Harvard Educational Review
  1. Winter 1992 Issue »

    Labels, Literacy, and Enabling Learning

    Glenn's Story

    Colleen M. Fairbanks
    The school system often regards students who do not learn fast enough or in a conventional manner as "deficient" and labels them in ways that keep them from joining in a dynamic learning process. The story of how one student overcame the learning disabilities label placed on him is presented, and his relationship with his tutor at the University of Michigan is discussed.

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    Winter 1992 Issue

    Abstracts

    Challenging Venerable Assumptions
    Literacy Instruction for Linguistically Different Students
    Maria de la Luz Reyes
    Teacher Research as a Way of Knowing
    Susan L. Lytle and Marilyn Cochran-Smith
    Labels, Literacy, and Enabling Learning
    Glenn's Story
    Colleen M. Fairbanks
    Teaching as a Profession
    The Rochester Case in Historical Perspective
    Christine E. Murray
    A Hearing Teacher's Changing Role in Deaf Education
    Patricia J. Saylor
    Teaching Narratives
    A Source for Faculty Development and Evaluation
    Diane R. Wood
    Call 1-800-513-0763 to order this issue.