Page Comparison

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• Reading
  
  • Tierney, 2013
  • Christenson, 2004
  • White et al., 2005
  • (browse online bookmarks list: http://delicious.com/tchammond/TLT404)
  • Grant & Ray, Ch. 1 
• Assignments
  
  • In CourseSite, update your profile with a current pic
  • WTL : Participate in the class-wide Writing-to-Learn forum for this week (see in CourseSite)
  • Complete and bring in your paper box. 
  • Complete Self-in-Context assignment
  • Please let me know if you have any contacts with traditionally underserved families that might agree to participate in the Family & School Interview project. Just fill out this form. (If you have more than one contact in mind, you can fill it out multiple times.) Thanks!

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• Housekeeping
• Conceptual work – gender & sexuality
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  • Gender
    • Padlet wall for gender free-associate: http://padlet.com/thomaschammond/lffzn7j7s1g0
    • Gendered curriculum: Caldecott winners, history ed research by Sam Wineburg
    • Kimmel: Gendered classroom
    • Claiming a cognitive basis for gendered education: Abigail Norfleet James – see a collection of links. 
    • Senators KB Hutchison and Mikulski's Op-Ed in the WSJ: A Right to Choose Single-Sex Education.
  • Sexuality
    • Rationale?
    • Genderbread cookie activity from Adams, Bell, & Griffin, 2007
    • A couple of clips from "It's Elementary: Talking About Gay Issues in School".
    • Shifting social norms: My experiences; yours? 
    • Katz, "The Invention of Heterosexuality"
    • Heterosexual privilege
      • Example: Excerpt from "Homosexuals: Just Another Minority Group?" (and see counter-example to 'six types of homosexuals' in Slate: 'The Six Types of Heterosexuals'.
    • Shifting climate / norms?
    • Tips for working with LGBTQ students & organizations
• Closure

After class

• Reading: If
  • If you haven't read
  them
  • it already, read Gould
  • Read the Katz and Kimmel pieces
• Assignments
  • WTL: Nothing public, just private
  • Work on whichever you have left, field paper or F&S interview

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