Sandra Hollingsworth
Biographic Data
| ID | 1605571 |
|---|---|
| NAME | Sandra Hollingsworth |
| GIVEN NAMES | Sandra |
| FAMILY NAME | Hollingsworth |
| SIGNATURE | HOLLINGSWORTH S |
| AFFILIATIONS | University of California, Berkeley |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
A Message From the New Aerj/SIA Editors
I Think It Happened Again”
A review of Changing Our Minds: Negotiating English and Literacy by Miles Myers. Champaign, IL: National Council of Teachers of English, 1996
Leaving Normal
International Action Research: A Casebook for Educational Reform
Action research and educational change, John Elliot action research and societal change, Stephen Kemmis action research and personal change, Marion Dadds and Sandra Hollingsworth action research as praxis, Susan Noffke political issues in action research, Andrew Gitlin action research and social justice, Gaby Weiner environmental issues in action research, Michaela Mayer a cross-cultural look at teacher professional development, Hugh Sockett soci…
Toward a Collaborative Praxis of Multiple Literacies
Margie (Margaret Gallego) and I (Sam-or Sandra Hollingsworth) are collaborative colleagues and good friends. Margie is a Latina woman who, brought up in mainstream schools in Arizona, was surprised to discover that she had a special gift for Spanish discourse in high school. I am a Caucasian woman, born in the South and raised in part in Europe, who was surprised to discover a special attraction to feminist discourse as a new professor at the Uni…
Integrative Social Studies for Urban Middle Schools: A Case for Multiple Literacies
In this article the authors argue that the integration of mainstream, standard or “school” literacy into social studies instruction is necessary to ensure that students in urban middle school classrooms learn social studies content. Then the authors ask even more from social educators—arguing for social studies instruction from perspectives of feminist praxis that include multiple literacies—or standard, community, and personal literacies—to vali…
Continuing the Journey Toward Gender Equity
Many contributors to this article started their journey to increase gender equity in education around 1972, when federal Title IX legislation was passed. Title IX prohibits discrimination on the basis of sex in educational programs or activities receiving federal financial assistance. This article discusses progress and future possibilities for additional useful research. After reviewing relevant goals, we address equity issues in the areas of th…
By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach
This paper is a narrative drawn from a six-year conversation with two female elementary school teachers as they are learning to teach literacy. The teachers were part of a larger longitudinal investigation on learning to teach that began with their preservice teacher education programs at a research university on the West Coast. This report summarizes conversational data collected in both classrooms during the fifth year. The stories that emerge …
Learning to Teach Through Collaborative Conversation: A Feminist Approach
As part of a longitudinal research project on learning to teach literacy and as a personal quest to make her work as a teacher educator more supportive, this researcher arranged an ongoing conversation for members of three cohorts of preservice and beginning elementary teachers. The conversation was prompted by an interest in beginning teachers’ critical responses to the personal support for learning to teach that they receive from their teacher …
Learning to Teach Aaron: A Beginning Teacher's Story of Literacy Instruction in an Urban Classroom
This is Leslie Minarik's story of learning to teach Aaron, an African-American second-grader. In the third year of her teaching career, Leslie was concerned because Aaron could not read and write. The narrative unfolds through a longitudinal study of Leslie's learning to teach culturally diverse children that began with her graduate level preservice teacher education program. Through data collected during bimonthly classroom visits and monthly me…
Prior Beliefs and Cognitive Change in Learning to Teach
This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students’ learning…
Making Field-Based Programs Work: A Three-Level Approach to Reading Education
Hollingsworth reports the design, im plementation, and outcomes of a combi nation methods course and field experi ence for preservice reading teachers. The program was created to involve cooperating teachers in a collaborative manner, to assist elementary children with reading problems, and to increase both cooperating and student teachers' knowledge of reading instruction. Re sults indicated that the design facilitated knowledge growth for all t…
The Instructional Decisions of Preservice Teachers during a Reading Practicum
Shefelbine and Hollingsworth studied the instructional decisions of 14 under graduate elementary education stu dents during a reading practicum. Deci sion making was evaluated across seven areas of reading: diagnosis, planning, lesson balance, text placement, type of reading practice, word recognition in struction, and developing background knowledge. The authors specifically sought (a) to identify what kinds of deci sions are potentially trouble…
Prior Beliefs and Cognitive Change in Learning to Teach
This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students’ learning…
By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach
This paper is a narrative drawn from a six-year conversation with two female elementary school teachers as they are learning to teach literacy. The teachers were part of a larger longitudinal investigation on learning to teach that began with their preservice teacher education programs at a research university on the West Coast. This report summarizes conversational data collected in both classrooms during the fifth year. The stories that emerge …
Learning to Teach Through Collaborative Conversation: A Feminist Approach
As part of a longitudinal research project on learning to teach literacy and as a personal quest to make her work as a teacher educator more supportive, this researcher arranged an ongoing conversation for members of three cohorts of preservice and beginning elementary teachers. The conversation was prompted by an interest in beginning teachers’ critical responses to the personal support for learning to teach that they receive from their teacher …
Continuing the Journey Toward Gender Equity
Many contributors to this article started their journey to increase gender equity in education around 1972, when federal Title IX legislation was passed. Title IX prohibits discrimination on the basis of sex in educational programs or activities receiving federal financial assistance. This article discusses progress and future possibilities for additional useful research. After reviewing relevant goals, we address equity issues in the areas of th…
Making Field-Based Programs Work: A Three-Level Approach to Reading Education
