David McEachen
Biographic Data
| ID | 5181930 |
|---|---|
| NAME | David McEachen |
| GIVEN NAMES | David |
| FAMILY NAME | McEachen |
| SIGNATURE | MCEACHEN D |
| AFFILIATIONS | Santa Barbara High School |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Art (1 work) · Class (philosophy (1 work) · Curriculum (1 work) · Digital Storytelling and Education (1 work) · Educator Training and Historical Pedagogy (1 work) · EFL/ESL Teaching and Learning (1 work)