Chandra Alston Alston, C. L., & Bausell, S. B. (2022, February 1). Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts. ENGLISH TEACHING-PRACTICE AND CRITIQUE, Vol. 2. https://doi.org/10.1108/ETPC-06-2021-0062 Falter, M. M., Lee, C. C., & Alston, C. L. (2021, January). Anti-Racist Teaching Session. Presented at the Duke Anti-Racist Pedagogy Group, Duke English PhD program. Lee, C. C., Falter, M. M., & Alston, C. L. (2021). Antiracist Teaching in English Language Arts: Toward a Full Humanity for All Students. Language Arts, 99(1), 56–59. Alston, C. L., Monte-Sano, C., Schleppegrell, M. J., & Harn, K. (2021). Teaching models of disciplinary argumentation in middle school social studies: A framework for supporting writing development. Journal of Writing Research, 13(2), 285–321. https://doi.org/10.17239/jowr-2021.13.02.04 Falter, M. M., Alston, C. L., & Lee, C. C. (2020, August). Becoming Anti-Racist English Teachers: Taking Action Steps. Presented at the National Writing Project Radio Podcast. Retrieved from https://lead.nwp.org/becoming-anti-racist-english-teachers-taking-action-steps/ Falter, M. M., Alston, C. L., & Lee, C. C. (2020, September). Becoming an Anti-Racist ELA Teacher. Presented at the Issues Now! Conversations about Equity Podcast. Retrieved from https://podcasts.apple.com/us/podcast/becoming-an-anti-racist-ela-teacher/id1525468910?i=1000493041700 Falter, M. M., Alston, C. L., & Lee, C. C. (2020). Becoming anti-racist English teachers: Ways to actively move forward [White paper]. Retrieved from North Carolina State University website: https://go.ncsu.edu/antiracist-ela Alston, C., & Danielson, K. A. (2020). Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies. Literacy Research and Instruction, 60(3), 1–21. https://doi.org/10.1080/19388071.2020.1822475 Alston, C. L. (2020). Expanding Conceptions of Modeling Writing to Leverage Student Voices. Journal of Adolescent & Adult Literacy, 64(1), 89–93. https://doi.org/10.1002/jaal.1072 Alston, C. L., Goldin, S., & Hammond, J. (2020). 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. Retrieved from http://tinyurl.com/wwmaffo Danielson, K. A., & Alston, C. L. (2019, December). Coaching and Collaboration: Thinking across approaches to supporting In-service literacy teachers. Presented at the 69th Literacy Research Association Annual Conference, Tampa, FL. Alston, C. L., & Danielson, K. A. (2019, November). Enacting Thinking: Teacher candidates modeling writing strategies. Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD. Alston, C. L. (2019, November). It depends: Nurturing nuance in an English methods course. Presented at the Annual meeting of the National Council of Teachers of English, Baltimore, MD. Alston, C. L., Danielson, K. A., Dutro, E., & Cartun, A. (2018). 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. McGrew, S., Alston, C. L., & Fogo, B. (2018). Modeling as an example of representation. In P. Grossman (Ed.), Teaching Core Practices in Teacher Education (pp. 35–55). Cambridge, MA: Harvard Education Press. Alston, C. L., Danielson, K., Dutro, E., & Cartun, A. (2016, April). Does a discussion by any other name sound the same?: Teaching discussion in three ELA methods courses. Presented at the American Educational Research Association Annual Meeting, Washington, DC. Alston, C. L. (2016). Moving toward coherence: The danger of dichotomies and nurturing nuance in teacher education [White paper]. Retrieved from Teaching Works, University of Michigan website: http://www.teachingworks.org/images/files/TeachingWorks_Alston.pdf Alston, C. L. (2016, March). Moving towards coherence: The danger of dichotomies and nurturing nuance. Presented at the TeachingWorks 2015-2016 Seminar Series, Ann Arbor, Michigan. Alston, C. L., Goldin, S., Forzani, F. M., Bomphray, A., Curren-Preis, M., Gadd, R., & Noel, B. (2015). 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. Alston, C., & Brown, M. T. (2015). Differences in Intellectual Challenge of Writing Tasks among Higher and Lower Value-Added English Language Arts Teachers. Teachers College Record, 117(5), n5. Alston, C. L., & Barker, L. M. (2014). Helping prospective teachers read for teaching. Presented at the Annual meeting of the National Council of Teachers of English, Washington, DC. Alston, C. L., & Barker, L. M. (2014). Reading for teaching: What we notice when we look at literature. English Journal, 103(4), 62. Alston, C. L. (2012, April). Balancing strategy instruction and writing with African-American middle school students. Presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia. Alston, C. L. (2012). Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers. Research in the Teaching of English, 47(2), 112–144. Retrieved from http://www.jstor.org/stable/24397836 Alston, C. L. (2012, April). Higher value-added instruction and writing development with African-American middle school students. Presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia. Alston, C. L. (2012, February). Showing, not telling: Using video records of practice to support pre-service English teachers’ learning. Presented at the AACTE Annual Conference, Chicago, IL. Alston, C. L. (2012, July). Using Cycles of Practice and Performance Assessments in Secondary English. Presented at the Teachers College, Columbia University Graduate School of Education, New York, NY. Alston, C. L. (2011, October). Higher value-added writing instruction with African-American students: What observational data tells us. Presented at the Educational Studies Colloquium, University of Michigan School of Education, Ann Arbor, MI. 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. Grossman, P., Greenberg, S., Hammerness, K., Cohen, J., Alston, C., & Brown, M. (2009). Development of the protocol for language arts teaching observation (PLATO). annual meeting of the American Educational Research Association, San Diego, CA. Grossman, P., Hammerness, K., Alston, C. L., Brown, M. T., & Cohen, J. (2009, April). Measure for Measure: A study of classroom practices that distinguish effective teachers of middle school English Language Arts. Presented at the American Educational Research Association Annual Meeting, San Diego, CA.