Gail Weinstein‐shr
Biographic Data
| ID | 210251 |
|---|---|
| NAME | Gail Weinstein‐shr |
| GIVEN NAMES | Gail |
| FAMILY NAME | Weinstein‐shr |
| SIGNATURE | SHR G W |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 2 |
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Overview Discussion
A t the conception of this special issue, the tentative title was Agendas for Adult Second Language Literacy: Invitation to Dialogue. For reasons both conceptual and logistical, this has been condensed, words and phrases at a time, to Adult Literacies, a title that sounds tidy and resolved. As I write this overview commentary, however, I am struck by how untidy, how unresolved is the situation in which we find ourselves as a field and how many qu…
In this Issue
Learning Lives in the Post-Island World
Continuity and Change
No abstract available for this article
People, process, and paradox
Qualitative researchers have made some provocative assertions about ethnography: [a] in research on dynamic processes, questions change, and therefore research tools change; [b] in ethnography, the researcher is the instrument; and [c] ethographic research is characterized by researcher “self‐doubt.” This article reflects on the nature of ethnographic research in light of experiences I gained while investigating the role of literacy in the lives …
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Continuity and Change
No abstract available for this article
People, process, and paradox
Qualitative researchers have made some provocative assertions about ethnography: [a] in research on dynamic processes, questions change, and therefore research tools change; [b] in ethnography, the researcher is the instrument; and [c] ethographic research is characterized by researcher “self‐doubt.” This article reflects on the nature of ethnographic research in light of experiences I gained while investigating the role of literacy in the lives …
Overview Discussion
A t the conception of this special issue, the tentative title was Agendas for Adult Second Language Literacy: Invitation to Dialogue. For reasons both conceptual and logistical, this has been condensed, words and phrases at a time, to Adult Literacies, a title that sounds tidy and resolved. As I write this overview commentary, however, I am struck by how untidy, how unresolved is the situation in which we find ourselves as a field and how many qu…
Learning Lives in the Post-Island World
People, process, and paradox
Qualitative researchers have made some provocative assertions about ethnography: [a] in research on dynamic processes, questions change, and therefore research tools change; [b] in ethnography, the researcher is the instrument; and [c] ethographic research is characterized by researcher “self‐doubt.” This article reflects on the nature of ethnographic research in light of experiences I gained while investigating the role of literacy in the lives …
Continuity and Change
No abstract available for this article
Learning Lives in the Post-Island World
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Overview Discussion
A t the conception of this special issue, the tentative title was Agendas for Adult Second Language Literacy: Invitation to Dialogue. For reasons both conceptual and logistical, this has been condensed, words and phrases at a time, to Adult Literacies, a title that sounds tidy and resolved. As I write this overview commentary, however, I am struck by how untidy, how unresolved is the situation in which we find ourselves as a field and how many qu…
In this Issue
Psychology (5 works) · Sociology (5 works) · Multilingual Education and Policy (4 works) · Literacy (3 works) · Pedagogy (3 works) · Adult literacy (2 works) · Citation (2 works) · Computer Science (2 works) · Global Education and Multiculturalism (2 works) · Library science (2 works)