Ann Berlak
Biographic Data
| ID | 4860714 |
|---|---|
| NAME | Ann Berlak |
| GIVEN NAMES | Ann |
| FAMILY NAME | Berlak |
| SIGNATURE | BERLAK A |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 2 |
Rejoinder to JoAnn Phillion
I believe that many readers of Teaching and Testimony will be as puzzled by Phillion's collection of criticisms as I was. I will respond to each. 1 and 3: The entire essay is a reflective analysis of my teaching. I am critical of my teaching on a number of grounds and discuss at length how, in my view, my teaching and thinking about teaching changed in significant ways over time, in part in response to my reflections. Phillion quotes the student …
Teaching and Testimony
This article is an effort to understand some patterns of student response in four sections of a cultural diversity course I taught during two subsequent spring semesters. I wanted to understand why students in one of the two sections each semester were quite receptive to the multicultural and antiracist perspectives of the course, and the tone and feeling in those sections were quite positive throughout, while in the two other sections both I and…
Teaching stories
1996). Teaching stories: Viewing a cultural diversity course through the lens of narrative. Theory Into Practice: Vol. 35, Situated Pedagogies: Classroom Practices in Postmodern Times, pp. 93-101
Toward a Nonhierarchical Approach to School Inquiry and Leadership
Dilemmas of Schooling
Teaching and Testimony
This article is an effort to understand some patterns of student response in four sections of a cultural diversity course I taught during two subsequent spring semesters. I wanted to understand why students in one of the two sections each semester were quite receptive to the multicultural and antiracist perspectives of the course, and the tone and feeling in those sections were quite positive throughout, while in the two other sections both I and…
Toward a Nonhierarchical Approach to School Inquiry and Leadership
Teaching stories
1996). Teaching stories: Viewing a cultural diversity course through the lens of narrative. Theory Into Practice: Vol. 35, Situated Pedagogies: Classroom Practices in Postmodern Times, pp. 93-101
Toward a Nonhierarchical Approach to School Inquiry and Leadership
Dilemmas of Schooling
Teaching stories
1996). Teaching stories: Viewing a cultural diversity course through the lens of narrative. Theory Into Practice: Vol. 35, Situated Pedagogies: Classroom Practices in Postmodern Times, pp. 93-101
Rejoinder to JoAnn Phillion
I believe that many readers of Teaching and Testimony will be as puzzled by Phillion's collection of criticisms as I was. I will respond to each. 1 and 3: The entire essay is a reflective analysis of my teaching. I am critical of my teaching on a number of grounds and discuss at length how, in my view, my teaching and thinking about teaching changed in significant ways over time, in part in response to my reflections. Phillion quotes the student …
Teaching and Testimony
This article is an effort to understand some patterns of student response in four sections of a cultural diversity course I taught during two subsequent spring semesters. I wanted to understand why students in one of the two sections each semester were quite receptive to the multicultural and antiracist perspectives of the course, and the tone and feeling in those sections were quite positive throughout, while in the two other sections both I and…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Mathematics education (4 works) · Educator Training and Historical Pedagogy (3 works) · Aesthetics (2 works) · Anthropology (2 works) · Art (2 works) · Critical Race Theory in Education (2 works) · Diversity (politics (2 works)