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Straight from the underground : teachers of Color, Hip Hop, and the remixing of social studies
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Introducing in-service English language teachers to data-driven learning for academic writing
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Using Kaleidographic to visualize multimodal relations within and across texts
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Visualizing corpus-assisted multimodal discourse analysis: Principles and limitations
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Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap
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Making meaning of community : a multi-case study of three urban, middle-school teachers
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Abstract:
In response to a widespread use of the term, “community,” within the field of education, and foundational use of the notion within critical, anti-deficit approaches to pedagogy, this study takes up considerations of meanings and uses of community within middle school classrooms. The following questions guide this study: 1. How do successful, urban, middle-school teachers working with students of color understand the concept of “community” in relation to their work with these students? and 2. How do these teachers approach and draw from their conceptions of “community” in their classroom practices? Culturally Relevant Pedagogy and Critical Human Geography theories are brought together to form the conceptual framework. In order to investigate these questions, a qualitative multi-case study design is used and data included interviews, observations, artifacts, photography, and mapping. Three teachers, within the subject areas of math, Spanish, and science, participated in this study. Findings revealed complex, contradictory, shifting, and dynamic ways community was conceptualized and used. Rather than being simply a positive, desirable or a negative, problematic concept, community was described in ways that positioned it as both positive and negative. The teachers’ identity, particularly around language, and their intentional actions affected their ability to be part of their students’ communities. This membership status in turn affected the classroom environment and functioning. This holds implications for teacher education and development as well as school leadership and future research. ; Curriculum and Instruction
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Keyword:
Community; Critical human geography; Critical pedagogy; Culturally relevant pedagogy; Middle grades; Secondary education; Urban education
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URL: http://hdl.handle.net/2152/63354 https://doi.org/10.15781/T29C6SH5K
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Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity
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Intraoperative mapping of expressive language cortex using passive real-time electrocorticography
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Spatio-Temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task
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Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years
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Spatio-Temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task
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Electrocorticographic representations of segmental features in continuous speech
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Spatio-temporal Progression of Cortical Activity Related to Continuous Overt and Covert Speech Production in a Reading Task (Dataset)
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Let's Go to the Carnival: Hybridization of Heterotopian Spaces in the Films of Kevin Smith
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In: Graduate Theses and Dissertations (2015)
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Electrocorticographic representations of segmental features in continuous speech
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Beyond resistance : transgressive white racial knowledge and its limits
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Reading, interpreting, and teaching African American history : examining how African American history influences the curricular and pedagogical decisions of pre-service teachers
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