Publications

Agency

Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants

Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latina/o immigrants. Teachers College Record, 120(6).

Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools

Colegrove, K. S. S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Supporting Young Children of Immigrants in PreK-3, 130.

How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants’ Conceptualizations of Learning

Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309-334.

“My Teacher Is Going to Think They’re Crazy”: Responses to LOPI Practices in U.S. First-Grade Classrooms

Adair, J. K. (2015). “My teacher is going to think they’re crazy”: Responses to LOPI practices in US first-grade classrooms. Advances in Child Development and Behavior, (49), 341-356.

Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants

Colegrove, K. S. S., & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122-135.

Agency and Expanding Capabilities in Early Grade Classrooms: What it could mean for young children

Adair, J.K. (2014) Agency and expanding capabilities in early grade classrooms: What it could mean for young children. Harvard Educational Review, 84(2), 217-241.

Communal Agency and Social Development: Examples from First Grade Classrooms Serving Children of Immigrants

Adair, J. K., & Colegrove, K. S. S. (2014). Communal agency and social development: Examples from first grade classrooms serving children of immigrants. Asia-Pacific Journal of Research in Early Childhood Education, 8(2).

Equity and Racial Justice

Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants

How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants’ Conceptualizations of Learning

The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

Adair, J.K. (2015) The impact of discrimination on the early schooling experiences of children from immigrant families. Washington, D.C.: Migration Policy Institute.

Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants

Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings

Adair, J.K. (2014) Examining whiteness as an obstacle to positively approaching immigrant families in U.S. early childhood educational settings. Journal of Race, Ethnicity and Education, 17(5), 643-666.

Addressing Race and Inequity in the Classroom

Doucet, F., & Adair, J. K. (2013). Addressing race and inequity in the classroom. YC Young Children, 68(5), 88.

Discrimination as a Contextualized Obstacle to the Preschool Teaching of Young Latino Children of Immigrants

Adair, J.K. (2012). Discrimination as a contextualized obstacle to the preschool teaching of young Latino children of immigrants. Contemporary Issues in Early Childhood, 13(3), 163-174.

Civic Action

Reconceptualizing Civic Education for Young Children: Recognizing Embodied Civic Action

Payne, K.A., Adair, J.K., Colegrove, K.S.S., Lee, S., Falkner, A., McManus, M., Sachdeva, S. (2019). Reconceptualizing civic education for young children: Recognizing embodied civic action. Education, Citizenship, and Social Justice.

Expanding Video-cued Multivocal Ethnography for Activist Research in the Civic Action and Learning with Young Children Study

McManus, M., Payne, K., Lee, S., Sachdeva, S., Falkner, A., Colegrove, K.S.S., & Adair, J. (2019). Expanding video-cued multivocal ethnography for activist research in the Civic Action and Learning with Young Children Study. Anthropology & Education Quarterly.

Young Children’s Everyday Civics

Payne, K. A. (2018). Young children’s everyday civics. The Social Studies, 109(2), 57-63.

Young Children’s Citizenship Membership and Participation: Comparing Discourses in Early Childhood Curricula of Australia, New Zealand and the United States

Phillips, L. G., Ritchie, J., & Adair, J. K. (2018). Young children’s citizenship membership and participation: comparing discourses in early childhood curricula of Australia, New Zealand and the United States. Compare: A Journal of Comparative and International Education, 1-23.

Civic Action and Play: Examples from Maori, Aboriginal Australian and Latino Communities

Adair, J. K., Phillips, L., Ritchie, J., & Sachdeva, S. (2017). Civic action and play: examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care, 187(5-6), 798-811.

Transforming ECE Teaching and Leadership

Bank Street Occasional Paper Series #39: Supporting Young Children of Immigrants in PreK-3

Adair, J.K. & Doucet, F. (2018) Bank Street Occasional Paper Series #39: Supporting young children of immigrants in PreK-3.

Finding and Enacting agency: An elementary ESL Teacher’s Perceptions of Teaching and Learning in the Era of Standardized Testing.

Colegrove, K. S. S., & Zuñiga, C. (2018). Finding and enacting agency: An elementary ESL teacher’s perceptions of teaching and learning in the era of standardized testing. International Multilingual Research Journal, 12(3), 188-202.

A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families

Doucet, F., & Adair, J. (2018). Introduction: A vision for transforming early childhood research and practice for young children of immigrants and their families. Bank Street Occasional Paper Series, 2018(39), 2.

