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Articles 151 - 157 of 157
Full-Text Articles in Education
How To Incorporate External Activities Into Courses For Your Students’ Benefit, Marissa Moran
How To Incorporate External Activities Into Courses For Your Students’ Benefit, Marissa Moran
Publications and Research
No abstract provided.
Learning As We G(R)O(W): Strategizing The Lessons Of A Fledgling Rhetoric And Writing Studies Department, Jane Hindman
Learning As We G(R)O(W): Strategizing The Lessons Of A Fledgling Rhetoric And Writing Studies Department, Jane Hindman
Publications and Research
Published in one of the first collections to focus on independent writing programs, A Field of Dreams. The volume offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure.
Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman
Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman
Publications and Research
Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Publications and Research
The project we describe in this article emerged from thinking about Fridays. While the Monday through Thursday schedule at Renaissance Middle School in Montclair, New Jersey covers the traditional distribution of curriculum, Fridays are dedicated to nine-week cycles of two hour sessions. Each session involves in-depth work focusing on five themes: Aviation, Genetics, Building Bridges, Community Service and this, the Oral History Project. Because the school is thematically organized around core notions of justice, history, social movements and "renaissances" (that is, Italian, Harlem and Montclair), we structured this project around the deeply contested history of desegregation of the Montclair public …
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.
How To Read Aloud To Deaf Children And Young Adults, Sue Livingston, Maureen Collins
How To Read Aloud To Deaf Children And Young Adults, Sue Livingston, Maureen Collins
Publications and Research
No abstract provided.
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Publications and Research
A poststructuralist critique of basic writing placement and pedagogy, this paper argues that our notions of good writing (i.e., the criteria by which we as English professors and compositionists authorize and "place" students) come not from some general or transcendent standards, but rather from the practices by which we self-authorize within our own discourse community. Using Bartholomae and Petrosky's curriculum presented in Facts, Artifacts, Counterfacts as a point of departure, I propose a language-centered curriculum which uses discourse itself as the subject of the semester-Jong project wherein students eventually learn to critique our practices and create their own discourse communities. …