Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Using Email Within a Classroom Based on Feminist Pedagogy, References A–K

Arizona State University, West

Publications

Mary Belenky

Author(s): Belenky, Mary Field; And Others
Title: Epistemological Development and the Politics of Talk in Family Life.
Journal: Journal of Education; v167 n3 p9 27 1985
Year: 1985
Abstract:
Delineates five different ways of knowing with which 135 women who participated in a survey make sense of their experience in the world: silence, procedural knowledge, received knowledge, subjective knowledge, and constructed knowledge. Describes patterns of discourse in subjects' families and their role in intellectual development.
Document Number: EJ326058

Mary Bryson

Author(s): Bryson, Mary
Title: "School-Based Epistemologies"?: Exploring Conceptions of How, What, and Why Students Know.
Journal: Learning Disability Quarterly; v16 n4 p299 315 Fall 1993
Year: 1993
Abstract:
Twenty-three intermediate grade students (seven with learning difficulties) completed a concept mapping and vocabulary quiz, with instructions highlighting the value of learning goals or performance goals. Children with varying learning histories mediated in-school learning with qualitatively distinct epistemologies, and the "learning goals" task instructions significantly enhanced students' thinking. (Author/JDD)
Document Number: EJ490983

Author(s): Bryson, Mary; Castell, Suzanne de
Title: En/Gendering Equity: On Some Paradoxical Consequences of Institutional Programs of Emancipation.
Journal: Educational Theory; v43 n3 p341 55 Sum 1993
Year: 1993
Abstract:
Examines the problems associated with educational initiatives that seek to promote gender equity, explaining that such initiatives are inherently contradictory; argues that the danger in current gender theory, policy, and practice in educational policy is the replacement of one "truth" with another reinforcing the traditions sought to be overturn. (GLR)
Document Number: EJ473740

Author(s): Bryson, Mary; Scardamalia, Marlene
Title: Teaching Writing to Students at Risk for Academic Failure.
Year: 1991
Abstract:
Cognitively-based writing instruction for educationally disadvantaged students is examined, focusing on epistemic writing. The object of epistemic writing is to inquire into a particular topic and to familiarize/persuade the reader with the fruits of the investigation. In reviewing the distinctions between novice and expert writers, two models of competence in written composition are apparent: the knowledge-telling approach of novice writers, and the knowledge-transforming strategies of expert writers. To foster a shift from the novice to expert, research suggests that the higher order thinking skills that underlie epistemic writing must be fostered. A specific writing environment, Monitoring Instruction plus Strategic Execution (MUSE), was designed for 31 tenth-graders in Canadian classes for normally achieving and learning-disabled students. Specific portions of instructional time were spent in modeling expert-like thinking strategies. Posttest results suggest the potential of the strategy for bringing students closer to the expert position, the writing-to-learn process. Implications for instruction of at-risk students are discussed. Two figures and a 35-item list of references are included. The paper's discussant is Harvey A. Daniels in a training section entitled "Teaching Writing to At-Risk Students". (SLD)
Document Number: ED338725

John Stephens Crawford

Colette Daiute

Author(s): Daiute, Colette; Morse, Frances
Title: Access to Knowledge and Expression: Multimedia Writing Tools for Students with Diverse Needs and Strengths.
Journal: Journal of Special Education Technology; v12 n3 p221 56 Spr 1994
Year: 1994
Abstract:
This paper reviews research indicating that children use images to improve comprehension and production of text; argues that images and sounds can effectively bring children's cultures into the classroom; and studies how eight elementary children used a multimedia composing environment, focusing on the nature of their preferred symbol systems and relationships among visual, aural, and textual compositions. (JDD)
Document Number: EJ492959

Author(s): Daiute, Colette
Title: Synthesis.
Journal: New Directions for Child Development; n61 p121 4 Fall 1993
Year: 1993
Abstract:
The common themes expressed in articles in this volume are that children become literate in the context of relationships; literacy is dependent on oral discourse; literacy is a set of social functions, practices, and forms, not a hierarchy of skills based on units of written language; and beginning literacy users benefit from access to social, emotional, cognitive, linguistic resources. (MDM)
Document Number: EJ476474

Author(s): Daiute, Colette; Griffin, Terri M.
Title: The Social Construction of Written Narratives.
Journal: New Directions for Child Development; n61 p97 120 Fall 1993
Year: 1993
Abstract:
Analyzed the verbal interactions during and the narratives produced from third and fourth graders' collaborative writing projects with a teacher or peer. Found that, although the teacher focused instruction on the structural features of the narratives, the students tended to use the narratives to interpret the task and experiment with new academic content related to the task. (MDM)
Document Number: EJ476473

Author(s): Reddy, Maureen; Daiute, Colette
Title: The Social Construction of Spelling.
Journal: New Directions for Child Development; n61 p79 96 Fall 1993
Year: 1993
Abstract:
Third and fourth graders' talk during collaborative writing assignments with teachers and peers was transcribed and coded. Found that the students devoted a significant amount of peer and teacher interaction to the subject of spelling, and that the amount of talk about spelling did not vary with the spelling ability of the students. (MDM)
Document Number: EJ476472

