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Full-Text Articles in Education
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …
Sudden Possibilities: Porpoises, Eggcorns, And Error, Darren Crovitz
Sudden Possibilities: Porpoises, Eggcorns, And Error, Darren Crovitz
Faculty and Research Publications
[...] the keys to their development as writers often lie hidden in the very features of their writing that English teachers have been trained to brush aside with a marginal code letter or a scribbled injunction to "Proofread!" (5) A punitive emphasis on correctness, Shaughnessy argues, can actually have the opposite of its intended effect on basic writers, stifling their experiments with language for fear of failure (8). A reflection on the rationale of error-making must extend beyond a student's apparent inability to memorize and apply a rule, toward deeper considerations: "a teacher who would work with [basic writers] might …
Ua98/1 Potter College For Young Ladies Publications, Wku Archives
Ua98/1 Potter College For Young Ladies Publications, Wku Archives
WKU Archives Collection Inventories
Publications created by Potter College. This series consists of catalogs, yearbooks and the college newsletter.
Ua94/3/1 Student/Alumni Personal Papers Potter College, Wku Archives
Ua94/3/1 Student/Alumni Personal Papers Potter College, Wku Archives
WKU Archives Collection Inventories
Small collections of personal papers relating to Potter College.
Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell
Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell
Faculty Publications
President Thomas S. Monson taught, “The goal of gospel teaching . . . is not to ‘pour information’ into the minds of class members. . . . The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.” In this same talk he emphasized the importance of taking action as it relates to learning, saying, “I hear and I forget; I see and I remember; I do and I learn.” Thus a key responsibility in the role of a religious educator is to help students do things as a result of …