Etta R Hollins
Biographic Data
| ID | 1477581 |
|---|---|
| NAME | Etta R Hollins |
| GIVEN NAMES | Etta R |
| FAMILY NAME | Hollins |
| SIGNATURE | HOLLINS E R |
| AFFILIATIONS | California State University System |
| ORCID | 0000-0003-4493-7586 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Teaching as Academically Based Professional Practice
This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedure…
Teacher Preparation For Quality Teaching
In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential background of particular learners and the philosophical stance through which the purpose of school learnin…
Promoting a self-sustaining learning community: Investigating an internal model for teacher development
The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the 'habits of mind' necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-…
African American Teachers’ Role in School Desegregation: At the Dawn of a New Millennium
The purpose of this study was to determine African American teachers’ perceptions and experiences in schools where European American teachers and students are the majority. Five female African American teachers were interviewed for the purpose of understanding their perceptions and relationships with students and colleagues in this type of school setting. Data were compared to Cose’s “dozen demons” themes to support consistency in interpreting th…
Racial and Ethnic Identity in School Practices: Aspects of Human Development
Transforming Curriculum for a Culturally Diverse Society
Assessing teacher competence for diverse populations
Debunking the Myth of a Monolithic White American Culture; or, Moving Toward Cultural Inclusion
The Marva Collins Story Revisited: Implications for Regular Classroom Instruction
The Marva Collins story has been sensationalized. News-papers across the nation have carried headlines referring to Ms. Collins as &dquo;magical&dquo; or &dquo;marvelous.&dquo; Magazines of gen-eral and special circulation have covered the story. The recently televised version of the story captivated the audi-ence with its emotional drama. Although much has been said and written about this terrific school, few analyses offer concrete recommendati…
The Marva Collins Story Revisited: Implications for Regular Classroom Instruction
The Marva Collins story has been sensationalized. News-papers across the nation have carried headlines referring to Ms. Collins as &dquo;magical&dquo; or &dquo;marvelous.&dquo; Magazines of gen-eral and special circulation have covered the story. The recently televised version of the story captivated the audi-ence with its emotional drama. Although much has been said and written about this terrific school, few analyses offer concrete recommendati…
Teacher Preparation For Quality Teaching
In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential background of particular learners and the philosophical stance through which the purpose of school learnin…
Promoting a self-sustaining learning community: Investigating an internal model for teacher development
The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the 'habits of mind' necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-…
Debunking the Myth of a Monolithic White American Culture; or, Moving Toward Cultural Inclusion
Assessing teacher competence for diverse populations
African American Teachers’ Role in School Desegregation: At the Dawn of a New Millennium
The purpose of this study was to determine African American teachers’ perceptions and experiences in schools where European American teachers and students are the majority. Five female African American teachers were interviewed for the purpose of understanding their perceptions and relationships with students and colleagues in this type of school setting. Data were compared to Cose’s “dozen demons” themes to support consistency in interpreting th…
The Marva Collins Story Revisited: Implications for Regular Classroom Instruction
The Marva Collins story has been sensationalized. News-papers across the nation have carried headlines referring to Ms. Collins as &dquo;magical&dquo; or &dquo;marvelous.&dquo; Magazines of gen-eral and special circulation have covered the story. The recently televised version of the story captivated the audi-ence with its emotional drama. Although much has been said and written about this terrific school, few analyses offer concrete recommendati…
Debunking the Myth of a Monolithic White American Culture; or, Moving Toward Cultural Inclusion
Assessing teacher competence for diverse populations
Transforming Curriculum for a Culturally Diverse Society
Racial and Ethnic Identity in School Practices: Aspects of Human Development
African American Teachers’ Role in School Desegregation: At the Dawn of a New Millennium
The purpose of this study was to determine African American teachers’ perceptions and experiences in schools where European American teachers and students are the majority. Five female African American teachers were interviewed for the purpose of understanding their perceptions and relationships with students and colleagues in this type of school setting. Data were compared to Cose’s “dozen demons” themes to support consistency in interpreting th…
Promoting a self-sustaining learning community: Investigating an internal model for teacher development
The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the 'habits of mind' necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-…
Teacher Preparation For Quality Teaching
In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential background of particular learners and the philosophical stance through which the purpose of school learnin…
Teaching as Academically Based Professional Practice
This discussion presents an argument for developing teaching as a profession wherein practitioners have a shared academic knowledge base, practices, procedures, and protocols with an understanding of how and the conditions under which to apply specific approaches. In this conceptualization, teaching is viewed as an interpretive practice that relies on academic knowledge for practice generated through research on practice translated into procedure…
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Teacher Education and Leadership Studies (5 works) · Sociology (4 works) · Context (archaeology) (3 works) · Cultural diversity (2 works) · Curriculum (2 works) · Political science (2 works) · Social Psychology (2 works)