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Talking Back, with Reawakened Voices: Analyzing the Potential for Indigenous California Languages Coursework at California Polytechnic State University
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In: Ethnic Studies (2015)
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| 2 |
Creating A Framework For Success For High School African American Males: A Policy Advocacy Document
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In: Dissertations (2015)
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| 3 |
Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature
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In: Australian Journal of Teacher Education (2015)
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| 4 |
Perspectives on the College Readiness and Outcome Achievement of Former Intensive English Language Program (IELP) Students
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In: Dissertations and Theses (2015)
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| 5 |
An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification
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In: Graduate Theses and Dissertations (2015)
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| 6 |
Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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| 7 |
New and not so new methods for assessing oral communication
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In: English Publications (2015)
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Structural Equation Modeling Reporting Practices for Language Assessment
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In: English Publications (2015)
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| 9 |
Development and validation of virtual interactive tasks for an aviation English assessment
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In: Graduate Theses and Dissertations (2015)
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| 10 |
Readability-based Sentence Ranking for Evaluating Text Simplification
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In: English Technical Reports and White Papers (2015)
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| 11 |
A systemic functional perspective on automated writing evaluation: formative feedback on causal discourse
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In: Graduate Theses and Dissertations (2015)
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| 12 |
Overworked and stressed teachers under market economy: Case Study in Northwest China
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In: English Publications (2015)
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| 13 |
High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success
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In: Electronic Theses and Dissertations (2015)
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| 14 |
Qualitative Phenomenological Study Exploring Instructional Practices that Contribute to Academic Success for Public Elementary School English Language Learners
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In: Doctoral Dissertations and Projects (2015)
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| 15 |
Difficult Knowledge and the English Classroom: A Catholic Framework Using Cormac McCarthy's The Road
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In: Journal of Catholic Education (2015)
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Abstract:
In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with The Road in a way that recognizes the terrible difficulty of its subjects? How might this difficulty help them to better understand their schools, their communities, and themselves? In engaging these questions, the authors provide new possibilities for class discussion, student engagement, and assessment. Connaissances difficiles et la classe d'anglais : Utilisation de La route (The Road) par Cormac McCarthy dans un programme d'enseignement catholique Dans cet article, les auteurs étudient les possibilités génératives de prise de risques dans les classes d'anglais des écoles catholiques. Ils associent le risque pédagogique avec ce que Deborah Britzman (1998) a appelé des « connaissances difficiles », c'est-à-dire un contenu qui amène les élèves à prendre en compte le traumatisme social. L'intégration fructueuse des connaissances difficiles exige que les professeurs d'anglais prennent des risques pédagogiques substantiels, notamment dans la salle de classe d'une école catholique. En s'inspirant de la théologie critique et du roman de Cormac McCarthy La route qui est un texte difficile, les auteurs se servent d'une étude de cas montrant la manière dont la difficulté traumatique du roman peut faire l'objet d'un enseignement fructueux dans une école catholique. Comment les élèves peuvent-ils considérer La route d'une manière qui reconnaisse les terribles difficultés des sujets traités ? Comment cette difficulté peut-elle les aider à mieux comprendre leurs écoles, leurs communautés et eux-mêmes? En soulevant ces questions, les auteurs ouvrent de nouvelles possibilités de discussions en classe, d'engagement de la part des élèves et d'évaluation. Mots-clés :Œuvres en langue anglaise, littérature, connaissances difficiles, risque, évaluation, écoles catholiques La route Cormac McCarthy Conocimiento difícil y la clase de inglés: un marco católico usando The Road, de Cormac McCarthy En el presente artículo, los autores exploran las posibilidades generativas de toma de riesgos en la clase de inglés de la escuela católica. Asocian riesgos pedagógicos con lo que Deborah Britzman (1998) ha llamado “conocimiento difícil”, contenido que provoca que los estudiantes consideren el trauma social. Para introducir de una manera profunda el conocimiento difícil, los profesores de inglés deben tomar riesgos pedagógicos significativos, especialmente en las aulas de la escuela católica. Extrayendo de la teología crítica y de la novela The Road (2006), de Cormac McCarthy, un texto difícil, los autores emplean un estudio de caso que observa cómo la dificultad traumática de la novela se podría enseñar fructíferamente en una escuela católica. ¿Cómo podrían considerar los estudiantes The Road de una manera que reconozca la terrible dificultad de sus personajes? ¿Cómo podría esta dificultad ayudarles a comprender mejor las escuelas, sus comunidades y a ellos mismos? Al abarcar estas preguntas, los autores ofrecen nuevas posibilidades para la discusión en clase, la motivación del estudiante y la evaluación. Palabras clave: Lengua y literatura inglesa, literatura, conocimiento difícil, riesgo, evaluación, escuelas católicas, The Road, Cormac McCarthy
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Keyword:
and Multicultural Education; assessment; Bilingual; Catholic schools; Cormac McCarthy; Curriculum and Instruction; difficult knowledge; Educational Methods; English language arts; literature; Multilingual; Other Education; risk; Teacher Education and Professional Development; The Road
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URL: https://digitalcommons.lmu.edu/ce/vol19/iss1/5
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1835&context=ce
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| 16 |
Falling Short on The Promise to English Learners: A Report on Year One LCAPs
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In: Reports (2015)
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| 17 |
The Effects of Student Self-assessment with Goal Setting on Fourth Grade Mathematics Students: Creating Self-regulating Agents of Learning
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In: Doctoral Dissertations and Projects (2015)
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| 18 |
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten
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In: Education and Policy Briefs (2015)
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| 19 |
English Language Learners: A Correlational Study of the Relationship Between A Proficiency Level Assessment and End of Course Test Scores at one Georgia High School
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In: FIU Electronic Theses and Dissertations (2015)
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| 20 |
Hospitality Education Assessment: A Case Study on the Learning Experience of Chinese Students in a 4-year Program at a U.S. Institution
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In: FIU Electronic Theses and Dissertations (2015)
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