WorldCat Identities

Hull, Glynda A.

Overview
Works: 29 works in 82 publications in 2 languages and 2,264 library holdings
Genres: Case studies  Academic theses  Interviews  Examinations  History 
Roles: Author, Editor, Other, Thesis advisor
Classifications: LC152.C2, 371.97
Publication Timeline
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Most widely held works by Glynda A Hull
Children of promise : literate activity in linguistically and culturally diverse classrooms by Shirley Brice Heath( Book )

4 editions published between 1991 and 1995 in English and held by 640 WorldCat member libraries worldwide

This monograph addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. The monograph introduces some of these classrooms in detail, examining and describing their literacy practices and setting forth some of the principles of learning and language that underlie them. It is the result of long-term collaboration between a classroom teacher and a university researcher, and provides a model for university-school collaboration. The monograph sets the stage for future collaborations between practitioners and researchers that can suggest new and creative ways to improve school-based literacy learning. Special attention is focused on the following: cultural and linguistic differences; inside the classroom; writing, learning, and the teacher's role; literate behavior and literacy skills; and building theory and practice together. Suggestions for implementing cross-grade tutoring projects and references and a reading list are appended. (JL)
School's out : bridging out-of-school literacies with classroom practice( Book )

5 editions published in 2002 in English and held by 460 WorldCat member libraries worldwide

This book uses research on literacy outside of school to challenge how we think about literacy inside of school. Bringing together highly respected literacy researchers, this volume bridges the divide in the literature between formal education and the many informal settings-homes, community organizations, after-school programs, etc.-in which literacy learning flourishes. To help link findings with teaching practices, each chapter includes a response from classroom teachers (K-12) and literacy educators
Changing work, changing workers : critical perspectives on language, literacy, and skills by Glynda A Hull( Book )

7 editions published in 1997 in English and Undetermined and held by 336 WorldCat member libraries worldwide

Changing Work, Changing Workers looks at U.S. factories and workplace education programs to see what is expected currently of workers. The studies reported in Hull's book draw their evidence from firsthand, sustained looks at workplaces and workplace education efforts. Many of the chapters represent long-term ethnographic or qualitative research. Others are fine-grained examinations of texts, curricula, or policy. Such perspectives result in portraits that honor the complex nature of work, people, and education
The new work order : behind the language of the new capitalism by James Paul Gee( Book )

16 editions published between 1996 and 2018 in English and held by 331 WorldCat member libraries worldwide

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Dedication -- Acknowledgments -- Preface -- 1 Sociocultural literacy, discourses, and the new work order -- I.A sociocultural approach -- II. A case study concerning schools and workplaces -- III. Goals and core values in the new work order -- 2 Fast capitalism: theory and practice -- I. The fast capitalist story -- II. A dilemma in the new work order -- III. Silences in fast capitalist texts -- IV. Dysutopia in the new capitalism -- 3 Alignments: education and the new capitalism -- I.A master story for our new times -- II. Business and cognitive science -- III. Goals, values, and control -- IV. A further note on practice -- V. The new capitalism and the critics of capitalism -- 4 A tale of one factory: training for teams -- I. Background: from orchards to electronics -- II. More background: contract manufacturing -- III. A note on methods -- IV. Teamco: contract manufacturer par excellence -- V.A training class -- VI. Observations on the SDWT curriculum and class -- 5 A tale of one factory: teams at work -- I. Team meetings -- II. Teamwork revisited -- III. Conclusion and coda: a team competition -- 6 A tale of one village: global capitalism and Nicaragua -- I. Square peg in a round hole? The case of San José -- II. What to make of San José? -- III. Critical literacy and the Fourth World -- 7 What is to be done? -- I. The new work order -- II. Goals and schools -- Bibliography -- Index
Rethinking remediation : toward a social-cognitive understanding of problematic reading and writing by Glynda A Hull( Book )

6 editions published between 1989 and 1991 in English and held by 97 WorldCat member libraries worldwide

