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Full-Text Articles in Education
Teachers As Language-Policy Actors: Contending With The Erasure Of Lesser-Used Languages In Schools, Kara Brown
Teachers As Language-Policy Actors: Contending With The Erasure Of Lesser-Used Languages In Schools, Kara Brown
Faculty Publications
On the basis of an ethnographic study of the Võro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional–language policy helps simultaneously to reproduce and challenge existing ideologies in the school environment. I explore the teachers' understandings of their power and freedom to inform their navigation of the circumscribed choices offered in a post-Soviet educational system. [language, anthropology of policy, teachers, Baltic]
Discerning Writing Assessment: Insights Into An Analytical Rubric, Lucy K. Spence
Discerning Writing Assessment: Insights Into An Analytical Rubric, Lucy K. Spence
Faculty Publications
Two teachers engage in assessment discussions based on an analytical rubric to assess an ELL student’s writing. Discourse analysis methods were used to analyze recorded/transcribed assessments and discussions. The teachers focused on descriptors for the rubric’s lowest scores, neglecting their own knowledge and experience with English learners. As an alternative, a sociocultural oriented assessment is discussed including implications for the classroom.
The Boys Like Action And The Girls Like Emotion, Timothy Lintner
The Boys Like Action And The Girls Like Emotion, Timothy Lintner
Faculty Publications
No abstract provided.
Disrupted But Not Destroyed: Fictive-Kinship Networks Among Black Educators In Post-Katrina New Orleans, Daniella Ann Cook
Disrupted But Not Destroyed: Fictive-Kinship Networks Among Black Educators In Post-Katrina New Orleans, Daniella Ann Cook
Faculty Publications
Drawing on Adkins’ (1997) notion of reform as colonization and using ethnographic data from African American teachers in New Orleans after Hurricane Katrina, this article discusses how black educators’ fictive-kinship (Fordham 1996, Chatters, Taylor, and Jayadoky 1994, Stack 1976) networks have been altered in the changing landscape of reform. I argue that the importance of fictive-kinship relationships among educators and students was ignored in school-reform efforts in post-Katrina New Orleans. Post-Katrina school reforms disrupted, but did not destroy, these fictive-kinship networks. I discuss three themes: (1) fictive-kinship networks created before Katrina cultivated an environment centered on cooperation, collaboration, and solidarity, …