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Annotated Bibliography of Research in the Teaching of English (2007)
dc.contributor.author | Beach, Richard | |
dc.contributor.author | Bigelow, Martha | |
dc.contributor.author | Dillon, Deborah | |
dc.contributor.author | Galda, Lee | |
dc.contributor.author | Helman, Lori | |
dc.contributor.author | Kalnin, Julie Shalhope | |
dc.contributor.author | Lewis, Cynthia | |
dc.contributor.author | O'Brien, David | |
dc.contributor.author | Sato, Mistilina | |
dc.contributor.author | Jorgensen, Karen A. | |
dc.contributor.author | Liang, Lauren | |
dc.contributor.author | Rijlaarsdam, Gert | |
dc.contributor.author | Janssen, Tanja | |
dc.date.accessioned | 2013-06-06T18:36:15Z | |
dc.date.available | 2013-06-06T18:36:15Z | |
dc.date.issued | 2007 | |
dc.identifier.citation | Beach, Richard; Bigelow, Martha; Dillon, Deborah; Galda, Lee; Helman, Lori; et al. (2007) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 42.2, 188-227. | |
dc.identifier.uri | http://hdl.handle.net/1808/11222 | |
dc.description | This is the publisher's version, also found at http://search.proquest.com/docview/215344428?accountid=14556 | |
dc.description.abstract | The young women established bonds through nonverbal communication (e.g., eye gaze) to assert their gendered, racial, and cultural identities in the face of dominant identities promoted in the classroom. Draws on research with a diverse group of high school students to demonstrate how portraiture and CRT work together to render rich descriptions of students' experiences within their social and political contexts that serve the larger goal of social action and transformation. Examines the discourse practices of two immigrant youth who use Internet communication to mobilize transnational diasporic identities, create affinity spaces across geopolitical borders, and creatively produce and consume popular media. Uses Critical Race Theory, whiteness studies, and critical discourse analysis to understand talk about race among second-grade white students and their teachers. Through comparison of text choice, vocabulary, and comprehension and composition activities in each context, the regular reading class emerged as student-centered, whereas the reading intervention class was test-driven with less student participation. | |
dc.language.iso | en_US | |
dc.publisher | National Council of Teachers of English | |
dc.relation.isversionof | http://search.proquest.com/docview/215344428?accountid=14556 | |
dc.title | Annotated Bibliography of Research in the Teaching of English (2007) | |
dc.type | Article | |
kusw.kuauthor | Jorgensen, Karen A. | |
kusw.kudepartment | Department of Curriculum and Teaching | |
kusw.oastatus | fullparticipation | |
kusw.oaversion | Scholarly/refereed, publisher version | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |