LaBrant, L. (1984, March). Our readers wrote: What’s the state of education and English teaching today? The English Journal, 73(3), 84. https://www.jstor.org/stable/817232
LaBrant, L. (1977, March). The profession in perspective. The English Journal, 66(3), 6-9. https://www.jstor.org/stable/815797
LaBrant details her high school and early teaching experiences, concluding that challenges from those early years remain similar in the current time of publication.
LaBrant, L. (1972, December). A word of protest. Teachers College Record, 74(2), 167-169.
LaBrant confronts contemporary educational change in the context of approaches practiced (and then ignored) from the 1920s and 1930s.
Like many of today’s reformers and critics, the earlier leaders saw great concern with freedom of both thought and behavior. Educators questioned the lockstep teaching of conventional subject matter, limitations of the material, and formality instead of natural teacher-pupil relations. (p. 169)
LaBrant, L. (1972, Spring). A few suggestions about language learning. Educational Horizons, 50(3), 105-108. https://www.jstor.org/stable/42923976
LaBrant advocates for a Deweyan approach to teaching language, reading, writing, speaking, and listening.
LaBrant, L. (1970, November 20). A backward glance. Teacher’s edition. Read, 20(6), 1-2.
LaBrant looks back on her experience with high school, which stretched over 70 years.
Friedman, J.E., LaBrant, L. (1970, July-August). The two-year stretch. Change, 2(4), 4. https://www.jstor.org/stable/40161070
LaBrant, L. (1967, Winter). Untapped resources of negro students. Negro American Literature Forum, 1(2), 15-17. https://www.jstor.org/stable/3041238
LaBrant examines the potential of Black students, often unrecognized, based on her decade of working in a pre-college program at Dillard University.
LaBrant, L. (1965, April). Broadening the experiences of deprived readers. Education, 499–502.
LaBrant discusses struggling reader, drawing on her experience with junior high students on the Lower East Side in New York City.
We frequently overlook the need of the bilingual child or youth to take advantage of a language which is an intimate part of his childhood. … One might note the pleasure young Negro readers often find in some of the pictures of Negro life by Ralph Ellison or James Baldwin, a please of recognition and not of protest. (p. 501)
…A diversified, individualized offering permits the “deprived” reader to utilize the large experience he has acquired in out-of-school hours. We tend to measure the experience of such young people in terms of what they lack; that is, in terms of what they do not know but which other middle-class young people do know. (p. 502)
LaBrant, L. (1964, November 15). The drill book—Master or tool? Teacher’s edition. Read, 14(6), 1, 6–7.