A case study, designed to provide information on what it is that cognitively and socially defines an underprepared student as underprepared, focuses on a piece of writing by a community college student from the inner city (Tanya) in a college-level basic reading and writing course. The study presents a "snapshot" of some of the social and cognitive variables surrounding this single piece of writing. It is part of a larger research project on remediation at the community college, state college, and university level. It is hoped that analysis of more of their data collected at the three sites will yield answers to the following questions: (1) What productive and counterproductive strategies characterize the writing and reading skills of underprepared students? (2) How are these strategies represented in the students' minds and what forces have influenced these current representations? (3) What tends to happen to these strategies during instruction? (4) What mismatches or points of convergence tend to occur between pedagogies/programs and students' background knowledge, experience, and goals? and (5) What are the social and institutional processes whereby students like Tanya are defined as deficient or remedial or substandard? (Twenty-four references are attached.) (RS)
Hearing other voices : a critical assessment of popular views on literacy and work by Glynda A Hull( Book )

4 editions published in 1991 in English and held by 92 WorldCat member libraries worldwide

Recent cognitive and historical research as well as the perspectives of workers can challenge the popular myths of literacy and work. It is believed that workers do not possess the necessary literacy skills for current and future jobs. Forecasters specify which groups will dominate the future work force--women, minorities, and immigrants. Since these groups are believed to have the poorest skills, workplace literacy problems will worsen. There is talk of a deficit in "basic skills." The traditional idea of basics--reading, writing, and computation--makes up just one skill group of seven that employers believe are important. Given growing illiteracy, changing demographics, increasing skill requirements, and economic losses, there is pressure on businesses to support literacy training. Much workplace literacy discourse centers on functional context training--basing literacy instructional materials on texts used on the job. A more critical reading of current views rejects a simplistic assignment of blame to workers' lack of literacy skills. Reassessment of the effects of literacy and illiteracy, workers' potential, the nature of literacy, and the literacy requirements of work should be infused with the workers' perspective and alternative views. The literacy practices emerging from these "other voices" can help amend, qualify, and improve workplace literacy programs. (101 references) (NLA)
Teaching tech-savvy kids : bringing digital media into the classroom, grades 5-12 by Jessica K Parker( )

1 edition published in 2010 in English and held by 87 WorldCat member libraries worldwide

This book focuses on the intricate and maturing relationship between youth and their digital media practices and how they may be integrated into the classroom for learning purposes
Changing work, changing literacy? : a study of skill requirements and development in a traditional and restructured workplace : final report( Book )

1 edition published in 1996 in English and held by 82 WorldCat member libraries worldwide

A study (1) identified in ethnographic detail the literacy-related skills that are required in today's changing workplaces; (2) compared the literacy requirements of "high performance" workplaces with more traditionally organized ones; and (3) constructed innovative ways to introduce educators to the changing skill demands of work. The 3-year project studied circuit board assembly or "contract manufacturing" in the Silicon Valley, a rapidly growing and highly competitive part of the electronics industry. The varied functions that reading and writing served in such work environments were identified, and the ways in which industry standards and work organization, such as self-directed work teams, affect literacy requirements for a range of workers at individual companies were documented. How literacy requirements varied in these factories were determined, given different types of work organization; and the constraints that companies themselves exerted in the exercise of literate abilities were identified. A multimedia data base (a computer-base compendium of video from the factory floors; audiotaped interviews with line workers, engineers, and managers; examples of written documents and schematic diagrams and other data--is being built and field-tested which can be used to introduce vocational and literacy educators, in dynamic fashion, to the literacy requirements of changing workplaces. (Contains 16 figures, 1 table of data, 8 notes, and 81 references. The 17 appendixes present log reports and procedures, transcripts, meta-categories worksheets and frequencies, and taxonomies of team activities and classroom activities.) (Author/RS)
El Nuevo orden laboral : lo que se oculta tras el lenguaje del neocapitalismo by James Paul Gee( Book )

4 editions published in 2002 in Spanish and held by 24 WorldCat member libraries worldwide

Remediation as social construct : perspectives from an analysis of classroom discourse by Glynda A Hull( Book )

3 editions published in 1991 in English and held by 23 WorldCat member libraries worldwide

