Reconceptualizing the Literacies in Adolescents' Lives

Alvermann, Donna E.; Hinchman, Kathleen A.; Moore, David W.; Phelps, Stephen; Waff, Diane

doi:10.4324/9781410617859

Cited by 55 publications

(34 citation statements)

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“…Few educators and researchers (Alvermann, Hinchman, Moore, Phelps, & Waff, 2006;Biancarosa & Snow, 2006;Collins & Blot, 2003;Smith & Wilhelm, 2002) have approached the issue of literacy and identity and proposed effective instructional practices informed by reading research on literacy and reading development. While significant research (Gay, 2000;Ladson-Billings, 1994;Ladson-Billings & Tate, 1995;Lee, 2001;Nieto, 1996;Tatum, 2002Tatum, , 2005Tatum, , 2008 has been conducted to address the specific challenges of teaching reading to students of urban minority groups who may disassociate themselves from an agenda at the center of which is their mastering of academic literacy, more awaits discovery.…”

Section: Future Directions For Researchmentioning

confidence: 98%

Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

2014

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Section: Future Directions For Researchmentioning

confidence: 98%

Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

2014

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“…In summary, although the geometric averaging procedure does not capture all aspects of Anderson localization [6,11] it provides valuable new insights into MITs in correlated and disordered electron systems, which are not obtained by taking the arithmetic disorder average [4]. …”

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confidence: 98%

Mott–Hubbard and Anderson transitions in dynamical mean-field theory

Byczuk

Hofstetter

Vollhardt

2005

Physica B: Condensed Matter

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The Anderson-Hubbard Hamiltonian at half-filling is investigated within dynamical mean-field theory at zero temperature. The local density of states is calculated by taking the geometric and arithmetic mean, respectively. The non-magnetic ground state phase diagrams obtained within the different averaging schemes are compared. rThe metal-insulator transitions (MIT) due to electronic interactions (Mott-Hubbard MIT) [1] and due to impurity scattering (Anderson localization) [2] are subtle quantum mechanical phenomena which require non-perturbative investigation schemes. In this respect, the dynamical mean-field theory (DMFT) [3] is very useful. However, it cannot describe the physics of Anderson localization if the local disorder is included by taking the arithmetic average over the disorder [4]. Recently, it was proposed to use the geometric average over the disorder to include also the Anderson MIT [5][6][7]. In this contribution we compare the entire non-magnetic ground state phase diagrams of correlated, disordered electrons at half-filled lattice as obtained by taking the geometric and the arithmetic averages over the disorder within the DMFT [8]. We study the system described by a singleorbital Anderson-Hubbard model(1) ARTICLE IN PRESS www.elsevier.com/locate/physb 0921-4526/$ -see front matter r

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“…Similarly, Goodman and Wilde (1992) outline the ways that classroom structures contribute to or impede young children's growth and views of themselves as writers. Alvermann et al (1998) provide comparable examinations of adolescents' literate selves, as do Smith and Wilhelm (2002).…”

Section: Introductionmentioning

confidence: 92%

Becoming an ‘honours student’: the interplay of literacies and identities in a high‐track class

Smith¹

2008

Journal of Curriculum Studies

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This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year-long, critical ethnographic study to examine how a team-taught, interdisciplinary curriculum impacted the development of students' literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as 'honours students'. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an 'honours student' had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, 'honours' identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an 'honours student'. Key literacy events and practices through which 'honours' identity was recruited and enacted were inherently undemocratic, despite the teachers' stated commitment to democratic pedagogies.

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Reconceptualizing the Literacies in Adolescents' Lives

Cited by 55 publications

References 0 publications

Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

Mott–Hubbard and Anderson transitions in dynamical mean-field theory

Becoming an ‘honours student’: the interplay of literacies and identities in a high‐track class

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