WorldCat Identities

Stock, Patricia L.

Works: 9 works in 29 publications in 1 language and 1,251 library holdings
Genres: Conference papers and proceedings  Academic theses  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Patricia L Stock
Fforum--essays on theory and practice in the teaching of writing( Book )

8 editions published between 1983 and 1984 in English and held by 358 WorldCat member libraries worldwide

Conversations on the written word : essays on language and literacy by Jay L Robinson( Book )

4 editions published in 1990 in English and held by 250 WorldCat member libraries worldwide

The dialogic curriculum : teaching and learning in a multicultural society by Patricia L Stock( Book )

5 editions published in 1995 in English and held by 230 WorldCat member libraries worldwide

The Dialogic Curriculum is about journey and quest - students and teachers working to uncover common themes in their experiences and to find the most effective forms through which to articulate them. Patricia Lambert Stock invites you into two twelfth-grade classes, in which she and her colleagues teach literature by asking students to read and write about subjects that matter to them. The result is both a richly detailed portrait of inquiry-based, integrated language arts teaching and a theory of curriculum. Convinced that teachers' plans remain just that unless students translate them into their own intellectual projects, Stock presents a course of study that builds on students' existing understanding and skill. As you travel with Stock and her students across a yearlong English course, you overhear teachers planning and observe students reading, writing, and talking, and you see students expand their experiences and literacy and pass along their enriched understanding to their home community. As the only full-length book that simultaneously argues for, theorizes about, and presents teacher research, The Dialogic Curriculum fills a gap in the literature published for staff developers, high school teachers, teacher educators, curriculum specialists, and theorists and researchers in education
Moving a mountain : transforming the role of contingent faculty in composition studies and higher education by Eileen E Schell( Book )

4 editions published in 2001 in English and held by 182 WorldCat member libraries worldwide

This book addresses the counterproductive conditions in which part-time and non-tenure-track composition faculty must teach, using case studies, local narratives, and models for ethical employment practices. It presents and evaluates a range of proactive strategies for change, both for local conditions and broader considerations. Section 1, Transforming the Cultural and Material Conditions of Contingent Writing Faculty: The Personal and the Institutional, includes the following 5 chapters: (1) "Shadows of the Mountain" (Chris M. Anson and Richard Jewell); (2) "Non-Tenure-Track Instructors at ualr: Breaking Rules, Splitting Departments" (Barry M. Maid); (3) "The Best of Times, the Worst of Times: One Version of the 'Humane' Lectureship" (Eva Brumberger); (4) "The Material and the Cultural as Interconnected Texts: Revising Material Conditions for Part-Time Faculty at Syracuse University" (Carol Lipson and Molly Voorheis); and (5) "Trafficking in Freeway Flyers: (Re)Viewing Literacy, Working Conditions, and Quality Instruction" (Helen O'Grady). Section 2, Collectivity and Change in Non-Tenure-Track Employment: Collective Bargaining, Coalition Building, and Community Organizing, contains the following 6 chapters: (6) "The Real Scandal in Higher Education" (Walter Jacobsohn); (7) "Faculty at the Crossroads: Making the Part-Time Problem a Full-Time Focus" (Karen Thompson); (8) "How Did We Get in This Fix? A Personal Account of the Shift to a Part-Time Faculty in a Leading Two-Year College District" (John C. Lovas); (9) "a Place to Stand: The Role of Unions in the Development of Writing Programs" (Nicholas Tingle and Judy Kirscht); (10) "Same Struggle, Same Fight: a Case Study of University Students and Faculty United in Labor Activism" (Elana Peled, Diana Hines, Michael John Martin, Anne Stafford, Brian Strang, Mary Winegarden, and Melanie Wise); and (11) "Climbing a Mountain: An Adjunct Steering Committee Brings Change to Bowling Green State University's English Department" (Debra A. Benko). Section 3, Rethinking Non-Tenure-Track Faculty Roles and Rewards, contains the following 3 chapters: (12) "Distance Education: Political and Professional Agency for Adjunct and Part-Time Faculty, and GTAs" (Danielle DeVoss, Dawn Hayden, Cynthia L. Selfe, and Richard J. Selfe, Jr.); (13) "The Scholarship of Teaching: Contributions from Contingent Faculty" (Patricia Lambert Stock, Amanda Brown, David Franke, and John Starkweather); and (14) "What's the Bottom-Line? Literacy and Quality Education in the Twenty-First Century" (Eileen E. Schell). Contains over 800 references, including the appendix: "Select Bibliography: Contingent Labor Issues in Composition Studies and Higher Education" (Margaret M. Cunniffe and Eileen E. Schell), which consists of approximately 600 items. (Ef)
Composition's roots in English education( Book )

2 editions published between 2011 and 2012 in English and held by 105 WorldCat member libraries worldwide

Entering the conversations : practicing literacy in the disciplines by Patricia L Stock( Book )

1 edition published in 2014 in English and held by 86 WorldCat member libraries worldwide

Structural kindness : essays on literacy education in honor of Kent D. Williamson( Book )

1 edition published in 2015 in English and held by 30 WorldCat member libraries worldwide

"In his role as executive director of the National Council of Teachers of English (NCTE), the late Kent D. Williamson influenced the course of literacy teaching and learning, especially in the first years of the twenty-first century. In this collection, influential scholars and practitioners pause to reflect on his intellectual leadership and the impact of his vision. Taken together, these essays document the profession's hard-earned wisdom about the issues and challenges facing literacy educators in the current era of dramatic social, cultural, and technological change. The collection also launches the work of the newly established Kent D. Williamson Policy and Advocacy Center in Washington, DC, as it demonstrates ways in which the profession can connect literacy research, theory, and practice to educational policy and advocacy"--Back cover
[Writing across the curriculum : making it work]( Visual )

2 editions published in 1995 in English and held by 7 WorldCat member libraries worldwide

Live, interactive panel discussion on the use of writing as a method of helping students to acquire the skills they need for the workforce
The teacher as researcher : rethinking the discursive practices of education by Patricia L Stock( )

2 editions published in 1987 in English and held by 3 WorldCat member libraries worldwide

I ground my argument in descriptive reflections upon two collaborative projects undertaken by school teachers and university faculty when they chose to assess the writing competencies of selected populations of students across the Ann Arbor Public Schools (Ann Arbor, Michigan) and the Public Schools of the City of Saginaw (Michigan). I have chosen to reflect on these projects in which I have been a participant-observer since 1984 to lend concreteness to my argument for this reason: Any meaningful
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  General Special  
Audience level: 0.42 (from 0.12 for [Writing a ... to 0.74 for The teache ...)

Moving a mountain : transforming the role of contingent faculty in composition studies and higher educationComposition's roots in English educationEntering the conversations : practicing literacy in the disciplines
English (29)