My articles

Besides influencing the students inside my classroom, I also try to influence people outside my classroom. Take a look at some of my publications that will hopefully get others to revisit their educational philosophy.

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I discuss the futility of using terms like “intelligence” in the classroom given Carol Dweck’s research on mindsets.  Copyright (c) 2008 – 2015 Imaginative Minds

Another critique of the construct of "intelligence(s)." This time I argue that the disagreement over its definition among academics, and its inability to correlate with important life outcomes, suggests we should omit the word from classroom discourses.

Another critique of the construct of “intelligence(s).” This time I argue that the disagreement over its definition among academics, and its inability to correlate with important life outcomes, suggests we should omit the word from classroom discourses. Teachers College Record, Date Published: February 16, 2015.

This self-study details my inquiry into cultivating intrinsic motivation in five-paragraph essays during my second year of teaching.

This self-study details my inquiry into cultivating intrinsic motivation in five-paragraph essays during my second year of teaching. Journal of Urban Education, Volume 12, Issue 1 (Spring 2015).

I position motivation and intelligence as opposing constructs that explain academic achievement. I then go on to argue that the former is much more important than the latter in education.

I position motivation and intelligence as opposing constructs that explain academic achievement. I then go on to argue that the former is much more important than the latter in education. Spirituality and Health Magazine, September/October (2015).

 

 

 

 

 

 

 

 

 

 

 

This narrative explores my experiences as a motivated and capable urban educator making sense of unanticipated challenges in a new, albeit similar, school. The conclusion: local, procedural teacher knowledge is invaluable yet ignored in teacher preparation programs.

This narrative explores my experiences as a motivated and capable urban educator making sense of unanticipated challenges in a new, albeit similar, school. The conclusion: local, procedural teacher knowledge is invaluable yet ignored in teacher preparation programs. Journal of Urban Education, Volume 12, Issue 2 (Fall 2015).