Cynthia Brock
Biographic Data
| ID | 7245985 |
|---|---|
| NAME | Cynthia Brock |
| GIVEN NAMES | Cynthia |
| FAMILY NAME | Brock |
| SIGNATURE | BROCK C |
| AFFILIATIONS | College of Education, School of Teacher Education, The University of Wyoming, Laramie, WY, USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research
Doctoral students' ability to understand, use, and build on theory in educational research is a critical aspect of their learning to be successful scholars. Unfortunately, there is a paucity of work that explores the voices of graduate students articulating their experiences as they learn about theory. Using Positioning Theory to frame their work, the authors of this paper examined doctoral students' evolving understandings of theory and its uses…
Engaging in Disciplinary Literacy Instruction
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
Negotiating Displacement Spaces
The purpose of this qualitative investigation was to explore the learning of six in‐service U.S. teachers who engaged in a cross‐cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled “Literacy Across Languages and Cultures.” Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions …
Engaging in Disciplinary Literacy Instruction
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Evidence of a limited relationship between reading fluency and reading comprehension of academic language
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research
Doctoral students' ability to understand, use, and build on theory in educational research is a critical aspect of their learning to be successful scholars. Unfortunately, there is a paucity of work that explores the voices of graduate students articulating their experiences as they learn about theory. Using Positioning Theory to frame their work, the authors of this paper examined doctoral students' evolving understandings of theory and its uses…
Mathematics education (4 works) · Psychology (4 works) · Sociology (4 works) · Pedagogy (3 works) · Anthropology (2 works) · Linguistics (2 works) · Literacy (2 works) · Literacy, Media, and Education (2 works) · Political science (2 works) · Art (1 work)