*Sample entry for RM
McGuire,KT and GA Caldeira. "Lawyers, Organized Interests, and the Law of Obscenity: Agenda Setting in the Supreme Court." American Political Science Review 87 (1993): 715-26.
Summary: This source illustrates through obscenity cases, how the Supreme Court chooses and prioritizes which cases to try.
Annotation: The source doesn't directly get at definitions of obscenity but offers an overview of definition issues up front.
Friday, February 01, 2008
Naming Students’ Stasis Points:
What We’re Doing When We Say We’re Doing “Critical Reflection”
An Annotated Bibliography
Research Methods
Cresswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2003.
Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 2nd ed. Thousand Oaks, CA: Sage, 1998.
Stasis Theory
Carter, Michael. “Stasis and Kairos: Principles of Social Construction in Classical Rhetoric.” Rhetoric Review 7 (1988): 97-112.
Kennedy, George A. A New History of Classical Rhetoric. Princeton: Princeton UP, 1994.
Rupiper Taggart, Amy, and H. Brooke Hessler. “Stasis and the Reflective Practitioner: Experienced Teacher-Scholars Sustain Community Pedagogy.” Reflections: Writing, Service-Learning, and Community Literacy 5 (Spring 2006): 153-72.
Hatcher, Julie A. and Robert G. Bringle. “Reflection: Bridging the Gap between Service and Learning. College Teaching 45 (1997): 153-159.
Hillocks, George. Teaching Writing as Reflective Practice. New York: Teachers College Press, 1995.
Schön, Donald A. Educating the Reflective Practitioner : Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass, 1987.
-----. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
Teaching Methods
*formative assessment, discussion about learning process, learning portfolios
Brookfield, Stephen.
What We’re Doing When We Say We’re Doing “Critical Reflection”
An Annotated Bibliography
Research Methods
Cresswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 2nd ed. Thousand Oaks, CA: Sage, 2003.
We're using Cresswell to force us to slow down and really examine our methods more carefully, ensuring we have the best study and helping us to think about extensions for the study, as well.
Strauss, Anselm and Juliet Corbin. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 2nd ed. Thousand Oaks, CA: Sage, 1998.
Strauss and Corbin are the leading developers of grounded theory research, the primary method we plan to use.
Carter, Michael. “Stasis and Kairos: Principles of Social Construction in Classical Rhetoric.” Rhetoric Review 7 (1988): 97-112.
Kennedy, George A. A New History of Classical Rhetoric. Princeton: Princeton UP, 1994.
Rupiper Taggart, Amy, and H. Brooke Hessler. “Stasis and the Reflective Practitioner: Experienced Teacher-Scholars Sustain Community Pedagogy.” Reflections: Writing, Service-Learning, and Community Literacy 5 (Spring 2006): 153-72.
Drawing on Donald Schön’s concept of the reflective practitioner and the classical rhetorical concept of stasis, this article observes the habits and tactics of experienced community-engaged instructors of writing and rhetoric. It suggests that a complete reflective practice, combining reflection in and on action, contributes to sustaining effective programs and practices. In moments of tension or apparent crisis, effective reflective practitioners identify critical stasis points effectively, creating opportunities for positive change. The stases of media, language, repertoire, theory, appreciative systems, and role frames are explored.
ReflectionHatcher, Julie A. and Robert G. Bringle. “Reflection: Bridging the Gap between Service and Learning. College Teaching 45 (1997): 153-159.
Hillocks, George. Teaching Writing as Reflective Practice. New York: Teachers College Press, 1995.
Schön, Donald A. Educating the Reflective Practitioner : Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass, 1987.
-----. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
Teaching Methods
*formative assessment, discussion about learning process, learning portfolios
Brookfield, Stephen.
