Hope Longwell-Grice
Biographic Data
| ID | 5740704 |
|---|---|
| NAME | Hope Longwell-Grice |
| GIVEN NAMES | Hope |
| FAMILY NAME | Longwell-Grice |
| SIGNATURE | LONGWELL-GRICE H |
| AFFILIATIONS | University of Wisconsin–Milwaukee |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
At the Intersection: Understanding and Supporting First-Generation Students
A Programmatic View of Portfolios for Urban Teacher Preparation: A Second Look
This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along …
Alien Environments or Supportive Writing Communities: Pursuing writing groups in academe
This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of the profession, they analyze their experiences as collaborative writers. They examine the delicate negotiations that accompany the organization and maintenance of writing groups. Their dialogue p…
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
Alien Environments or Supportive Writing Communities: Pursuing writing groups in academe
This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of the profession, they analyze their experiences as collaborative writers. They examine the delicate negotiations that accompany the organization and maintenance of writing groups. Their dialogue p…
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
A Programmatic View of Portfolios for Urban Teacher Preparation: A Second Look
This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along …
At the Intersection: Understanding and Supporting First-Generation Students
Computer Science (5 works) · Pedagogy (5 works) · Mathematics education (4 works) · Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Reflective Practices in Education (3 works) · Social science (3 works)