“I Would Like to See How They Got Poor and See What It's Like to Be Poor”: An Analysis of Young Children's Responses to a Critical Literacy Text About Poverty
Sixty-four 8-year-old children listened to a reading of a critical literacy text about poverty and then responded to interview questions about the story. The content on which the children focused their attention, the processes that they employed to engage with the text, and the particular stance(s) taken varied significantly by ecological setting or socioeconomic status for some categories of response. These findings are consistent with Rosenblatt's (1994) theory and have important implications for practice. Mindful of variations in response, practitioners can become more sensitive to children's constructed meanings about poverty and scaffold accordingly.
Teaching Literature in the Secondary School
The book's response-centered approach engages the student with literature. Contains in-depth discussions of multi-cultural literature and the uses of drama and film in the classroom that will enhance the understanding of literature.
Experimental observation of a strange nonchaotic attractor.
Evidence is presented for the existence of a strange nonchaotic attractor in a two-frequency quasi-periodically driven, buckled, magnetoelastic ribbon experiment. Scaling behavior in the Fourier amplitude spectrum is observed in agreement with predicted scaling behavior for strange nonchaotic attractors. Dimension measurements also support the existence of a strange nonchaotic attractor