Brittany L. Frieson
Title: Assistant Professor
Department: Teacher Education and Administration
College: College of Education
- Matthews Hall 205F
- Brittany.Frieson@unt.edu
- (940) 369-5778 (Office)
Curriculum Vitae
Curriculum Vitae LinkEducation
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PhD, University of Illinois at Urbana-Champaign, 2019
Major: Curriculum and Instruction
Specialization: Language and Literacy
Dissertation: (Re)mixin' & Flowin': Examining the literacy practices of African American Language speakers in an elementary two-way immersion bilingual program
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MS, North Carolina State University, 2015
Major: Curriculum & Instruction
Specialization: Educational Psychology
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BA, Meredith College, 2011
Major: Psychology
Current Scheduled Teaching
No current or future courses scheduled.
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Previous Scheduled Teaching
| EDLL 6950.708 | Doctoral Dissertation | Summer 5W2 2024 | ||
| EDBE 2050.400 | Understanding and Teaching Multilingual Students | Summer 5W1 2024 | Syllabus | SPOT |
| EDCI 6410.001 | Critical Race Theory and Praxis in Education | Spring 2024 | SPOT | |
| EDLL 6950.701 | Doctoral Dissertation | Spring 2024 | ||
| EDLL 6950.705 | Doctoral Dissertation | Spring 8W2 2024 | ||
| EDRE 4850.501 | Teaching the Tools and Practices of Reading Across the Curriculum | Spring 2024 | Syllabus | SPOT |
| EDLL 6950.701 | Doctoral Dissertation | Fall 2023 | ||
| EDLL 6900.700 | Special Problems | Fall 2023 | ||
| EDLL 6910.702 | Special Problems | Fall 8W2 2023 | ||
| EDRE 4850.501 | Teaching the Tools and Practices of Reading Across the Curriculum | Fall 2023 | Syllabus | SPOT |
| EDBE 2050.004 | Understanding and Teaching Multilingual Students | Fall 2023 | Syllabus | SPOT |
| EDCI 4060.030 | Content Area Reading | Summer 10W 2023 | Syllabus | SPOT |
| EDCI 4060.031 | Content Area Reading | Summer 10W 2023 | Syllabus | SPOT |
| EDCI 6360.001 | Critical Issues in Curriculum Studies | Spring 2023 | SPOT | |
| EDBE 3050.801 | Teaching English as an Additional Language | Spring 3W1 2023 | Syllabus | SPOT |
| EDCI 6800.001 | Topics in Education | Summer 5W1 2022 | SPOT | |
| EDCI 3400.009 | Decolonizing Language and Literacies in the Classroom | Spring 2022 | Syllabus | SPOT |
| EDLL 6950.702 | Doctoral Dissertation | Spring 2022 | ||
| EDRE 4840.002 | Linguistically Diverse Learners | Spring 2022 | Syllabus | SPOT |
| EDLL 6900.701 | Special Problems | Spring 2022 | ||
| EDRE 4840.001 | Linguistically Diverse Learners | Fall 2021 | Syllabus | SPOT |
| EDSE 5004.026 | Literacy for All | Fall 2021 | SPOT | |
| EDSE 5004.030 | Literacy for All | Fall 2021 | SPOT | |
| EDCI 6800.030 | Topics in Education | Summer 5W1 2021 | SPOT | |
| EDCI 6360.001 | Critical Issues in Curriculum Studies | Spring 2021 | SPOT | |
| EDLL 6950.705 | Doctoral Dissertation | Spring 2021 | ||
| EDRE 4840.001 | Linguistically Diverse Learners | Spring 2021 | Syllabus | SPOT |
| EDRE 4840.001 | Linguistically Diverse Learners | Fall 2020 | Syllabus | SPOT |
| EDRE 4840.002 | Linguistically Diverse Learners | Fall 2020 | Syllabus | SPOT |
| EDLL 6900.700 | Special Problems | Fall 2020 | ||
| EDRE 4870.001 | Cross Curricular (Content Area) Literacy Materials and Resources | Summer 5W2 2020 | Syllabus | SPOT |
| EDRE 4840.001 | Linguistically Diverse Learners | Spring 2020 | Syllabus | |
| EDRE 4840.001 | Linguistically Diverse Learners | Fall 2019 | Syllabus | SPOT |
| EDRE 4840.002 | Linguistically Diverse Learners | Fall 2019 | Syllabus | SPOT |
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Published Intellectual Contributions
- Frieson, B.L. (2023). Black language as a liberatory practice: Young Black children exploring their cultural and linguistic identities..
- presiado, v., Frieson, B.L. (2022). Black multimodal magic: Exploring the multimodal flexibility of Black children participating in an elementary dual-language bilingual education program..
- Adeniji, D., Frieson, B.L. (2022). The stars & Blackness between them.
