Grace Kang
Teaching and Learning
- About
- Research
Biography
Dr. Kang has taught at the K-6 grade levels and worked as a reading specialist and enrichment teacher. She is an assistant professor of elementary literacy and teaches various literacy courses at the undergraduate and graduate levels and her research explores culturally sustaining pedagogies, teacher identity, critical literacies, and social justice oriented teacher education specifically in writing.
Current Courses
261.001Reading in Digital Environments
224.002Developing Readers Through Writing
205.004Elementary Education Clinical I
409.092Student Diversity And Educational Practices
Research Interests & Areas
Teacher Education, Critical Literacies, Negotiation of Curriculum, Culturally Sustaining Pedagogies, Teachers as Writers, Teacher Identity, Professional Development in Writing
Journal Article, Academic Journal
Kang, G. I Need Collaboration Too!. Teacher Education Yearbook XXVI Building upon Inspirations and Aspirations with Hope, Courage, and Strength: Teacher Educators' Commitment to Today's Teachers and Tomorrow's Leaders 2 (2018): 185.
Kang, G. Playing With Digital Tools With Explicit Scaffolding. The Reading Teacher 71.6 (2018): 735--741.
McCarthey, S., & Kang, G. Understanding influences on writing instruction: cases of two kindergarten teachers. Early Child Development and Care 187.3-4 (2017): 398--417.
Kang, G. Advocacy for autonomy: Complicating the use of scripted curriculum in unscripted spaces. Language Arts Journal of Michigan 32.1 (2016): 10.
Kang, G. The value of coaching. The Learning Professional 37.5 (2016): 49.
Other
Kang, G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. University of Illinois at Urbana-Champaign (2015)
2019-03-12T10:22:53.166-05:00
2019