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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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| 2 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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"You used 'elle,' so now you're a girl": Discursive possibilities for a non-binary teenager in French class
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In: L2 Journal, vol 14, iss 3 (2022)
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Bridging the Historiographical Divides: Religious Transformations in “New Communities of Interpretation” in Europe (1350-1570)
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In: https://halshs.archives-ouvertes.fr/halshs-03507039 ; Brepols, 2022 (2022)
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“Institution” and “institute”: tendency to the “false substitution” of concepts ...
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English as a lingua franca – a paradigm shift for translation and interpreting ...
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| 8 |
Agentivité et citoyenneté linguistique de la francophonie en Ontario
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Macé, Fanny. - : University of Guelph, School of Languages and Literatures, 2022. : Érudit, 2022
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Drifting pitch awareness after exposure to altered auditory feedback ...
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Quipping Equipment: Apropos of Robots and Kantian Chatbots ...
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| 11 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 12 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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Objects That Object, Subjects That Subvert: Agency in Exeter Book Riddle 5
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In: Humanities; Volume 11; Issue 2; Pages: 33 (2022)
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Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach
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In: Education Sciences; Volume 12; Issue 3; Pages: 222 (2022)
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| 15 |
Hauntology and Epistemology in Guillermo del Toro’s Pan’s Labyrinth and Juan Antonio Bayona’s The Orphanage
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 16 |
To what extent does race and gender influence perceptions of agency? ...
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| 17 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice
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| 19 |
Dwelling-in-Displacement: Etel Adnan’s Multilayered Meaning-making Practice in her Life Writing In the Heart of the Heart of Another Country
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In: University of Wollongong Thesis Collection 2017+ (2022)
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| 20 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Abstract:
This dissertation addresses the question of whether focusing on revision in writing instruction can be a form of critical pedagogy in middle school classrooms. Building on the work of A. Suresh Canagarajah, Lisa Delpit, Paulo Freire, Henry Giroux, Kay Halasek, Joseph Harris, Amy Lee, Timothy Lensmire, Min-Zhan Lu, Peter McLaren, Richard Ohmann, Ira Shor, and others, I explore and challenge commonly held attitudes about revision and language, primarily that the goal of revision is to correct errors and that language and its conventions should be thought of in terms of correctness. I explore the ways in which traditional writing workshops both support and fall short of critical pedagogy, and how a revised writing workshop—a critical workshop—might be a vehicle for critical pedagogy. Would focusing on revisions give students the attitude, ownership, and agency to enable them to identify what might be better in their lives and the world, and to see themselves as agents of that change? As a teacher-researcher and teaching-researcher, I investigated students’ attitudes toward revision to see if they became more critical during and after exposure to the critical workshop. In other words, did revising become less about judging, earning grades, and correction? In the minds of students, did revising writing become more about making writing stronger, seeing applications of revision to other areas of their lives, considering their audience and others, taking risks in their writing, and opening their minds to new ideas? Did their critical thinking become more complex? Second, I used my data to explore whether students appeared to feel more ownership of their writing, and what kinds of agency this ownership led to. My primarily qualitative (and partly quantitative) analysis indicates that focusing on revisions in the critical workshop can significantly change students’ attitudes toward revision to a more critical way of thinking. My data also indicates that the critical workshop helps to create a variety of feelings of ownership and agency in students. I propose that this approach to writing can be a form of critical pedagogy that is developmentally appropriate for eighth-grade students.
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Keyword:
agency; critical pedagogy; Curriculum and Instruction; middle school; revision; writing instruction; writing workshop
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URL: https://scholarworks.umass.edu/dissertations_2/2402
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3482&context=dissertations_2
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