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Bob Blaisdell Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):103-111
The author describes a semester teaching basic composition to a class of New York City women college students on public assistance. His narrative dramatizes how the students write in powerful and impressive ways on a variety of themes and have original and interesting responses to the short stories they read and to a guest author they meet. 相似文献
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Analyzing schools as racial spaces can help researchers examine the role of teachers in the perpetuation of structural racism in schools. Based on ethnographic and autoethnographic work, this article offers examples of schools as racial spaces, spaces where whiteness controlled access. It also highlights four teachers who pursued racial equity in their teaching, and how a structural understanding of race was key to their efforts. It makes the argument that racial spaces analysis can help researchers work with teachers to understand structural racism and to better counter it in school practices. 相似文献
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An English professor at a community college in New York City argues, by analogy with contentions made by the neurologist Oliver Sacks about some of his patients, that the testing his university system uses to evaluate his students' writing is only good at exposing deficiencies, not strengths; he claims that students write under constraints that no professor or professional writer would accept. He concludes that it is less important for his students to satisfy mandated rubrics than to satisfy his own rigorous responses as a professional and devoted reader of literature. 相似文献
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Lorna Arnott Loreain Martinez-Lejarreta Kate Wall Caralyn Blaisdell Ioanna Palaiologou 《British Educational Research Journal》2020,46(4):786-810
In an era when children’s rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This article therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children’s decision-making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful, they need to be pedagogically appropriate to the maturity and capabilities of the children. We also demonstrate that, irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning. 相似文献
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Vampires and a Moco Jumbie is a narrative-essay about teaching Basic Composition in New York City in the early 1990s. To the surprise and delight of the teacher, the students describe in class discussions and in their writings their beliefs in the supernatural. 相似文献
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The Urban Review - This article uses Lefebvre’s concept of right to the city to frame the practices of a Kindergarten teacher and her ability to create a more racially equitable classroom... 相似文献
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Instrumental response variation is inversely related to reward probability. Gharib, Derby, and Roberts (2001) theorized that
individuals behave more variably when their expectation of reward is low. They postulate that this behavioral rule assists
the discovery of alternative actions when a target response is unlikely to be reinforced. This suggests that response variability
may be unaffected in a situation in which an animal’s behavior is inconsequential to outcome delivery. We trained 6 pigeons
in a within-subjects Pavlovian autoshaping procedure. On any given trial, the pigeons were presented with one of six colored
discs on a touchscreen; each stimulus was associated with a particular probability of food, ranging from 100% to 0.6%. Pecking
was more variable with low probabilities of food delivery, thus extending the rule relating variability and expectation to
a Pavlovian situation. 相似文献
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