Polly Ulichny
Biographic Data
| ID | 79558 |
|---|---|
| NAME | Polly Ulichny |
| GIVEN NAMES | Polly |
| FAMILY NAME | Ulichny |
| SIGNATURE | ULICHNY P |
| AFFILIATIONS | Boston College |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 2 |
The mismanagement of misunderstandings in cross-cultural interactions
When Critical Ethnography and Action Collide
This article explores the dilemmas that arose in the effort to combine critical ethnography and praxis in a school/university partnership project intending to restructure an urban high school. The tensions and complexities discussed arise from the desire to foster collaboration among participants in a democratic and non-Othering manner, while pursuing a goal of transforming the inequitable structures of schooling m our society. What political and…
Performed Conversations in an ESL Classroom
L2 classroom learners normally expect lessons to give them both language practice and information about language usage. L2 teachers can respond to this implicit request by organizing instruction that provides (a) authentic language activities requiring the selection of language options and the negotiation of meaning among participants as well as (b) explicit information about formal features of the language. This article argues that the way teach…
Cultures in Conflict
This article analyses one urban high school's initiative to create a multicultural program for its predominantly African American and Hispanic students. It describes intergroup tensions within the newly created multicultural program, which had not been as apparent in the school's more traditional comprehensive program. It offers an explanation for the increased tension based on students' concepts of culture and race. It also offers suggestions fo…
The Role of Hypothesis Testing in Qualitative Research. A Researcher Comments
Repeat performances
Interactions and authority
This paper examines writing conferences between teachers and students in two sixth‐grade urban classrooms, within the context of the modified process writing approach used by the teachers and societal and institutional influences that affect the structure and content of the discourse. We develop the construct “dominant interpretive framework” to analyze the teacher's authority and control of knowledge and communication as it is played out in inte…
Cultures in Conflict
This article analyses one urban high school's initiative to create a multicultural program for its predominantly African American and Hispanic students. It describes intergroup tensions within the newly created multicultural program, which had not been as apparent in the school's more traditional comprehensive program. It offers an explanation for the increased tension based on students' concepts of culture and race. It also offers suggestions fo…
When Critical Ethnography and Action Collide
This article explores the dilemmas that arose in the effort to combine critical ethnography and praxis in a school/university partnership project intending to restructure an urban high school. The tensions and complexities discussed arise from the desire to foster collaboration among participants in a democratic and non-Othering manner, while pursuing a goal of transforming the inequitable structures of schooling m our society. What political and…
Interactions and authority
This paper examines writing conferences between teachers and students in two sixth‐grade urban classrooms, within the context of the modified process writing approach used by the teachers and societal and institutional influences that affect the structure and content of the discourse. We develop the construct “dominant interpretive framework” to analyze the teacher's authority and control of knowledge and communication as it is played out in inte…
The mismanagement of misunderstandings in cross-cultural interactions
Repeat performances
Interactions and authority
This paper examines writing conferences between teachers and students in two sixth‐grade urban classrooms, within the context of the modified process writing approach used by the teachers and societal and institutional influences that affect the structure and content of the discourse. We develop the construct “dominant interpretive framework” to analyze the teacher's authority and control of knowledge and communication as it is played out in inte…
The Role of Hypothesis Testing in Qualitative Research. A Researcher Comments
Performed Conversations in an ESL Classroom
L2 classroom learners normally expect lessons to give them both language practice and information about language usage. L2 teachers can respond to this implicit request by organizing instruction that provides (a) authentic language activities requiring the selection of language options and the negotiation of meaning among participants as well as (b) explicit information about formal features of the language. This article argues that the way teach…
Cultures in Conflict
This article analyses one urban high school's initiative to create a multicultural program for its predominantly African American and Hispanic students. It describes intergroup tensions within the newly created multicultural program, which had not been as apparent in the school's more traditional comprehensive program. It offers an explanation for the increased tension based on students' concepts of culture and race. It also offers suggestions fo…
The mismanagement of misunderstandings in cross-cultural interactions
When Critical Ethnography and Action Collide
This article explores the dilemmas that arose in the effort to combine critical ethnography and praxis in a school/university partnership project intending to restructure an urban high school. The tensions and complexities discussed arise from the desire to foster collaboration among participants in a democratic and non-Othering manner, while pursuing a goal of transforming the inequitable structures of schooling m our society. What political and…
Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Language, Discourse, Communication Strategies (3 works) · Mathematics education (3 works) · Context (archaeology (2 works) · Gender Studies (2 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works) · Political science (2 works)