Author(s): Daiute, Colette; And Others
Title: Young Authors' Interactions with Peers and a Teacher: Toward a Developmentally Sensitive Sociocultural Literacy Theory.
Journal: New Directions for Child Development; n61 p41 63 Fall 1993
Year: 1993
Abstract:
After outlining theoretical issues involved in the social construction of literacy, reports on a study of 16 third and fourth graders and their teacher. Found that children's active engagement with peers that focused on written texts was more important for certain aspects of literacy development than access to an expert, such as a teacher. (MDM)
Document Number: EJ476470

Author(s): Daiute, Colette
Title: Editor's Notes.
Journal: New Directions for Child Development; n61 p1 7 Fall 1993
Year: 1993
Abstract:
The purpose of this volume is to examine a range of inquiries on the social nature of literacy development in a variety of contexts among children aged 3 through 12, considering literacy in the home and at school; and interactions between parents and children, between teachers and children, and among classmates. (MDM)
Document Number: EJ476467

Author(s): Daiute, Colette
Title: Youth Genres and Literacy: Links between Sociocultural and Developmental Theories (Focus on Research).
Journal: Language Arts; v70 n5 p402 16 Sep 1993
Year: 1993
Abstract:
Reviews the major points of the enculturation and developmental perspectives of becoming literate. Argues that it is time to consider culture and development together. Proposes the concept of "youth genre" as a basis for a developmentally sensitive sociocultural theory of literacy. (RS)
Document Number: EJ466748

Author(s): Daiute, Colette
Title: Multimedia Composing: Extending the Resources of Kindergarten to Writers across the Grades.
Journal: Language Arts; v69 n4 p250 60 Apr 1992
Year: 1992
Abstract:
Discusses recent advances in technology that make it possible to integrate images, sounds, and text in multimedia computer environments. Presents several case studies of intermediate-grade students who, although reluctant writers, explored their potential by using visual and aural media as sources for texts. (RS)
Document Number: EJ440983

Author(s): Daiute, Colette; Dalton, Bridget
Title: Collaboration between Children Learning To Write: Can Novices Be Masters?
Year: 1992
Abstract:
A study explored the role of peer collaboration in literacy development as a case study in the broader inquiry on the social nature of learning and cognitive development. Fourteen low-achieving 7- to 9-year-old children in a third-grade urban classroom used a word processor to write four stories individually and three stories collaboratively with a partner over a period of 3 months. The individual stories, the collaborative stories, and the transcripts of their collaborative processes were analyzed to identify children's expertises as writers and to trace any transfer of knowledge between partners. Results showed that almost all of the story elements added after collaboration had been the focus of children's talk as they composed together. All children showed the ability to give and receive information via transfer. Certain affinities with expert/novice pairs were demonstrated among the children work teams. A case study of two students' collaboration over time illustrates how children bring diverse expertises to bear as they teach each other how to write stories. The literacy learning process involves intense engagement among peers who share their relative expertises as they focus intellectual and social energies on the text they create together. Furthermore, the repetition and co-construction characterizing novice peer interaction may be a unique benefit of peer collaboration. (Ten figures and three tables of data are included. Contains 70 references.) (HB)
Document Number: ED354522

Author(s): Morse, Frances K.; Daiute, Colette
Title: I LIKE Computers versus I LIKERT Computers: Rethinking Methods for Assessing the Gender Gap in Computing.
Year: 1992
Abstract:
There is a burgeoning body of research on gender differences in computing attitudes and behaviors. After a decade of experience, researchers from both inside and outside the field of educational computing research are raising methodological and conceptual issues which suggest that perhaps researchers have shortchanged girls and women in documenting the computer gender gap. A need is identified for more research on computing activities which are not related to mathematics or programming and which look at what women and girls do like about computers. A multi-week observational study of gender-sensitive computer attitudes in a gender-sensitive context was conducted in a suburban high school in Massachusetts during the spring of 1990, using the Personal Media Studio, Macintosh HyperCard-based multimedia writing software. This study involved 42 adolescents (25 females, 17 males), in two low-middle ability sophomore English classes. Ranging in age from 14-17, the students were racially and ethnically diverse. The results showed that females expressed positive, enthusiastic, and confident feelings about computers, and it was concluded that Likert scale computer attitude surveys are an example of the mismeasure of women. This report reviews the literature on gender differences in computing attitudes and behaviors and examines the research results in terms of: (1) methodological issues; (2) measurement instrument formats; (3) controversies regarding attitude research; (4) feminist challenges; (5) underlying assumptions about the computer; and (6) insufficient contextual details. Seven tables display the data and an extensive bibliography is provided. (ALF)
Document Number: ED349939

Author(s): Daiute, Colette
Title: The Role of Play in Writing Development.
Journal: Research in the Teaching of English; v24 n1 p4 47 Feb 1990
Year: 1990
Abstract:
Examines the role of play as a composing strategy for the development of children's writing abilities. Finds that boys use play more extensively than girls, and that boys balance their use of play and marked control (gisting and evaluating) while girls rely on a marked control strategy more than on play. (KEH)
Document Number: EJ405072

