Hope Longwell‐grice

Biographic Data

ID208158
NAMEHope Longwell‐grice
GIVEN NAMESHope
FAMILY NAMELongwell‐grice
SIGNATUREGRICE H L
AFFILIATIONSUniversity of Wisconsin–Milwaukee
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS5
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2001
LATEST PUBLICATION YEAR2013
H-INDEX1

  • A Programmatic View of Portfolios for Urban Teacher Preparation: A Second Look

    Open AccessKaren K Rigoni, Marleen C Pugach et al.ARTICLEEducation and Urban Society2013References: 10

    This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along …

  • Alien Environments or Supportive Writing Communities: Pursuing writing groups in academe

    Open AccessDonna L Pasternak, Hope Longwell‐grice et al.ARTICLEArts and Humanities in Higher…2009References: 2

    This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of the profession, they analyze their experiences as collaborative writers. They examine the delicate negotiations that accompany the organization and maintenance of writing groups. Their dialogue p…

  • White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference

    Open AccessFelicia Saffold, Hope Longwell‐grice et al.ARTICLEThe Urban Review2009

  • Who's in, who's out: Examining race, gender and the cohort community

    Melanie Agnew, Tania Mertzman et al.ARTICLEJournal of Diversity in Higher…2008Cited by: 1References: 4

    Many teacher education programs have adopted a cohort structure which offers attractive administrative and organizational benefits while promoting classroom community. This study examines one urban teacher preparation program that employed a cohort model. Using focus groups and survey data, this mixed methods study compared results on the basis of race and gender. Findings suggest that while the cohort structure created a strong classroom communi…

  • A Programmatic View of Portfolios for Urban Teacher Preparation

    Marleen C Pugach, Hope Longwell‐grice et al.ARTICLEThe New Educator2008Cited by: 1References: 3

    This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…

  • White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference

    Open AccessFelicia Saffold, Hope Longwell‐grice et al.ARTICLEThe Urban Review2008Cited by: 3References: 17

  • Why Doesn't the Creed Read "Always Be Critical"? An Examination of a Liberal Curriculum

    Open AccessHope Longwell‐grice, William J LettsARTICLEAnthropology & Education Quarterly2001References: 11

    Using ethnographic data collected in a second grade classroom over the course of a school year, this paper describes the ways in which one school's discourse of liberalism is deleteriously deployed. We view the school's discipline creed as emblematic of the school's liberal curriculum, and interrogate the effects on four African American boys in the classroom when the school enacts this creed. Despite the agency that these boys obviously had, the…