Christopher R Vasquez
Biographic Data
| ID | 1584615 |
|---|---|
| NAME | Christopher R Vasquez |
| GIVEN NAMES | Christopher R |
| FAMILY NAME | Vasquez |
| SIGNATURE | VASQUEZ C R |
| AFFILIATIONS | Adult Education Division, Buffalo Public Schools, Buffalo, New York, USA |
| ORCID | 0000-0002-7484-7365 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Deciding who we are
Classroom communities are shared, value-laden, relational time-spaces. One way a classroom community makes explicit and cultivates its values and sought-after ways of interacting is through classroom rules or agreements. What they consist of, and how they are agreed upon, taken up and/or imposed communicates who and what is valued. While some classroom commuities co-author rules, they have typically focused on classroom management and student beh…
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
Deciding who we are
Classroom communities are shared, value-laden, relational time-spaces. One way a classroom community makes explicit and cultivates its values and sought-after ways of interacting is through classroom rules or agreements. What they consist of, and how they are agreed upon, taken up and/or imposed communicates who and what is valued. While some classroom commuities co-author rules, they have typically focused on classroom management and student beh…
Dialogic (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Agreement (1 works) · Anthropology (1 works) · Class (philosophy (1 works) · Communication (1 works)