- Frieson, B.L. (2022). Using our voices for Black liberation: A letter to dual-language bilingual education teachers from young Black language speakers..
- Frieson, B. (2022). Using our voices for Black liberation: A letter to dual-language bilingual education teachers from young Black language speakers. Activating Critical Consciousness in Dual Language Bilingual Education: From Policy to Pedagogy.
- Frieson, B. (2022). Rethinking multiliteracies: Rehumanizing multilingual voices. International Encyclopedia of Education. https://www.sciencedirect.com/referencework/9780128186299/international-encyclopedia-of-education
- Frieson, B. (2022). Black Girls' Multimodal Manifestations: Exploring the multimodal flexibility of Black Language in dual language bilingual education. Multimodal Literacies in Young Emergent Bilinguals: Speaking Back to Print-Centric Practices.
- Adeniji, D., Frieson, B., Jimenez-Macias, T., Rasbury, K., Wright, K., Vickery, A. (2022). Exploring Blackness, Queerness, and Liberation through The Stars and the Blackness Between Them. Queer Adolescent Literature as a Complement to the English Language Arts Curriculum.
- Dixson, A.D., James, A., Frieson, B.L. (2019). Taking it to the streets: Critical race theory, participatory research, and social justice. Critical Race Theory: research methods and methodology in education: Lessons from the field.
- Harrison, D., Frieson, B.L. (2020). Review of Transforming Schooling for Second Language Learners. Teachers College Record.
- Frieson, B.L. (2021). Raciolinguistics, Black language, and wellness..
- Frieson, B.L. (2022). Always Outsiders, Never Insiders: A Study Abroad Program for Future Teachers..
- Vlach, S.K., James-Gallaway, A., Frieson, B.L. (2022). Nothing nice about it: Critiquing Midwest nice in teacher education..
- Frieson, B.L. (2022). Supporting Multilingual Black Children: Building on Black Language Genius.
- Frieson, B.L. (2022). “It’s like they don’t see us at all.”: A Critical Race Theory Critique of Dual Language Bilingual Education for Black Children..
- Frieson, B. (2022). Nothing nice about it: Critiquing Midwest nice in teacher education. Journal of Curriculum and Pedagogy.
- Frieson, B. (2022). Supporting Multilingual Black Children: Building on Black Language Genius. The Reading Teacher.
- Frieson, B. (2022). "It's like they don't see us at all.": A Critical Race Theory Critique of Dual-Language Bilingual Education for Black Children.
- Frieson, B.L., Murray-Everett, N., Johnston-Parsons, M. (2022). Always Outsiders, Never Insiders: A Study Abroad Program for Future Teachers. Teaching and Teacher Education.
- Frieson, B.L. (2021). Linguistic Artistry and Flexibility in Dual-Language Classrooms: Analyzing Student Agency among African-American Students..
- Frieson, B.L. (2021). Remixin’ & flowin’ in centros: Exploring the biliteracy practices of Black Language speakers in an elementary TWI program.
- presiado, v., Frieson, B.L. (2021). “Make sure you see this.”: Multilingual Black Girls’ Language and Literacy Practices as Counternarratives in Elementary Dual Language Bilingual Education Programs..
- Frieson, B. (2021). "Make sure you see this.": Multilingual Black Girls' Language & Literacy Practices as Counternarratives in Elementary Dual Language Bilingual Education Programs. Literacy Research: Theory, Method, and Practice.
- Frieson, B. (2021). Linguistic Artistry and Flexibility in Dual-Language Classrooms: Analyzing Student Agency among African-American Students. Bilingual Research Journal.
- Frieson, B. (2021). Remixin' & flowin' in centros: Exploring the biliteracy practices of Black Language (BL) speakers in an elementary TWI program. Race, Ethnicity and Education.
- Frieson, B. (2020). AntiBlackness in Dual-Language Bilingual Education. https://www.aera.net/Portals/38/docs/SIGs/SIG12/BER%20SIG%20Newsletter%20Fall%202020%20Issue.pdf?ver=2020-12-10-130743-657
- Hoffman, J. (2019). Right to Policies that Ensure Equitable Literacy Instruction.
Book Chapter
Book Review
Encyclopedia Article
Journal Article
Newsletter
Research Brief
| Overall Summative Rating |
Challenge and Engagement Index |
Response Rate |
|---|---|---|
out of 5 |
out of 7 |
% of students responded |
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Overall Summative Rating (median):
This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):- The course as a whole was
- The course content was
- The instructor’s contribution to the course was
- The instructor’s effectiveness in teaching the subject matter was
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Challenge and Engagement Index:
This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):- Do you expect your grade in this course to be
- The intellectual challenge presented was
- The amount of effort you put into this course was
- The amount of effort to succeed in this course was
- Your involvement in course (doing assignments, attending classes, etc.) was