MARC Record from harvard_bibliographic_metadata

LEADER: 03344nam a22003138a 4500
001 009040291-X
005 20030717112602.0
008 021009s2003 nju b 001 0 eng
010 $a 2002040849
020 $a0805841555 (cloth : alk. paper)
020 $a0805841563 (pbk. : alk. paper)
035 0 $aocm50802723
040 $aDLC$cDLC
042 $apcc
043 $an-us---
050 00 $aLB3061$b.C615 2003
082 00 $a371.2/54$221
100 1 $aCollins, Kathleen M.
245 10 $aAbility profiling and school failure :$bone child's struggle to be seen as competent /$cKathleen M. Collins.
260 $aMahwah, N.J. :$bL. Erlbaum Associates,$c2003.
300 $axxi, 232 p. :$bill. ;$c23 cm.
504 $aIncludes bibliographical references (p. 217-225) and index.
505 0 $aChapter 1: Introduction: a sociocultural perspective on [Dis]ability -- Chapter 2: The boy who had something to say -- Chapter 3: "He's what I would call 'out there.'" -- Chapter 4: "He was immediate. He was like immediate." -- Chapter 5: "Where's the evidence?" -- Chapter 6: "Jay just amazes me during this, he really does." -- Chapter 7: "It will be very, very difficult for him to learn how to function in the class." -- Chapter 8: "It's like a burst, a burst of fire." -- Chapter 9: "You got to hear this!" -- Chapter 10: "So who wrote it?" -- Chapter 11: "Jay, we gotta find you a group." -- Chapter 12: "I'm the boy who like bugs." -- Chapter 13: "Do you think I'm proper?" -- Chapter 14: "This ain't easy!" -- Chapter 15: "Church is not a game!" -- Chapter 16: "I think that's why we became very good friends." -- Chapter 17: Ability profiling and school failure: learning from Jay' story.
520 1 $a"Ability Profiling and School Failure explores the social and contextual forces that shape the appearance of academic ability and disability, and how these forces influence the perception of academic underachievement of minority students. It is a powerful case study of a competent fifth grader, an African American boy growing up in a predominantly White, rural community, who was excluded from participating in science and literacy discourses within his classroom community." "The case study form allows for the integration of the story of the student's struggle to be seen as competent in school, a context where his teacher perceives him as learning disabled, with Collins' own perspective as a researcher and teacher-educator engaged in a professional development effort with the teacher. The contribution of this book is to make visible the situated and socially constructed nature of ability, identity, and achievement, and to illustrate the role of educational and social exclusion in positioning students within particular identities." "Highly relevant across the field of education, this book will particularly interest researchers, graduate students, and professionals in literacy and science education, curriculum and instruction, sociocultural theories of learning, discourse analysis of classrooms, research on teaching and learning, special education, social foundations, and teacher education."--Jacket.
650 0 $aAbility grouping in education$zUnited States$vCase studies.
650 0 $aDiscrimination in education$zUnited States$vCase studies.
655 7 $aCase studies.$2fast
988 $a20021127
906 $0DLC