@article{bausell_himes_spires_2023, title={Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course}, volume={7}, ISSN={["1538-9286"]}, DOI={10.1080/08923647.2023.2227033}, abstractNote={This mixed methods designed-based research (DBR) study explored one iteration of an online teacher professional development (oTPD) course about K-8 English language pedagogy. The study examined 85 educators’ beliefs pre- and post-course about teaching academic and literacy content to English Language Learners (ELLs) and analyzed their discursive engagement. Quantitative findings indicated that the course positively impacted participants’ beliefs no matter their professional characteristics (i.e. educator type, grade levels taught, and years of experience in education). A thematic analysis of forum posts revealed competing patterns of unsituated pedagogical discourse, in which participants wrote about course content in isolation, and situated pedagogical discourse, wherein participants contextualized and extended course content within their unique professional contexts. The discussion describes study findings in relation to existing DBR and socio-constructivist theory and includes design recommendations to increase participant use of situated pedagogical discourse. Implications for future research and oTPD course design are included.}, journal={AMERICAN JOURNAL OF DISTANCE EDUCATION}, author={Bausell, Sarah B. and Himes, Marie and Spires, Hiller A.}, year={2023}, month={Jul} }
 @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={
Purpose
This 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.


Design/methodology/approach
This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews.


Findings
Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided.


Research limitations/implications
This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports.


Originality/value
Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.
}, journal={ENGLISH TEACHING-PRACTICE AND CRITIQUE}, author={Alston, Chandra L. and Bausell, Sarah Byrne}, year={2022}, month={Feb} }
 @article{bonnet_bausell_glazier_rosemann_2020, title={No Room for Uncertainty–curricular and assessment pressures as driving forces for teacher’s action.}, volume={1}, journal={ZSF}, author={Bonnet, A. and Bausell, S.B. and Glazier, J.A. and Rosemann, I.}, year={2020}, pages={23–44} }
 @article{bausell_staton_hughes_2020, title={Out of Site, Out of Mind: The Evolving Significance of Race in the Story of an Early Quaker-Freedmen School}, volume={57}, number={4}, journal={American Educational Research Journal}, author={Bausell, S.B. and Staton, T.A. and Hughes, S.}, year={2020}, pages={1730–1756} }
 @inbook{bausell_2019, title={The Curriculum of Home Things.}, booktitle={Provoking Curriculum Encounters Across Educational Experience}, publisher={Routledge}, author={Bausell, S.B.}, year={2019}, pages={133–146} }
 @article{bausell_2019, title={We Were Taught to Colonize with Literature}, volume={16}, number={2}, journal={Transnational Curriculum Inquiry}, author={Bausell, S.B.}, year={2019}, pages={15–21} }
 @article{bausell_glazier_2018, title={New teacher socialization and the testing apparatus}, volume={88}, number={3}, journal={Harvard Educational Review}, author={Bausell, S.B. and Glazier, J.A.}, year={2018}, pages={308–333} }
 @article{bausell_2016, title={Virtual Charter Schools: Where Did All The Children Go?}, volume={99}, number={2}, journal={High School Journal}, author={Bausell, Sarah Byrne}, year={2016}, pages={109–112} }