“Lo Hacen Tan Complicado”: Bridging the Perspectives an Expectations of Mathematics Instruction of Latino Immigrant Parents.

Colegrove, K. S. S., & Krause, G. (2017). “Lo hacen tan complicado”: Bridging the perspectives an expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal, 40(2), 187-204.

Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs

Adair, J.K. (2016) Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs. Education Policy Analysis and Archives (24).

“I’m just playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning

Moore, H.C. & Adair, J.K. (2015). “I’m just playing iPad”: Comparing prekindergarteners’ and pre-service teachers’ social interactions while using tablets for learning. Journal of Early Childhood Teacher Education, 38(4), 362- 378.

The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants

Adair, J.K., Tobin, J. & Arzubiaga, A. (2012). The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants. Teachers College Record, 114(12), 1-37.

Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers

Adair, J.K. (2011) Confirming chanclas: What early childhood teacher educators can learn from immigrant preschool teachers. Journal of Early Childhood Teacher Education, 32(1), 55-71.

White Pre-Service Teachers and “De-privileged” Spaces

Adair, J.K. (2008). White pre-service teachers and “de-privileged”spaces. Teacher Education Quarterly, 35(4), 189-206.

Everywhere in Life there are Numbers: Questions for Social Justice Educators in Mathematics and Everywhere Else

Adair, J.K. (2008) Everywhere in life there are numbers: Questions for social justice educators in mathematics and everywhere else. Journal of Teacher Education, 59(5), 408-415.

Learning from Families and Communities

A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families

Doucet, F., & Adair, J. (2018). Introduction: A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families. Bank Street Occasional Paper Series, 2018(39), 2.

Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools

Colegrove, K. S. S. (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Supporting Young Children of Immigrants in PreK-3, 130.

“Lo Hacen Tan Complicado”: Bridging the Perspectives an Expectations of Mathematics Instruction of Latino Immigrant Parents.

Teaching Ideas from Immigrant Families

Adair, J.K. & Barraza-Correa, A. (2015). Teaching ideas from immigrant families. Teaching Young Children 8(4), 11-13.

Recognizing the Voices of Immigrant Parents in Preschool/Pre-K Settings

Adair, J.K. & Barraza-Correa, A. (2014). Recognizing the voices of immigrant parents in preschool/pre-K settings. Young Children, 69, 32-39.

Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in U.S. Early Childhood Educational Settings

Adair, J.K. (2014) Examining whiteness as an obstacle to positively approaching immigrant families in U.S. early childhood educational settings. Journal of Race, Ethnicity and Education, 17(5), 643-666.

Taking Seriously the Perspectives and Potential of Immigrant Parents, Children, and Teachers in Early Childhood Education

Adair, J. K. (2012). Taking seriously the perspectives and potential of immigrant parents, children, and teachers in early childhood education. Teacher Education and Practice, 25(4), 544-548.

Meditation, Rangoli and Eating on the Floor: Practices from an Urban Preschool in Bangalore, India

Adair, J.K. & Bhaskaran, L. (2010). Meditation, rangoli and eating on the floor: Practices from an urban preschool in Bangalore, India. Young Children, 65(6), 48-55.

Video-cued Ethnographic Methods

Video-Cued Ethnography in Educational Settings

Adair, J.K. (2019). Video-cued ethnography in educational settings. Anthropologie and Education Quarterly.

Video-Cued Ethnographic Data Collection as a Tool Towards Participant Voice

Kurban, F. & Adair, J.K. (2019).Video-cued ethnographic data collection as a tool towards participant voice. Anthropologie and Education Quarterly.

Expanding Video-cued Multivocal Ethnography for Activist Research in the Civic Action and Learning with Young Children Study

McManus, M.E., Payne, K., Lee, S., Sachdeva, S., Falkner, A., Colegrove, K.S.S., & Adair, J.K. (2019). Expanding video-cued multivocal ethnography for activist research in the Civic Action and Learning with Young Children Study. Anthropology & Education Quarterly.

Advocating for Ethnographic Work in Early Childhood Federal Policy: Problems and Possibilities

Adair, J.K. (2011). Advocating for ethnographic work in early childhood federal policy: Problems and possibilities. Anthropology and Education Quarterly, 42(4), 422-433.

Developing Qualitative Coding Frameworks for Educational Research: Immigration, Education and the Children Crossing Borders Project

Adair, J.K. & Pastori, G. (2011). Developing qualitative coding frameworks for educational research: Immigration, education and the Children Crossing Borders project. International Journal of Research and Method in Education, 34(1), 31-47.