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" Ability profiling and school failure : "
by Kathleen M. Collins
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BL
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| Record Number
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701902
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| Doc. No
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b524091
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| Main Entry
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Collins, Kathleen M
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| Title & Author
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Ability profiling and school failure : : one child's struggle to be seen as competent /\ by Kathleen M. Collins
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| Publication Statement
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Mahwah, N.J. :: L. Erlbaum Associates,, 2003
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| Page. NO
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xxi, 232 pages :: illustrations ;; 24 cm
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| ISBN
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0805841555
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: 0805841563
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: 9780805841558
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: 9780805841565
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| Bibliographies/Indexes
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Includes bibliographical references (pages 217-225) and indexes
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| Contents
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Chapter 1: Introduction: a sociocultural perspective on [Dis]ability -- Chapter 2: The boy who had something to say -- Chapter 3: "He's what I would call 'out there.'" -- Chapter 4: "He was immediate. He was like immediate." -- Chapter 5: "Where's the evidence?" -- Chapter 6: "Jay just amazes me during this, he really does." -- Chapter 7: "It will be very, very difficult for him to learn how to function in the class." -- Chapter 8: "It's like a burst, a burst of fire." -- Chapter 9: "You got to hear this!" -- Chapter 10: "So who wrote it?" -- Chapter 11: "Jay, we gotta find you a group." -- Chapter 12: "I'm the boy who like bugs." -- Chapter 13: "Do you think I'm proper?" -- Chapter 14: "This ain't easy!" -- Chapter 15: "Church is not a game!" -- Chapter 16: "I think that's why we became very good friends." -- Chapter 17: Ability profiling and school failure: learning from Jay' story
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| Abstract
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"Ability Profiling and School Failure explores the social and contextual forces that shape the appearance of academic ability and disability, and how these forces influence the perception of academic underachievement of minority students. It is a powerful case study of a competent fifth grader, an African American boy growing up in a predominantly White, rural community, who was excluded from participating in science and literacy discourses within his classroom community." "The case study form allows for the integration of the story of the student's struggle to be seen as competent in school, a context where his teacher perceives him as learning disabled, with Collins' own perspective as a researcher and teacher-educator engaged in a professional development effort with the teacher. The contribution of this book is to make visible the situated and socially constructed nature of ability, identity, and achievement, and to illustrate the role of educational and social exclusion in positioning students within particular identities." "Highly relevant across the field of education, this book will particularly interest researchers, graduate students, and professionals in literacy and science education, curriculum and instruction, sociocultural theories of learning, discourse analysis of classrooms, research on teaching and learning, special education, social foundations, and teacher education."--Jacket
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| Subject
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Ability grouping in education-- United States, Case studies
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Discrimination in education-- United States, Case studies
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| Dewey Classification
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371.2/54
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| LC Classification
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LB3061.C615 2003
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