Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Andrew P. Huddleston"'
Publikováno v:
Kappa Delta Pi Record. 57:164-169
Rather than focusing on how to find a job, this article offers six strategies for determining—given one’s beliefs about teaching and learning—whether a job is the right fit for a teacher.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fefdd3739143bb83863200310ec4312
https://doi.org/10.1080/00228958.2021.1968255
https://doi.org/10.1080/00228958.2021.1968255
Autor:
Andrew Prescott Huddleston
Publikováno v:
Education Policy Analysis Archives, Vol 23, Iss 0 (2015)
The author uses Bourdieu’s concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia’s test-based grade retention policy in reading at one Georgia elementary school. In this m
Externí odkaz:
https://doaj.org/article/e76c5c3ab1ef4c6f953f975c4d13e0e5
Autor:
Andrew Prescott Huddleston
Publikováno v:
Education Policy Analysis Archives, Vol 22, Iss 0 (2014)
The author uses Maxwell’s method of literature reviews for educational research to focus on literature relevant to test-based grade retention policies to make the following argument: although some studies have documented average gains in academic a
Externí odkaz:
https://doaj.org/article/909620533ef8473699feb1032fc806bf
Autor:
Andrew P. Huddleston, Tara N. Lowe
Publikováno v:
The Reading Teacher. 68:71-79
The authors present findings from a data-driven account in which they followed ten fifth-grade students receiving intervention in reading through Georgia's test-based grade retention policy. Under the policy, the students had little confidence in the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9d4dbb934651dae4e8a155fdab40823
https://doi.org/10.1002/trtr.1282
https://doi.org/10.1002/trtr.1282
Autor:
James D. Marshall, Jairus Joaquin, Donna E. Alvermann, Andrew P. Huddleston, John Bishop, Cheryl A. McLean
Publikováno v:
Literacy Research and Instruction. 51:179-195
Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::985e34e155cffbd0e77f68ba1d059fe4
https://doi.org/10.1080/19388071.2010.523135
https://doi.org/10.1080/19388071.2010.523135
Autor:
Andrew P. Huddleston
Publikováno v:
Journal of Adolescent & Adult Literacy. 55:734-744
In this article, the author demonstrates how a Bourdieusian analysis of poetic transcriptions offers great potential for helping teachers and students to understand how they are responding to state policy mandates in schools. Specifically, the author
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3528cb56ed36d5f97c27ff69611bd136
https://doi.org/10.1002/jaal.00088
https://doi.org/10.1002/jaal.00088
Autor:
Andrew P. Huddleston
Publikováno v:
Georgia Journal of Literacy. 34:36-44
This qualitative interview study examined the experiences of four language and literacy education Ph.D. students, as classroom teachers, preparing students for high-stakes testing in public schools. Two of the participants taught in a western U.S. st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::67e4ac8f4f118e8ee34c1fbe3d096b19
https://doi.org/10.56887/galiteracy.68
https://doi.org/10.56887/galiteracy.68
Autor:
Andrew P. Huddleston
Publikováno v:
Georgia Journal of Literacy. 33:16-24
This article examines one teacher's experiences sponsoring an elementary school newspaper, the Whirlwind News. The school newspaper provided a means by which the teacher incorporated the student-centered, project-based instruction advocated by educat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::334a609569f4e623c8dcc1872c873fe5
https://doi.org/10.56887/galiteracy.72
https://doi.org/10.56887/galiteracy.72