As The Center for Education Success continues to do research with East, we will post published articles, books, and conference papers on this page. Some publications will appeal to a research audience, others to a practitioner audience, and some to both. We plan to build a body of research about and related to this unique partnership to share freely and openly with anyone who is interested. Check back periodically to see what new work we have done!
Larson, J., Morris, T., and Shaw, K. (2019). Sarcasm as pedagogy of love: Using ironic speech acts in urban high school English. Journal of Adolescent and Adult Literacy.
This article explores how the use of sarcasm in an urban high school English classroom fostered critical language awareness and positive relationships among diverse classroom participants. The guiding research question was: what were the social-pedagogical functions of sarcasm in this classroom? Drawing on interactional sociolinguistics and pragmatics, it was found that sarcasm was used to construct a sense of belonging which supported building trusting relationships and complex language learning.
This article is focused on stemming chronic absenteeism in urban schools. Based on research conducted at the Center for Urban Education Success (CUES) (Attendance Brief #1, Attendance Brief #2) and applied at East Upper and Lower Schools in Rochester, NY, this article outlines four steps schools can take to increase attendance, especially pertinent to urban settings.
Kinloch, V., Larson, J., Orellanna, M.J., & Lewis, C. (2016). Literacy, equity, and imagination: Researching With/In Communities. Literacy Research: Theory, Method, and Practice, 1-19.
This article addresses how university-based education researchers can be fully present in shared work with communities and stand with community partners in an effort to answer questions together. Related to the University of Rochester-East EPO’s mission to create a culture where all members of a school’s community are valued as assets, this article informs what we know about researchers as members of such communities. In particular, the Center for Education Success’s, Dr. Joanne Larson reflects on the difference between her more familiar role as a university researcher, and her changing role as a member of both an urban school community and a city neighborhood organization. Developed in conjunction with three other authors who participated in a keynote panel at the Literacy Research Association’s annual meeting, this article addresses the meaning and practice of publicly “engaged scholarship.” Each author, using examples from their research, pushes us to think about what it means to research alongside community rather than at or for them, how mutual collaboration can be established, and how trust can be earned.