Author(s): Daiute, Colette
Title: Play and Learning to Write (Research Currents).
Journal: Language Arts; v66 n6 p656 64 Oct 1989
Year: 1989
Abstract:
Examines collaborative writing and the importance of children's talk as they write. Provides several examples of children's dialogues during collaborative writing and role-playing sessions. (MM)
Document Number: EJ397624

Author(s): Daiute, Colette
Title: Play as Thought: Thinking Strategies of Young Writers.
Journal: Harvard Educational Review; v59 n1 p1 23 Feb 1989
Year: 1989
Abstract:
Raises questions about the nature of children's play in relation to their classroom learning and writing. Argues that play is critical to a more complex and representative understanding of how children can and do learn. (JOW)
Document Number: EJ391609

Author(s): Daiute, Colette
Title: Do 1 and 1 Make 2? Patterns of Influence by Collaborative Authors.
Journal: Written Communication; v3 n3 p382 408 Jul 1986
Year: 1986
Abstract:
Presents a rationale for studying collaborative writing and evidence that coauthors can learn about the writing process from each other. Explores collaborative writing as an activity that can help students expand their repertoire of writing strategies and their mastery of written communication skills. Describes a case study of fourth and fifth grade students. (FL)
Document Number: EJ337395

Author(s): Daiute, Colette; Kruidenier, John
Title: A Self-Questioning Strategy to Increase Young Writers' Revising Processes.
Journal: Applied Psycholinguistics; v6 n3 p307 18 Sep 1985
Year: 1985
Abstract:
Describes a study which examined changes in students' revising strategies after they used a set of self-posed questions to guide their evaluation of texts. Hypothesizes that students who refer to question-prompts would revise more than students who used only a word processing program. Analyzes the number, types, and meaningfulness of revisions. (SED)
Document Number: EJ333204

Author(s): Daiute, Colette
Title: Physical and Cognitive Factors in Revising: Insights from Studies with Computers.
Journal: Research in the Teaching of English; v20 n2 p141 59 May 1986
Year: 1986
Abstract:
Contrasts the revising patterns of junior high school students when they used a word processor and pens and paper. Concludes that those who used a word processing program added more words to the ends of their texts and corrected more errors, but did not make more global text revisions than when they used a pen. (HOD)
Document Number: EJ332972

Author(s): Daiute, Colette
Title: Issues in Using Computers to Socialize the Writing Process.
Journal: Educational Communication and Technology; v33 n1 p41 50 Spr 1985
Year: 1985
Abstract:
Reviews communication capacities of computers that can be used to enhance the writing process; reports on recent studies of the social effects of using computers in writing classes, including a case study of student collaborative writing; and discusses research and teaching implications of research findings. (MBR)
Document Number: EJ317273

Author(s): Daiute, Colette
Title: Using Microcomputers in Elementary Language Arts Instruction. ERIC Digest.
Year: 1985
Abstract:
Intended for teachers, this digest shows that the computer can offer many efficient tools for expression, student control of writing, and instruction beyond the grammar and spelling drills most commonly associated with computers. The digest discusses the goals of the language arts curriculum, the role of the computer in the language arts curriculum, the types of computer software to use, some methods for integrating computer use into the curriculum, the expectations for student use, ways teachers can become acquainted with computer tools, and introducing young children to the computer keyboard and computer programs. (EL)
Document Number: ED264575

Author(s): Daiute, Colette
Title: Writing, Creativity and Change.
Journal: Childhood Education; v59 n4 p227 31 Mar Apr 1983
Year: 1983
Abstract:
The usefulness of the computer for facilitating children's creative writing and for manipulating structures in writing is illustrated. (MP)
Document Number: EJ281617

Author(s): Daiute, Colette A.
Title: The Computer as Stylus and Audience.
Journal: College Composition and Communication; v34 n2 p134 45 May 1983
Year: 1983
Abstract:
Discusses what computers (word processors) can do for the writer. Examines the physical and psychological constraints experienced by writers and explains how word processors can help in overcoming them. (FL)
Document Number: EJ280803

Author(s): Daiute, Colette A.
Title: Psycholinguistic Foundations of the Writing Process.
Journal: Research in the Teaching of English; v15 n1 p5 22 Feb 1981
Year: 1981
Abstract:
Presents a rationale for studying psycholinguistic aspects of the writing process and outlines a model of writing based on a psycholinguistic model of talking. Offers an analytical study of 450 syntax errors written by college students demonstrating the usefulness of studying writing as derivative of normal speaking processes. (HOD)
Document Number: EJ242209

