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Essay / Research Paper Abstract
This 3 page paper discusses educator Margaret Finders’s book on adolescent girls and their behavior in and out of the classroom. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: KV32_HVfindrs.rtf
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Unformatted sample text from the term paper:
Girls centers on an exploration of the way in which girls use literacy and discussion groups as a means of social engagement. The author, Margaret J. Finders, discovered that far
from being a neutral activity (studying/creative writing), literacy exercises were actually used as a form of communication as well as a sort of social "pecking order." There were definitely groups
who were "in" and others who were "out," and the signs distinguishing them were very subtle. Finders and those who have read her book argue that her ethnographic study has
revealed a depth and complexity to these interactions that suggest current teaching methods cannot possible reach the students, since they are based on incorrect assumptions. Key sections: Finderss method was
to study five girls for a year, both in and out of school. She had unprecedented access to them and their work, and to their parents and friends as well.
The two most important sections are in school and out of school activities. Organizational structure: The book is a narrative study of the girls, with information gathered from a year
of close observation. The young women allowed Finders to read their notes and listen to their conversations, an amazing display of trust. Strategies for teaching: Today there is a substantial
movement toward "student-centered" education. The theory is that students rather than teachers should be at the heart of the educational system, and curricula should be designed to meet their needs,
rather than forcing students to take classes they dislike and will never need again after graduation. But Finders argues that these student-centered structures are largely a myth: "A writing workshop
classroom is not necessarily a comfortable, safe place for students to feel included; Atwells (1987) ideas of time, ownership and response cannot conquer well-established patterns of power-which come from popularity,
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