Hollingsworth reports the design, im plementation, and outcomes of a combi nation methods course and field experi ence for preservice reading teachers. The program was created to involve cooperating teachers in a collaborative manner, to assist elementary children with reading problems, and to increase both cooperating and student teachers' knowledge of reading instruction. Re sults indicated that the design facilitated knowledge growth for all t…
The Instructional Decisions of Preservice Teachers during a Reading Practicum
Shefelbine and Hollingsworth studied the instructional decisions of 14 under graduate elementary education stu dents during a reading practicum. Deci sion making was evaluated across seven areas of reading: diagnosis, planning, lesson balance, text placement, type of reading practice, word recognition in struction, and developing background knowledge. The authors specifically sought (a) to identify what kinds of deci sions are potentially trouble…
A Message From the New Aerj/SIA Editors
Toward a Collaborative Praxis of Multiple Literacies
Margie (Margaret Gallego) and I (Sam-or Sandra Hollingsworth) are collaborative colleagues and good friends. Margie is a Latina woman who, brought up in mainstream schools in Arizona, was surprised to discover that she had a special gift for Spanish discourse in high school. I am a Caucasian woman, born in the South and raised in part in Europe, who was surprised to discover a special attraction to feminist discourse as a new professor at the Uni…
Learning to Teach Aaron: A Beginning Teacher's Story of Literacy Instruction in an Urban Classroom
This is Leslie Minarik's story of learning to teach Aaron, an African-American second-grader. In the third year of her teaching career, Leslie was concerned because Aaron could not read and write. The narrative unfolds through a longitudinal study of Leslie's learning to teach culturally diverse children that began with her graduate level preservice teacher education program. Through data collected during bimonthly classroom visits and monthly me…
The Instructional Decisions of Preservice Teachers during a Reading Practicum
Shefelbine and Hollingsworth studied the instructional decisions of 14 under graduate elementary education stu dents during a reading practicum. Deci sion making was evaluated across seven areas of reading: diagnosis, planning, lesson balance, text placement, type of reading practice, word recognition in struction, and developing background knowledge. The authors specifically sought (a) to identify what kinds of deci sions are potentially trouble…
Making Field-Based Programs Work: A Three-Level Approach to Reading Education
Hollingsworth reports the design, im plementation, and outcomes of a combi nation methods course and field experi ence for preservice reading teachers. The program was created to involve cooperating teachers in a collaborative manner, to assist elementary children with reading problems, and to increase both cooperating and student teachers' knowledge of reading instruction. Re sults indicated that the design facilitated knowledge growth for all t…
Prior Beliefs and Cognitive Change in Learning to Teach
This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students’ learning…
Learning to Teach Through Collaborative Conversation: A Feminist Approach
As part of a longitudinal research project on learning to teach literacy and as a personal quest to make her work as a teacher educator more supportive, this researcher arranged an ongoing conversation for members of three cohorts of preservice and beginning elementary teachers. The conversation was prompted by an interest in beginning teachers’ critical responses to the personal support for learning to teach that they receive from their teacher …
Learning to Teach Aaron: A Beginning Teacher's Story of Literacy Instruction in an Urban Classroom
This is Leslie Minarik's story of learning to teach Aaron, an African-American second-grader. In the third year of her teaching career, Leslie was concerned because Aaron could not read and write. The narrative unfolds through a longitudinal study of Leslie's learning to teach culturally diverse children that began with her graduate level preservice teacher education program. Through data collected during bimonthly classroom visits and monthly me…
By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach
This paper is a narrative drawn from a six-year conversation with two female elementary school teachers as they are learning to teach literacy. The teachers were part of a larger longitudinal investigation on learning to teach that began with their preservice teacher education programs at a research university on the West Coast. This report summarizes conversational data collected in both classrooms during the fifth year. The stories that emerge …
Continuing the Journey Toward Gender Equity
Many contributors to this article started their journey to increase gender equity in education around 1972, when federal Title IX legislation was passed. Title IX prohibits discrimination on the basis of sex in educational programs or activities receiving federal financial assistance. This article discusses progress and future possibilities for additional useful research. After reviewing relevant goals, we address equity issues in the areas of th…
Integrative Social Studies for Urban Middle Schools: A Case for Multiple Literacies
In this article the authors argue that the integration of mainstream, standard or “school” literacy into social studies instruction is necessary to ensure that students in urban middle school classrooms learn social studies content. Then the authors ask even more from social educators—arguing for social studies instruction from perspectives of feminist praxis that include multiple literacies—or standard, community, and personal literacies—to vali…
Toward a Collaborative Praxis of Multiple Literacies
Margie (Margaret Gallego) and I (Sam-or Sandra Hollingsworth) are collaborative colleagues and good friends. Margie is a Latina woman who, brought up in mainstream schools in Arizona, was surprised to discover that she had a special gift for Spanish discourse in high school. I am a Caucasian woman, born in the South and raised in part in Europe, who was surprised to discover a special attraction to feminist discourse as a new professor at the Uni…
Leaving Normal
International Action Research: A Casebook for Educational Reform
Action research and educational change, John Elliot action research and societal change, Stephen Kemmis action research and personal change, Marion Dadds and Sandra Hollingsworth action research as praxis, Susan Noffke political issues in action research, Andrew Gitlin action research and social justice, Gaby Weiner environmental issues in action research, Michaela Mayer a cross-cultural look at teacher professional development, Hugh Sockett soci…
I Think It Happened Again”
A review of Changing Our Minds: Negotiating English and Literacy by Miles Myers. Champaign, IL: National Council of Teachers of English, 1996
A Message From the New Aerj/SIA Editors
Psychology (11 works) · Pedagogy (10 works) · Mathematics education (9 works) · Teacher Education and Leadership Studies (9 works) · Sociology (7 works) · Epistemology (5 works) · Praxis (4 works) · Teacher education (4 works) · Computer Science (3 works) · Literacy (3 works)