Suzanne deCastell

Author(s): Assinck, Beverly Belvin
Title: An Open Letter to Suzanne deCastell and Tom Walker.
Journal: Anthropology and Education Quarterly; v24 n3 p249 55 Sep 1993
Year: 1993
Abstract:
Responds to "Identity, Metamorphosis, and Ethnographic Research: What Kind of Story Is Ways with Words?" by Suzanne deCastell and Tom Walker (1991). Describes the author's reaction to "Ways with Words--Language, Life and Work in Communities and Classrooms" by Shirley Brice Heath (1983). (SLD)
Document Number: EJ469952

Author(s): deCastell, Suzanne; Walker, Tom
Title: Identity, Metamorphosis, and Ethnographic Research: What "Kind" of Story Is "Ways with Words"?
Journal: Anthropology and Education Quarterly; v22 n1 p3 20 Mar 1991
Year: 1991
Abstract:
Discusses the use of Shirley Brice Heath's "Ways with Words" in teacher education courses. Suggests that an important part of the meaning lies in the rhetorical form. Uses Bakhtin's analysis of the "adventure novel of everyday life" to illuminate Heath's use of form. (EVL)
Document Number: EJ426522

Author(s): deCastell, Suzanne; Walker, Tom
Title: Identity, Metamorphosis, and Ethnographic Research: What "Kind" of Story Is "Ways with Words"?
Journal: Anthropology and Education Quarterly; v22 n1 p3 20 Mar 1991
Year: 1991
Abstract:
Discusses the use of Shirley Brice Heath's "Ways with Words" in teacher education courses. Suggests that an important part of the meaning lies in the rhetorical form. Uses Bakhtin's analysis of the "adventure novel of everyday life" to illuminate Heath's use of form. (EVL)
Document Number: EJ426522

Paulo Freire

Author(s): Benton, Nena
Title: A Conversation with Paulo Freire.
Journal: Lifelong Learning in Aotearoa; n11 p8 10 Sep 1995
Year: 1995
Abstract:
Paulo Freire's keynote address and subsequent talks with participants at the 1994 International Conference on Experiential Learning in Washington, D.C., reveal his frustration and anger that so many do not have formal education and are dying of hunger. He suggests that we must have hope to emancipate ourselves from those who abuse power. (JOW)
Document Number: EJ513018

Author(s): Freire, Paulo; Macedo, Donaldo P.
Title: A Dialogue: Culture, Language, and Race.
Journal: Harvard Educational Review; v65 n3 p377 402 Fall 1995
Year: 1995
Abstract:
A dialogue between Paulo Freire and Donaldo Macedo addresses current criticisms of Freire along gender and race lines, challenges misinterpretations of his ideas, and discusses what it means to educate for critical citizenry in a multiracial and multicultural world. (SK)
Document Number: EJ509514

Author(s): Freire, Paulo
Title: On Education and the Taste for Democracy.
Journal: Writing Instructor; v10 n3 p116 20 Spr 1991
Year: 1991
Abstract:
Argues that it is impossible to teach democracy without living democracy. Shows the need to create the taste for democracy, and the appetite for learning, taking risks, and for appreciating differences. Asserts that teachers are not actually champions of civil rights, freedom and democracy but will be called on to fight for these ideals. (PRA)
Document Number: EJ435572

Author(s): Shor, Ira; Freire, Paulo
Title: What Is the "Dialogical Method" of Teaching?
Journal: Journal of Education; v169 n3 p11 31 Fall 1987
Year: 1987
Abstract:
In a dialog format, discusses the dialogical method of liberatory education. Dialog is a means to transform social relations in the classroom and to raise awareness about relations in society at large. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on reality. (Author/BJV)
Document Number: EJ375754

Author(s): Jurmo, Paul, Comp.
Title: "Dialogue Is Not a Chaste Event." Comments by Paulo Freire on Issues in Participatory Research.
Year: 1985
Abstract:
This document records the reactions of the Brazilian author/educator Paulo Freire to the questions: (1) what should educators do when the people with whom they work are not interested in the ideas of dialogical analysis and participatory decision making?; (2) what should educators do when they encounter hostility from people who feel that a dialogical and participatory process would threaten the status quo?; and (3) do educators have any right to get involved in a process of transformation in another culture? These questions stemmed from a 1982 project intended to increase African farmers' understanding of their own cooperative marketing system and to raise their level of participation in management of the cooperatives. Freire's answers are summarized as follows. Dialogue with others is necessary to the act of knowing because knowing takes place in human, cultural, and historical space. First, educators have to respond to the group, answering their expectations. They must become educators who give knowledge when asked, but also challenge students about their expectations for the knowledge they are demanding. Educators must understand why people do not want dialogue. They should promote dialogue between different participants, for each to defend his/her position. When they debate, they are accepting dialogue. Educators' tactics, developed in response to the situation confronted in the field rather than at the university, must be totally consistent with their strategy, their dream. Because one was born in one society does not prevent him/her from going to other cultures. The first thing one has to do there is to listen to the voice that is speaking. The second is to listen. The third is to discover that one day it is impossible to speak to others without listening to them, too. (23 references) (CML)
Document Number: ED313551

