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Gordon, Erick; McKibbin, Kerry; Vasudevan, Lalitha; Vinz, Ruth – English Education, 2007
In this tale of a single event told from the perspectives of multiple narrators, Erick Gordon, Kerry McKibbin, Lalitha Vasudevan, and Ruth Vinz write about their work together on a Student Press Initiative (SPI) writing project at Horizon Academy, the Department of Correction/Department of Education high school at Rikers Island Jail in New York…
Descriptors: High School Students, Writing (Composition), Correctional Education, Institutionalized Persons
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Vinz, Ruth – English Education, 2000
Examines the relationship between past ways of understanding what it has meant to teach and learn in English classrooms and the present movement toward change. Argues that the central purpose of working in relation to the past is to guard against participating in a 'presentism' that denies the past. (NH)
Descriptors: Educational Change, English Curriculum, English Instruction, Higher Education
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Vinz, Ruth – English Education, 1995
Describes the results of a study of how four new teachers framed and interpreted their daily concerns during their first year teaching. Examines several collective themes that emerge from discussions and interviews. Presents an episode from each teacher's classroom. Explains how the results of the research are being used to refine a teacher…
Descriptors: Beginning Teachers, Classroom Research, Higher Education, Preservice Teacher Education
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Vinz, Ruth – English Education, 1997
Details one teacher educator's struggle to articulate a theory that informs her practice. Advocates learning about "un-knowing" and "not-knowing." Cites the role of guidelines in regenerating or revisioning teacher education programs. (PA)
Descriptors: English Teacher Education, Guidelines, Teaching (Occupation), Theory Practice Relationship
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Vinz, Ruth; Erdahl, Tracy – English Education, 1993
Advocates the value and importance of asking prospective teachers to tell autobiographical stories about their teaching experiences. Describes in detail the story of one prospective English teacher's journey from recent graduate to professional teacher and her initiation into the English teaching discourse community. (HB)
Descriptors: Autobiographies, Beginning Teacher Induction, Discourse Communities, English Curriculum