Brian R. Horn
Associate Professor of Elementary Education, Illinois State University
Chapter Member: Chicagoland SSN
Areas of Expertise:
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About Brian
Horn’s research focuses on urban schooling and urban teacher education. In addition, Horn as published research involving critical literacy, pop culture in the classroom, and neoliberal education policies. Horn serves on the editorial board of the Journal of Urban Learning, Teaching, and Research, as a faculty liaison for the Chicago Teacher Education Pipeline’s Chicago Professional Development School (PDS) program in the Auburn Gresham and Albany Park communities, and on the Illinois State Board of Education teacher preparation program review committee. He is a former urban elementary and middle school teacher.
Contributions
Measuring the Dispositions That Make Teachers Effective
Basic Facts Brief,
In the News
Brian R. Horn quoted on Chicago Teacher Education Pipeline by Tommy Navickas, "Students Share Chicago Pipeline Experiences at National Education Conference" Illinois State University Stories, January 24, 2014.
Guest to discuss “best practices” of grouping in middle school language arts classrooms on Voices from the Middle, Brian R. Horn, December 2012.
Interview on National Board Certification and the local screening of Mitchell 20: Teacher Quality in the AnswerBrian R. Horn, WJBC, 2012.
Brian R. Horn quoted on relief event for Haiti by John Rosales, "Kansas Students and Staff Open (and Sell)" Hearts for Haiti Relief, March 2010.
Publications
"Eight Voices of Empowerment: Student Perspectives in a Restructured Urban Middle School" Urban Education (forthcoming).
Highlights the power of student voice in exploring the notion of what is empowering school. Presents implications for urban teaching and policy as the research is derived from in a “failing,” urban middle school.
"From Knowing to Understanding Student Empowerment: The Narrative Approach to Research in a Middle School" Networks: An On-line Journal for Teacher Research (forthcoming).
Showcases the narrative approach to action/teacher research. Particular attention is paid to the ways in which teachers can navigate the roles of being teachers and researchers in their professional space.
"Valuing Students Constantly Shifting Identities: Teaching Pop Culture" in Chicago Grassroots Curriculum Taskforce (Chicago Grassroots Curriculum Taskforce, 2014), 68-69.
Provides a resource for senior-level preservice teachers in Chicago, written in collaboration between Chicago-based teacher educators and community activists. Offers future Chicago teachers a critical and context-specific resource to teach Chicago youth in rigorous, relevant, asset-based, and affirming ways.
"Moments or a Movement?: Teacher Resistance to Neoliberal Education Reform" Forum 56, no. 2 (2014): 277-286.
Describes the current neoliberal school policy landscape while paying close attention to the ways in which teachers have actively resisted such reforms. Explores whether the instances of teacher resistance are separate moments, or the beginning of a coordinated movement.
"Do You Have Fidelity to the Program?”: Matters of Faith in a Restructured Title I Middle School" in The Poverty and Education Reader: A Call for Equity in Many Voices, edited by Paul Gorski and Julie Landsman (Stylus Press, 2013), 300-310.
Details the authors experiences as a pragmatically subversive urban teacher navigating the oppressive policies of our school and district. Argues that the ways in which poor students are adversely affected and defined by many current neoliberal school reforms.