Author(s): Bruss, Neal; Macedo, Donaldo P.
Title: Toward a Pedagogy of the Question: Conversations with Paulo Freire.
Journal: Journal of Education; v167 n2 p7 21 1985
Year: 1985
Abstract:
Provides excerpts from two talks given by Paulo Freire in February 1985, in which he reiterated the need to develop a theoretical framework from which an empowering, humanistic pedagogical structure can be built and proposed a pedagogy that forces learners to think critically and adopt a critical attitude toward the world. (GC)
Document Number: EJ326072

Author(s): Bruss, Neal; Macedo, Donaldo P.
Title: A Conversation with Paulo Freire at the University of Massachusetts at Boston.
Journal: Journal of Education; v166 n3 p215 25 Fall 1984
Year: 1984
Abstract:
Freire responds to questions about the relation between philosophy of language and pedagogy, the possible importance of a "magical way" of understanding material and political reality, his literacy experiments in Guinea-Bissau and Cape Verde, his impressions of the U.S., and the power of his methodology in practice. (RDN)
Document Number: EJ309410

Author(s): Costigan, Margaret
Title: 'You Have the Third World Inside You': Conversation by Paulo Freire.
Journal: Convergence: An International Journal of Adult Education; v16 n4 p32 8 1983
Year: 1983
Abstract:
This interview with Freire ranges over the topics of the culture of silence, conscientization, and class struggle, which form part of his pedagogy of the oppressed. (SK)
Document Number: EJ294319

Author(s): Freire, Paulo
Title: The Importance of the Act of Reading.
Journal: Journal of Education; v165 n1 p5 11 Win 1983
Year: 1983
Abstract:
The act of reading is more than decoding written language, and should be seen as a development process that leads to understanding of actual experiences and the real world. Reading involves critical perception, interpretation, and the conscious transformation of what is read into practical action to change the world. (Author/MJL)
Document Number: EJ277508

Author(s): Freire, Paulo
Title: The People Speak Their Word: Learning to Read and Write in Sao Tome and Principe.
Journal: Harvard Educational Review; v51 n1 p27 30 Feb 1981
Year: 1981
Abstract:
Freire reflects on his role as consultant to the Adult Literacy Program in Sao Tome and Principe. Emphasizing the political aspects of pedagogy, he describes how adults learn to read and write, as well as to think critically and participate in national development. (SK)
Document Number: EJ245280

Author(s): Freire, Paulo
Title: Literacy and the Possible Dream
Journal: Prospects; v6 n1 p68 71 1976
Year: 1976
Abstract:
After defending the position that the educational system cannot be an instrument of social transformation, the author explains how efforts within the system can foster liberation. Adult literacy programs, requiring a critical understanding of reality, promote positive development in class society. (AV)
Document Number: EJ141872

Author(s): Freire, Paulo
Title: By Learning They Can Teach
Journal: Convergence; v6 n1 p78 84 1973
Year: 1973
Abstract:
This article is a transcription of a talk with Freire in which he discusses the impossibility of neutrality and the implications lack of neutrality has for education. He views education as a means of domesticating, dominating, or liberating the educatees. Literacy is discussed in terms of transforming reality. (AG)
Document Number: EJ083987

Author(s): Freire, Paulo
Title: Education; Domestication or Liberation?
Journal: Prospects; v2 n2 p173 81 1972
Year: 1972
Document Number: EJ061720

Author(s): Freire, Paulo
Title: To the Coordinator of a "Cultural Circle"
Journal: Convergence; v4 n1 p61 2 1971
Year: 1971
Abstract:
This selection of Freire's writings is a circular, sent by the author to coordinators of study groups in Chile. The circular stresses the two-fold nature of the programs: to educate the peasants and to help them gain a critical understanding of their environment through discussion. (Author/RR)
Document Number: EJ043399

Author(s): Freire, Paulo
Title: Cultural Action and Conscientization
Journal: Harvard Educ Rev; v40 n3 p452 77 1970
Year: 1970
Abstract:
Political activities in Latin America and their cultural bases are discussed. (CK)
Document Number: EJ023840

Author(s): Freire, Paulo
Title: Pedagogy of the Oppressed.
Year: 1970
Abstract:
In the course of his work and travels in the Third World and as a result of his studies in the philosophy of education, the author of this book evolved a theory for the education of illiterates, especially adults, based on the conviction that every human being, no matter how "ignorant" or submerged in the "culture of silence," is capable of looking critically at his world in a dialogical encounter with others, and that provided with the proper tools for such an encounter, he can gradually perceive his personal and social reality and deal critically with it. As the illiterate learns and is able to make such statements, his world becomes radically transformed, and he is no longer willing to be a mere object responding to changes around him. He is more likely to decide to take upon himself, with his fellow men, the struggle to change the structures of society that until now have served to oppress him. In the preface, the author stresses that: "The pedagogy of the oppressed...is a task for radicals; it cannot be carried out by sectarians." The book itself discusses a justification for a pedagogy of the oppressed, criticizes the "banking" concept of education as an instrument of oppression, describes the essence of education as the practice of freedom, and puts forth a theory of cultural action. (Author/JW)
Document Number: ED045793

