Curt Dudley‐Marling
Biographic Data
| ID | 5624539 |
|---|---|
| NAME | Curt Dudley‐Marling |
| GIVEN NAMES | Curt |
| FAMILY NAME | Dudley‐Marling |
| SIGNATURE | MARLING C D |
| AFFILIATIONS | Boston College |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
Discussion in Postsecondary Classrooms
Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this lit…
Crossing the Divide? Diversity Issues in Teacher Education and Special Education
We would like to thank the editors of Journal of Teacher Education (JTE) for the opportunity to respond to Leah Wasburn-Moses's thoughtful response to our article, Diversity in Teacher Education and Special Education: The Issues That Divide. In our article, we identified what we believe are fundamental differences in how voices in the special education and general teacher education diversity communities think about human differences and suggested…
Diversity in Teacher Education and Special Education
This article explores the enduring fissure between general and special teacher education by focusing directly on the issues that divide these two fields. In the first part of the article, the authors describe their individual and shared positionalities as scholars and practitioners. Then the article examines differences in the disciplinary traditions that influence the work of general teacher educators and special teacher educators as well as iss…
Towards a more inclusive approach to intervention research
Intervention research in special education tends to rely on comparisons of mean differences to determine instructional strategies that ‘work’ for students with disabilities. This reliance on mean differences obscures individual variation that is always present in educational research. This paper examines the degree to which individual variation is acknowledged in reports of intervention research published in four leading learning disabilities jou…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
At Last
Preview this article: AT LAST: The Complex Relationship between Reading Research and Classroom Practice, Page 1 of 1 /docserver/preview/fulltext/rte/40/1/researchintheteachingofenglish4490-1.gif
School Trouble
The desire for parent involvement in children's schooling is based on the assumption that parents play a significant role in children's educational achievements. As a policy goal, parent involvement includes the participation of both mothers and fathers. However, in practice, parent involvement refers more often to the work of women in support of children's schooling. The coordination and supervision of children's educational activities often dem…
In Anticipation of Our Editorship
Among the devices that we use to impose order upon a complicated (but by no means unstructured) world, classification--or the division of items into categories based on perceived similarities--must rank as the most general and most pervasive of all. And no strategy of classification cuts deeper--while providing such an even balance of benefits and difficulties--than our propensity for division by two, or dichotomy. Some basic attributes of surrou…
Student ownership and writing
Current theory and practice in literacy education emphasize the importance of student independence, autonomy, and choice — what has commonly been referred to as “ownership.” Presumably, students who are not invested in their writing, for example, are less likely to revise their work and more likely to produce weak, vapid writing. Students in two 7th‐ and two 8th‐grade classes were observed as they wrote during their language arts periods over a p…
Reconstructing Autism
(1994). Reconstructing Autism: Challenging Our Conceptions of Normalcy. Review of Education, Pedagogy, and Cultural Studies: Vol. 16, No. 2, pp. 239-246
Diversity in Teacher Education and Special Education
This article explores the enduring fissure between general and special teacher education by focusing directly on the issues that divide these two fields. In the first part of the article, the authors describe their individual and shared positionalities as scholars and practitioners. Then the article examines differences in the disciplinary traditions that influence the work of general teacher educators and special teacher educators as well as iss…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Towards a more inclusive approach to intervention research
Intervention research in special education tends to rely on comparisons of mean differences to determine instructional strategies that ‘work’ for students with disabilities. This reliance on mean differences obscures individual variation that is always present in educational research. This paper examines the degree to which individual variation is acknowledged in reports of intervention research published in four leading learning disabilities jou…
Reconstructing Autism
(1994). Reconstructing Autism: Challenging Our Conceptions of Normalcy. Review of Education, Pedagogy, and Cultural Studies: Vol. 16, No. 2, pp. 239-246
Student ownership and writing
Current theory and practice in literacy education emphasize the importance of student independence, autonomy, and choice — what has commonly been referred to as “ownership.” Presumably, students who are not invested in their writing, for example, are less likely to revise their work and more likely to produce weak, vapid writing. Students in two 7th‐ and two 8th‐grade classes were observed as they wrote during their language arts periods over a p…
In Anticipation of Our Editorship
Among the devices that we use to impose order upon a complicated (but by no means unstructured) world, classification--or the division of items into categories based on perceived similarities--must rank as the most general and most pervasive of all. And no strategy of classification cuts deeper--while providing such an even balance of benefits and difficulties--than our propensity for division by two, or dichotomy. Some basic attributes of surrou…
School Trouble
The desire for parent involvement in children's schooling is based on the assumption that parents play a significant role in children's educational achievements. As a policy goal, parent involvement includes the participation of both mothers and fathers. However, in practice, parent involvement refers more often to the work of women in support of children's schooling. The coordination and supervision of children's educational activities often dem…
At Last
Preview this article: AT LAST: The Complex Relationship between Reading Research and Classroom Practice, Page 1 of 1 /docserver/preview/fulltext/rte/40/1/researchintheteachingofenglish4490-1.gif
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
Towards a more inclusive approach to intervention research
Intervention research in special education tends to rely on comparisons of mean differences to determine instructional strategies that ‘work’ for students with disabilities. This reliance on mean differences obscures individual variation that is always present in educational research. This paper examines the degree to which individual variation is acknowledged in reports of intervention research published in four leading learning disabilities jou…
Speaking’ deficit into (or out of) existence
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elem…
Diversity in Teacher Education and Special Education
This article explores the enduring fissure between general and special teacher education by focusing directly on the issues that divide these two fields. In the first part of the article, the authors describe their individual and shared positionalities as scholars and practitioners. Then the article examines differences in the disciplinary traditions that influence the work of general teacher educators and special teacher educators as well as iss…
Discussion in Postsecondary Classrooms
Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on discussion that is seen as both a method of instruction and a curricular outcome. While much of the research on discussion has focused on K-12 classrooms, there is also a body of research examining the efficacy of discussion in postsecondary settings. This article provides a review of this lit…
Crossing the Divide? Diversity Issues in Teacher Education and Special Education
We would like to thank the editors of Journal of Teacher Education (JTE) for the opportunity to respond to Leah Wasburn-Moses's thoughtful response to our article, Diversity in Teacher Education and Special Education: The Issues That Divide. In our article, we identified what we believe are fundamental differences in how voices in the special education and general teacher education diversity communities think about human differences and suggested…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (8 works) · Sociology (7 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Developmental psychology (3 works) · Educational research (3 works) · Linguistics (3 works) · Social Psychology (3 works)