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Australia has a long history of what has been pilloried as "cultural cringe", and of bemoaning its isolation from "overseas" developments. In recent years, the valuing of ideas and practices from elsewhere has been transformed under the rubric of "world best practice" within a global economy and culture, both in political discourse generally, and in a raft of reports on the need for reform of teacher education in particular (see Vick, 2006a). Here, I document overseas borrowings in the form of texts in teacher education during the first half of last century, focusing on teachers colleges in Sydney, Melbourne and Adelaide. On the one hand, I seek to show that Australian teacher education has always sought to establish itself in relation to international rather than merely local practice. On the other hand, I aim to demonstrate that this was neither a "cultural cringe" nor a desperate bid to conform to other parts of the world, but a consequence of an understanding that proper practice was derived from universal truths and principles, independent of any geographic reference points (Vick, 2006a).

Australia has a long history of what has been pilloried as "cultural cringe", and of bemoaning its isolation from "overseas" developments. In recent years, the valuing of ideas and practices from elsewhere has been transformed under the rubric of "world best practice" within a global economy and culture, both in political discourse generally, and in a raft of reports on the need for reform of teacher education in particular (see Vick, 2006a). Here, I document overseas borrowings in the form of texts in teacher education during the first half of last century, focusing on teachers colleges in Sydney, Melbourne and Adelaide. On the one hand, I seek to show that Australian teacher education has always sought to establish itself in relation to international rather than merely local practice. On the other hand, I aim to demonstrate that this was neither a "cultural cringe" nor a desperate bid to conform to other parts of the world, but a consequence of an understanding that proper practice was derived from universal truths and principles, independent of any geographic reference points (Vick, 2006a).

Australia has a long history of what has been pilloried as "cultural cringe", and of bemoaning its isolation from "overseas" developments. In recent years, the valuing of ideas and practices from elsewhere has been transformed under the rubric of "world best practice" within a global economy and culture, both in political discourse generally, and in a raft of reports on the need for reform of teacher education in particular (see Vick, 2006a). Here, I document overseas borrowings in the form of texts in teacher education during the first half of last century, focusing on teachers colleges in Sydney, Melbourne and Adelaide. On the one hand, I seek to show that Australian teacher education has always sought to establish itself in relation to international rather than merely local practice. On the other hand, I aim to demonstrate that this was neither a "cultural cringe" nor a desperate bid to conform to other parts of the world, but a consequence of an understanding that proper practice was derived from universal truths and principles, independent of any geographic reference points (Vick, 2006a).

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

An increasing amount of attention has been paid to the ways in which classroom discussions shift in response to varying contextual conditions (Allen & Moller, 2009; Morrow & Smith, 1990) and group composition (Allen & Moller, 2009; Evans, 1997). Recently, researchers have suggested that the classroom might be a place to explore and develop both academic and social identities. Johnston (2012) argued the current focus on academics in schools "has blinded us to the fact that when children grow up, they are not only going to be wage earners. They are going to be citizens, parents, spouses, teachers, politicians, artists, managers and so forth" (p. 113). Thus, school is a place where children learn academics in addition to social and emotional competencies that will help them foster healthy and productive relationships in their lives outside the classroom walls.

An increasing amount of attention has been paid to the ways in which classroom discussions shift in response to varying contextual conditions (Allen & Moller, 2009; Morrow & Smith, 1990) and group composition (Allen & Moller, 2009; Evans, 1997). Recently, researchers have suggested that the classroom might be a place to explore and develop both academic and social identities. Johnston (2012) argued the current focus on academics in schools "has blinded us to the fact that when children grow up, they are not only going to be wage earners. They are going to be citizens, parents, spouses, teachers, politicians, artists, managers and so forth" (p. 113). Thus, school is a place where children learn academics in addition to social and emotional competencies that will help them foster healthy and productive relationships in their lives outside the classroom walls.

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

Includes bibliographical references (p. 511-514) and index

Includes bibliographical references (p. 511-514) and index

Includes bibliographical references (p. 511-514) and index

Includes bibliographical references (p. 511-514) and index

#Worldwar2 #wwii #nationalsocialism #thirdreich #nsdap #jwo #nwo #communismkills #whitegenocide #music #EuropeanPride #Wehrmacht #WorldWar1 #wwi #TreatyofVersailles #jewworldorder #betterdeadthanred #newworldorder  #greatestally

#Worldwar2 #wwii #nationalsocialism #thirdreich #nsdap #jwo #nwo #communismkills #whitegenocide #music #EuropeanPride #Wehrmacht #WorldWar1 #wwi #TreatyofVersailles #jewworldorder #betterdeadthanred #newworldorder  #greatestally

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.