Author(s): Freire, Paulo
Title: The Adult Literacy Process as Cultural Action for Freedom
Journal: Harvard Educ Rev; v40 n2 p205 25 1970
Year: 1970
Document Number: EJ022592

Gail Hawisher

Author(s): Eldred, Janet Carey; Hawisher, Gail E.
Title: Researching Electronic Networks.
Journal: Written Communication; v12 n3 p330 59 Jul 1995
Year: 1995
Abstract:
Looks at interdisciplinary work in composition and computer-mediated communication (CMC). States that work on writing and electronic networks has drawn from early experimental studies of CMC in social psychology. Reviews the work of four groups conducting social psychological research on CMC. Advocates a dialogic relationship between research in computers and composition studies and research in social psychology. (PA)
Document Number: EJ508097

Author(s): Hawisher, Gail E., Ed.; Selfe, Cynthia L., Ed.
Title: CCCC: Bibliography of Composition and Rhetoric, 1992.
Year: 1994
Abstract:
Focusing on work of interest to college English teachers and researchers, this book offers an annual classified listing of scholarship on written English and its teaching at the college level. The book cites 1,656 articles, books, dissertations, and papers that, with few exceptions, were published during the 1992 calendar year. It furnishes citations to review essays, articles appearing in some 228 journals, monographs and essay collections, Ph.D. dissertations abstracted in "Dissertation Abstracts International" and selected documents and conference materials available through ERIC. The bibliography lists each work only once, but it descriptively annotates all citations, cross-references them when appropriate, and indexes all authors and editors. It includes works that treat written communication, the processes whereby human beings compose and understand written messages, and methods of teaching people to communicate effectively. Listings are in five categories: bibliographies and checklists; theory and research; teacher education, administration, and social roles; curriculum; and testing, measurement, and evaluation. A subject index and name index conclude the volume. (RS)
Document Number: ED368000

Author(s): Hawisher, Gail E.; Moran, Charles
Title: Electronic Mail and the Writing Instructor.
Journal: College English; v55 n6 p627 43 Oct 1993
Year: 1993
Abstract:
Discusses the growing importance of electronic mail among academicians. Offers a rhetoric and a pedagogy that include electronic mail in their fields of vision. Argues that writing instructors should continue to do research into the issues inherent in electronic mail. (HB)
Document Number: EJ470267

Author(s): Hawisher, Gail E., Ed.; Selfe, Cynthia L., Ed.
Title: CCCC: Bibliography of Composition and Rhetoric, 1991.
Year: 1993
Abstract:
Focusing on work of interest to college English teachers and researchers, this book offers an annual classified listing of scholarship on written English at the college level. The book cites 1,925 articles, books, dissertations, and papers that, with few exceptions, were published during the 1991 calendar year. The bibliography lists each work only once, but it descriptively annotates all citations, cross-references them when appropriate, and indexes all authors and editors. It includes works that treat written communication, the processes whereby human beings compose and understand written messages, and methods of teaching people to communicate effectively. Listings are in five categories: bibliographies and checklists; theory and research; teacher education, administration, and social roles; curriculum; and testing, measurement, and evaluation. A subject index and name index conclude the volume. (RS)
Document Number: ED359522

Author(s): Hawisher, Gail E.; Selfe, Cynthia L.
Title: Voices in College Classrooms: The Dynamics of Electronic Discussion.
Journal: Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy; v14 n3 p24 8, 32 Sum 1992
Year: 1992
Abstract:
Presents preliminary findings of a study of the language practices of two undergraduate asynchronous English conferences. Examines briefly the roles of the teachers in the conferences. Suggests what questions must be addressed if teachers are to create learning environments to support students. (RS)
Document Number: EJ459276

Author(s): Hawisher, Gail E.; Pemberton, Michael A.
Title: The Case for Teacher as Researcher in Computers and Composition Studies.
Journal: Writing Instructor; v10 n2 p77 88 Win 1991
Year: 1991
Abstract:
Argues that writing instructors have a significant role to play in producing important computer-writing research. Asserts that the insights these instructors gain from teaching inform their research and guide their research practices by allowing them to distinguish subtle patterns and questions worthy of investigation. (PRA)
Document Number: EJ428365

Author(s): Hawisher, Gail E.; Selfe, Cynthia L.
Title: The Rhetoric of Technology and the Electronic Writing Class.
Journal: College Composition and Communication; v42 n1 p55 65 Feb 1991
Year: 1991
Abstract:
Examines the enthusiastic discourse that has accompanied the introduction of computers into writing classes. Explores how this language may influence both change and the status quo in electronic classrooms. Argues that writing instructors, by thinking critically and carefully about technology, can succeed in using it to improve the educational space they inhabit. (MG)
Document Number: EJ422718

