ERIC Number: ED393107
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
The Gendered Language of Texts and Classrooms: Teachers and Students Exploring Multiple Perspectives and Interpretations. Instructional Resource No. 23.
Alvermann, Donna; And Others
Designed to help middle and secondary level teachers create spaces for students to explore multiple perspectives and interpretations of their texts, this brochure offers teachers who have experienced classroom talk that leads to gender divisiveness among students an opportunity to consider new ways of thinking about such talk. The brochure discusses the language of the classroom, language of the text, creating spaces, multiple perspectives and interpretations, and interrupting the status quo. The brochure presents two examples from an eighth-grade language arts classroom of the several filters (gender, social class, race, ethnicity, culture) through which readers experience text. (RS)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.