Carlin Borsheim-Black
Dados Biográficos
| ID | 7130943 |
|---|---|
| NOME | Carlin Borsheim-Black |
| PRENOMES | Carlin |
| SOBRENOME | Borsheim-Black |
| ASSINATURA | BORSHEIM-BLACK C |
| AFILIAÇÕES | Central Michigan University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 0 |
Beyond the Language Barrier
Cultivating interaction among English Language Learners (ELLs) and their non-ELL peers remains a desirable, yet often elusive, goal. While existing literature documents the challenges of ELL/non-ELL interaction and proposes strategies for overcoming them, there is little research examining concrete episodes of interaction from both the ELL and non-ELL perspectives. In response, I explore how a group of refugee and immigrant high school students (…
Critical Literature Pedagogy
This article introduces a Critical Literacy Pedagogy (CLP), a pedagogical framework for merging goals of critical literacy with canonical literature instruction.For one reason or another, certain texts (e.g., The Great Gatsby , To Kill a Mockingbird ) have become staples of the secondary literacy classroom and constitute what we refer to as the "high school canon".Although this group of texts evolves over time and some texts are not taught in cer…
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, def…
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English Teacher Candidates Developing Dialogically Organized Instructional Practices
Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, def…
Critical Literature Pedagogy
This article introduces a Critical Literacy Pedagogy (CLP), a pedagogical framework for merging goals of critical literacy with canonical literature instruction.For one reason or another, certain texts (e.g., The Great Gatsby , To Kill a Mockingbird ) have become staples of the secondary literacy classroom and constitute what we refer to as the "high school canon".Although this group of texts evolves over time and some texts are not taught in cer…
Beyond the Language Barrier
Cultivating interaction among English Language Learners (ELLs) and their non-ELL peers remains a desirable, yet often elusive, goal. While existing literature documents the challenges of ELL/non-ELL interaction and proposes strategies for overcoming them, there is little research examining concrete episodes of interaction from both the ELL and non-ELL perspectives. In response, I explore how a group of refugee and immigrant high school students (…
Pedagogy (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Mathematics education (2 obras) · Philosophy (2 obras) · Philosophy (2 obras) · Citation (1 obras) · Computer Science (1 obras) · Context (archaeology (1 obras) · Critical literacy (1 obras)