Author(s): Hawisher, Gail E., Ed.; Selfe, Cynthia L., Ed.
Title: Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s.
Year: 1991
Abstract:
Discussing the profound changes and possibilities for writing and writing instruction that are evident at this stage of the computer revolution, this book contains 17 articles which focus on implications for teaching, learning, and teacher education and highlight questions that teachers and researchers must address to realize the potential of the new technology. The book's four main sections deal with the profound influence of the new electronic age on teachers' lives, the ways computers change the responsibilities of students and teachers, the significance of hypertext for writers and teachers, and the political implications of the computer revolution for education. The articles and their authors are as follows: "Ideology, Technology, and the Future of Writing Instruction" (Nancy Kaplan); "Taking Control of the Page: Electronic Writing and Word Publishing" (Patricia Sullivan); "Computing and Collaborative Writing" (Janis Forman); "Prospects for Writers' Workstations in the Coming Decade" (Donald Ross); "Computers and Teacher Education in the 1990s and Beyond" (Kathleen Kiefer); "Computers and Instructional Strategies in the Teaching of Writing" (Elizabeth Klem and Charles Moran); "Evaluating Computer-Supported Writing" (Andrea W. Herrmann); "Hypertext and Composition Studies" (Henrietta Nickels Shirk); "Toward an Ecology of Hypermedia" (John McDaid); "Reconceiving Hypertext" (Catherine F. Smith); "The Politics of Hypertext" (Stuart Moulthrop); "Technology and Authority" (Ruth Ray and Ellen Barton); "The Politics of Writing Programs" (James Strickland); "The Equitable Teaching of Composition with Computers: A Case for Change" (Mary Louise Gomez); and "Feminism and Computers in Composition Instruction" (Emily Jessup). (SR)
Document Number: ED331088

Author(s): Hawisher, Gail E.; Fortune, Ron
Title: Word Processing and the Basic Writer.
Journal: Collegiate Microcomputer; v7 n3 p275 84, 87 Fall 1989
Year: 1989
Abstract:
Discussion of the role of computers in teaching basic writers to write focuses on a study of college students that examined the quality of student essays produced with word processing versus paper and pencil, described the kinds of thinking evidenced, and investigated whether any differences were gender related. (20 references) (LRW)
Document Number: EJ401048

Author(s): Hawisher, Gail E.
Title: Computers and Writing: Where's the Research?
Journal: English Journal; v78 n1 p89 91 Jan 1989
Year: 1989
Abstract:
Reviews research on the effect of computers on writing. Concludes that students will not automatically revise and write more successfully with a word processor, that students tend to submit papers with fewer mechanical errors using word processors, and that they enjoy writing more and may collaborate more. (RS)
Document Number: EJ381857

Author(s): Hawisher, Gail E.
Title: Computers in the Classroom: The Computer Daybook: A Multifaceted Tool.
Journal: English Journal; v77 n3 p71 3 Mar 1988
Year: 1988
Abstract:
Describes one teacher's use of a "computer daybook"--an online journal that keeps track of students' progress in learning word processing and in grappling with the problems of writing. Lists several prompts useful for students beginning to learn word processing. (ARH)
Document Number: EJ373250

Author(s): Hawisher, Gail E.
Title: Research in Computers and Writing: Findings and Implications.
Year: 1988
Abstract:
In recent research on the computer there is an optimistic outlook, i.e., the promise of this new tool in fostering learning and literacy. But an examination of 33 studies (experimental, case, and ethnographic) also indicates deficiencies in computers and writing research. Two drawbacks seem to be the lack of rigor in both quantitative and qualitative investigations and the danger of dismissing previous research before the field has a chance to define and establish itself. Few studies have examined how computers affect and interact with the cultural context or learning environment in which they are used--either for writing or for instruction. Many studies lacked detail in the context in which the research was conducted or failed to include and describe the word processing package. In an attempt to add to the cumulative knowledge in computers and composition researchers should: (1) develop qualitative studies that often can provide rich description, revealing patterns, and themes that can then be studied through quantitative methods; (2) establish studies that examine a range of variables; (3) organize longitudinal studies with writers and word processing; (4) formulate studies that look into writers who use word processing all the time for composing; (5) examine, for instructional context, how computers interact with the activities of the classroom; and (6) investigate studies that record writers' generation and revision of texts. (Two tables are included and 50 references are appended.) (MS)
Document Number: ED293140

Author(s): Hawisher, Gail E.; Fortune, Ron
Title: Research into Word Processing and the Basic Writer.
Year: 1988
Abstract:
This paper considers the effect of computer use (word processing) on the compositions written by minority college freshmen in basic writing courses, focusing in particular on differences in composition quality and the kinds of thinking evidenced in the essay, as well as determining whether any differences were gender related. Subjects were 40 Black and Hispanic college basic writers enrolled in first-year special instruction composition classes at two large midwestern universities, one of which requires that all writing courses be taught in a word processing environment. Students were selected for special instruction because their high school performances suggested a strong potential for success in college despite low standardized test scores. Evaluation of the compositions showed that although both groups improved slightly from pretest to posttest, the quality of writing of neither group improved significantly more than the other, nor were any significant differences found based on gender. Evaluation of thinking skills also showed no significant differences based on use or nonuse of word processing in composition, nor any differences based upon gender. These findings are similar to those found in earlier studies of similar low achieving students. Thus, although it is suggested that the medium used in writing might well make a difference in the writing of some groups of writers, this investigation failed to show such a difference for these first year basic college writers. Three tables and one figure are included. (15 references) (EW)
Document Number: ED298943

