alston, C.L. and Goldin, S. and Forzani, F.M. and Bomphray, A. and Curren-Preis, M. and Gadd, R. and Noel, B.}, year={2015} }
 @article{alston_brown_2015, title={Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers.}, volume={117}, number={5}, journal={Teachers College Record}, publisher={ERIC}, author={Alston, Chandra and Brown, Michelle T}, year={2015}, pages={n5} }
 @inproceedings{alston_barker_2014, place={Washington, DC}, title={Helping prospective teachers read for teaching}, author={Alston, C.L. and Barker, L.M.}, year={2014} }
 @article{alston_barker_2014, title={Reading for teaching: What we notice when we look at literature}, volume={103}, number={4}, journal={English Journal}, publisher={National Council of Teachers of English}, author={Alston, Chandra L and Barker, Lisa M}, year={2014}, pages={62} }
 @inproceedings{alston_2012, place={Vancouver, BC}, title={Balancing strategy instruction and writing with African-American middle school students}, author={Alston, C.L.}, year={2012}, month={Apr} }
 @article{alston_2012, title={Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers}, volume={47}, url={http://www.jstor.org/stable/24397836}, number={2}, journal={Research in the Teaching of English}, publisher={National Council of Teachers of English}, author={Alston, Chandra L.}, year={2012}, pages={112–144} }
 @inproceedings{alston_2012, place={Vancouver, BC}, title={Higher value-added instruction and writing development with African-American middle school students}, author={Alston, C.L.}, year={2012}, month={Apr} }
 @inproceedings{alston_2012, title={Showing, not telling: Using video records of practice to support pre-service English teachers’ learning}, author={Alston, C.L.}, year={2012}, month={Feb} }
 @misc{alston_2012, place={Teachers}, title={Using Cycles of Practice and Performance Assessments in Secondary English}, publisher={College}, author={Alston, C.L.}, year={2012}, month={Jul} }
 @misc{alston_2011, title={Higher value-added writing instruction with African-American students: What observational data tells us}, publisher={Educational Studies Colloquium, University of Michigan School of Education}, author={Alston, C.L.}, year={2011}, month={Oct} }
 @inproceedings{alston_dieckmann_lewis_2011, title={What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’?}, author={Alston, C.L. and Dieckmann, J. and Lewis, J.}, year={2011}, month={Apr} }
 @inproceedings{grossman_greenberg_hammerness_cohen_alston_brown_2009, title={Development of the protocol for language arts teaching observation (PLATO)}, booktitle={annual meeting of the American Educational Research Association, San Diego, CA}, author={Grossman, Pam and Greenberg, Sharon and Hammerness, Karen and Cohen, Julie and Alston, Chandra and Brown, Michelle}, year={2009} }
 @inproceedings{grossman_hammerness_alston_brown_cohen_2009, place={San Diego, CA}, title={Measure for Measure: A study of classroom practices that distinguish effective teachers of middle school English Language Arts}, author={Grossman, P. and Hammerness, K. and Alston, C.L. and Brown, M.T. and Cohen, J.}, year={2009}, month={Apr} }