Harvard Educational Review
  1. Fall 2008 Issue »

    Capturing Authenticity, Transforming Perception

    One Teacher’s Efforts to Improve Her Students’ Performance by Challenging Their Impressions of Self and Community

    William H. Marinell, Harvard Graduate School of Education
    In this Voices Inside Schools essay, William Marinell describes the efforts of a public school teacher to improve her students’ writing by attempting to increase their connectivity to their community. By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students’ negative perceptions of their community, which she believes have a negative effect on her students’ performance in school. Marinell elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work and how her instructional objectives and pedagogical approaches evolved as she gained an appreciation for the complex issues that arise when teachers and students attempt to depict their community.

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    William H. Marinell is an advanced doctoral student at the Harvard Graduate School of Education. He has taught courses in English literature and writing to elementary, middle, and high school students in the United States, Kenya, and Bangladesh. His current research focuses on midcareer entrants to teaching. He is the coauthor of “Angling for Access, Bartering for Change” (with M. Donaldson, S. M. Johnson, C. Kirkpatrick, J. Steele, and S. Szczesiul, 2005) and “Of Bombs, Blackness, and Ideal Balconies: The Power and Potential of Electronic Communication in the Classroom,” in Future Courses: A Compendium of Thought about Education, Technology, and The Future (with L. Bernieri; edited by J. Ohler, 2001).
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    Fall 2008 Issue

    Abstracts

    Putting the “Development” in Professional Development
    Understanding and Overturning Educational Leaders’ Immunities to Change
    Deborah Helsing, Annie Howell, Robert Kegan, Lisa Lahey, Harvard Graduate School of Education
    Achievement as Resistance
    The Development of a Critical Race Achievement Ideology among Black Achievers
    Dorinda J. Carter, Michigan State University
    Unpacking the Placement of American Indian and Alaska Native Students in Special Education Programs and Services in the Early Grades
    School Readiness as a Predictive Variable
    Jacob Hibel, Susan C. Faircloth, The Pennsylvania State University, and George Farkas, University of California, Irvine
    Capturing Authenticity, Transforming Perception
    One Teacher’s Efforts to Improve Her Students’ Performance by Challenging Their Impressions of Self and Community
    William H. Marinell, Harvard Graduate School of Education

    Book Notes