Author(s): Hawisher, Gail E.
Title: The Effects of Word Processing on the Revision Strategies of College Freshmen.
Journal: Research in the Teaching of English; v21 n2 p145 59 May 1987
Year: 1987
Abstract:
Investigates whether students revise more extensively and successfully with a computer than with conventional methods. Indicates that writing on a computer did not lead to increased revision for these students and that no positive relationship existed between extensive revision and the quality ratings. (AEW)
Document Number: EJ350617

Author(s): Hawisher, Gail E.
Title: The Effects of Word Processing on the Revision Strategies of College Students.
Year: 1986
Abstract:
A study explored the effects of word processing on the revision strategies of 20 advanced college freshmen enrolled in a required writing course. Subjects were divided into two groups of 10, each of which alternately wrote a series of four essays on and off the computer. For each essay students submitted three drafts, which were analyzed for revisions. Each student produced two essays with word processing and two with pen and typewriter. In addition to undergoing text analysis, the essays were judged by trained raters using an analytical scale, so that the quality of the essays could be related to the number and kinds of revisions. Results of the analysis of 4,048 between-draft revisions of 80 essays indicated that writing on a computer did not lead to increased revision--at least not for these able students. The finding that there was no positive relationship between extensive revision and the quality ratings, however, suggests that manipulating text for the sake of revision has little value for students or their writing. Nor did the students make different kinds of revisions with a computer than they did with pen and typewriter. The essays produced with pen and typewriter, moreover, received ratings comparable in quality to those produced on the computer. (Author/HTH)
Document Number: ED268546

Denis Hlynka

Author(s): Hlynka, Denis
Title: Glossary of Terms
Journal: Educational Technology; v34 n2 p14 5 Feb 1994
Year: 1994
Abstract:
Provides a brief glossary of key terminology used in this special issue that addresses the ethical position of educational technology in society, including author-text-reader; connotation; critical theoretic orientation; criticism; deconstruction; discourse; ends-means orientation; metaphor; and postmodern. (Contains seven references.) (LRW)
Document Number: EJ478102

Author(s): Hlynka, Denis
Title: Reflections on "Comments on Hlynka's Much Ado about Educational Technology: A Response to Moore and Garrison: An Existential, Postmodern and Postliterate Visual Parable
Journal: Journal of Visual Literacy; v12 n1 p73 80 Spr 1993
Year: 1993
Abstract:
Responds to comments on a previous article on metaphysics and educational technology that also included a visual parable. The nature of meaning is discussed; the relationship between author, text, and reader is examined; and the binary opposition inherent in technology are considered. (LRW)
Document Number: EJ461605

Author(s): Hlynka, Denis
Title: Formative Evaluation of Prototypical Products: From Expert to Connoisseur
Journal: Educational and Training Technology International; v30 n1 p60 6 Feb 1993
Year: 1993
Abstract:
Discusses issues concerning the formative evaluation process in instructional design models. Distinctions between formative and summative evaluation are described; expert evaluation and student evaluation techniques are explained; the status of formative evaluation is examined; and connoisseurship as evaluation is considered, including the difference between expert and connoisseur. (23 references) (LRW)
Document Number: EJ460005

Author(s): Hlynka, Denis; Yeaman, Andrew R. J.
Title: Postmodern Educational Technology. ERIC Digest.
Year: 1992
Abstract:
The field of educational technology was built on the positivist, modernist search for a best medium towards universal communication and the teaching of predetermined behavior and thinking patterns. Once, this medium was thought to be motion pictures, then television, then programmed instruction, and today it is hoped that it will be instructional systems development, intelligent tutoring systems, and microcomputers. The past emphasis of educational technology on automated delivery systems favors the biases of the industrial, scientific, modern era. However, postmodernism is a philosophic approach that questions all dimensions, including the positivist, scientific paradigm of linear progress. In the postmodern context there is no one best way to communicate and to educate. To realize this is to begin to think as a postmodernist. Postmodern thinking has entered the mainstream of educational technology theory and practice. It can no longer be perceived as neutral or as leading inevitably to progress. The hidden power within educational technology can influence education, training, curriculum, and people. Yet it can make a difference through rigorous philosophic thinking, rethinking, deconstructing and criticizing. In short, educational technology is becoming postmodern. (15 references) (Author/BBM)
Document Number: ED348042

Author(s): Hlynka, Denis
Title: Postmodern Excursions into Educational Technology
Journal: Educational Technology; v31 n6 p27 30 Jun 1991
Year: 1991
Abstract:
Explains postmodernism and discusses the role of postmodernism as it relates to educational technology and various paradigms for educational technology. Highlights include the systems approach to instructional design and the relationship between the psychological paradigm of constructivism and the aesthetic paradigm of poststructuralism. (15 references) (LRW)
Document Number: EJ430237

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