Sonia E Murrow
Biographic Data
| ID | 2962217 |
|---|---|
| NAME | Sonia E Murrow |
| GIVEN NAMES | Sonia E |
| FAMILY NAME | Murrow |
| SIGNATURE | MURROW S E |
| AFFILIATIONS | Brooklyn College |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Racial Inequality and the Social Reconstructionists at Teachers College
Mary Rose McCarthy, Sonia E. Murrow, Racial Inequality and the Social Reconstructionists at Teachers College, The Journal of Negro Education, Vol. 82, No. 1, The 32nd Annual Charles H. Thompson LectureThe Declining Significance of Historically Black Colleges and Universities:Relevance, Reputation, and Reality in Obamamerica (Winter 2013), pp. 20-34
Is Dialogic Questioning Possible in Social Studies Classrooms
Many scholars agree that students should be regularly engaged in dialogues that require them to question texts, values, or issues. We observed social studies classrooms in secondary schools serving urban, rural, and suburban students of different socioeconomic backgrounds in New York to learn what kinds of questioning strategies teachers were using and whether their questioning supported dialogue. In this paper we identify and give examples of th…
Charting “Unexplored Territory” in the Social Foundations
In this article, I portray undergraduate education students at an urban, inclusive university participating in the process of defining their emerging philosophies of education. Excerpts from student writing demonstrate that, in a course organized around key essential questions, double-entry journals, and students' consideration of their educational autobiographies (in a classroom that valued critical inquiry and collaboration), students developed…
The Social Foundations Classroom
The aim of this article is to describe and analyze the undergraduate Social Foundations course I taught at an urban, inclusive university that attempted to provide students with, among other things, a forum for them to develop both a self-confident personal voice and a view of self as potential change agent of schools. In brief, with what I term pedagogical scaffolding, including the use of key essential questions and double-entry journals, under…
The Social Foundations Classroom
Is Dialogic Questioning Possible in Social Studies Classrooms
Many scholars agree that students should be regularly engaged in dialogues that require them to question texts, values, or issues. We observed social studies classrooms in secondary schools serving urban, rural, and suburban students of different socioeconomic backgrounds in New York to learn what kinds of questioning strategies teachers were using and whether their questioning supported dialogue. In this paper we identify and give examples of th…
Charting “Unexplored Territory” in the Social Foundations
In this article, I portray undergraduate education students at an urban, inclusive university participating in the process of defining their emerging philosophies of education. Excerpts from student writing demonstrate that, in a course organized around key essential questions, double-entry journals, and students' consideration of their educational autobiographies (in a classroom that valued critical inquiry and collaboration), students developed…
The Social Foundations Classroom
The aim of this article is to describe and analyze the undergraduate Social Foundations course I taught at an urban, inclusive university that attempted to provide students with, among other things, a forum for them to develop both a self-confident personal voice and a view of self as potential change agent of schools. In brief, with what I term pedagogical scaffolding, including the use of key essential questions and double-entry journals, under…
The Social Foundations Classroom
The Social Foundations Classroom
The Social Foundations Classroom
The aim of this article is to describe and analyze the undergraduate Social Foundations course I taught at an urban, inclusive university that attempted to provide students with, among other things, a forum for them to develop both a self-confident personal voice and a view of self as potential change agent of schools. In brief, with what I term pedagogical scaffolding, including the use of key essential questions and double-entry journals, under…
Is Dialogic Questioning Possible in Social Studies Classrooms
Many scholars agree that students should be regularly engaged in dialogues that require them to question texts, values, or issues. We observed social studies classrooms in secondary schools serving urban, rural, and suburban students of different socioeconomic backgrounds in New York to learn what kinds of questioning strategies teachers were using and whether their questioning supported dialogue. In this paper we identify and give examples of th…
Charting “Unexplored Territory” in the Social Foundations
In this article, I portray undergraduate education students at an urban, inclusive university participating in the process of defining their emerging philosophies of education. Excerpts from student writing demonstrate that, in a course organized around key essential questions, double-entry journals, and students' consideration of their educational autobiographies (in a classroom that valued critical inquiry and collaboration), students developed…
Racial Inequality and the Social Reconstructionists at Teachers College
Mary Rose McCarthy, Sonia E. Murrow, Racial Inequality and the Social Reconstructionists at Teachers College, The Journal of Negro Education, Vol. 82, No. 1, The 32nd Annual Charles H. Thompson LectureThe Declining Significance of Historically Black Colleges and Universities:Relevance, Reputation, and Reality in Obamamerica (Winter 2013), pp. 20-34
Mathematics education (5 works) · Psychology (5 works) · Sociology (5 works) · Pedagogy (4 works) · Educator Training and Historical Pedagogy (3 works) · Social studies (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Anthropology (1 works) · Context (archaeology (1 works)