This paper examines remediation as the product of perceptions and beliefs about literacy and learning. It illustrates some ways teachers inadvertently participate in constructing inaccurate and limiting notions of learners as being cognitively defective and in need of "remedy," and thus limit classroom learning. It combines an empirical, fine-grained analysis of classroom discourse with broader historical and cultural analyses. The paper considers ways to examine these limiting basic assumptions, building, from a different ground, notions about students' abilities and the nature of literacy learning. The paper's first section analyzes closely a 50-minute classroom lesson on writing conducted in a remedial classroom at an urban college led by a highly rated teacher committed to her teaching. This section examines the class conversation in terms of its interactional patterns and the kinds of classroom discourse such patterns allow, and looks closely at one student, detailing the interactional processes that contribute to her being defined as remedial. The paper's second section examines the cultural context of school failure, noting the long history in American education of perceiving and treating low-achieving children as if they were lesser in character and fundamental ability. The paper's third section discusses four suggested means (remembering teacher development, attending to classroom discourse, making macro-micro connections, and rethinking the language of cultural difference) for teachers and researchers to examine their assumptions about remediation and remedial students. (Four figures containing transcripts of classroom discussions are included: there are 60 references and a transcription key. (Author/RS)
"This wooden shack place" : the logic of an unconventional reading by Glynda A Hull( Book )

3 editions published in 1990 in English and held by 21 WorldCat member libraries worldwide

A case study examined the logic of a student's unconventional interpretation of a poem. The subject, an outgoing and well-spoken student from the lower-middle class enrolled in a remedial composition class at the University of California, offered an unconventional reading of a poem by a contemporary Japanese-American writer. Data consisted of recordings of teacher-student conferences concentrating on the interpretation of the poem, a stimulated-recall session, and a follow-up interview. A "conventional" reading of the poem was constructed by asking six readers socialized in American literature departments (two senior English majors, two graduate students, and two English professors) to interpret the lines in question. Results indicated that while the subject's interpretation of the physical environment of the poem (that the character does not live in the wooden shacks and that she is really not poor) differed from the "conventional" reading, his interpretation was coherent and logical. Results also indicated that teacher talk in the conference was often qualified, challenged, and interrupted and that teacher expectations were often unfulfilled. Findings suggest that the laudable goal of facilitating underprepared students' entry into the academic community is actually compromised by a conversational pattern that channels students like the subject discussed here into more "efficient" discourse. (Excerpts from the teacher-student conference are included.) (Rs)
Their chances? slim and none : an ethnographic account of the experiences of low-income people of color in a vocational program and at work by Glynda A Hull( Book )

3 editions published in 1992 in English and held by 19 WorldCat member libraries worldwide

This paper describes ethnographic research in a community college banking and finance program in the context of the opposing positions of the need for basic skills and preparation for jobs and the need for critical skills and preparation for citizenship in a democracy. After these positions are reviewed, research is described on students in the program, presenting the perspectives of the teacher, employer, and students. The paper argues that, as far as the students in this study are concerned (poor people of color in desperate need of jobs), proponents of basic skills miss the mark, given that such capabilities did not have much to do with whether workers were able to attain, perform, or keep their jobs. Findings are presented that seem to discredit the skills argument. The paper goes on to explain what the real problem might be. It accounts for how and why African-American women from the program were encouraged and helped to take low-level jobs that most of them would quickly lose, by investigating how students, teachers, and employers in this particular context together constructed a career path and work identity for students. The paper illustrates the ongoing struggle between democratizing and reproductive forces and shows reproductive forces winning out. Having suggested that the problem is not basic skills, the paper reexamines arguments for the centrality of critical skills in vocational education. Suggestions are made for reorganization and reform in both the community college vocational program and the workplace. (80 references) (ylb)
A new look at formulating hypotheses items by Sybil B Carlson( Book )

1 edition published in 1988 in English and held by 12 WorldCat member libraries worldwide

Multiple literacies : a compilation for adult educators by Glynda A Hull( Book )

5 editions published in 2003 in English and held by 8 WorldCat member libraries worldwide

Recent developments have broadened the definition of literacy to multiple literacies--bodies of knowledge, skills, and social practices with which we understand, interpret, and use the symbol systems of our culture. This compilation looks at the various literacies as the application of critical abilities to several domains of importance to adult life in the 21st century. It begins with an examination of critical literacy for "challenging times," making the case for its potential to move adult literacy education beyond "neutral and neutralizing notions" of technical skill. In the next chapter, how people acquire digital/electronic literacy and how adult educators can support this effort are examined. Environmental literacy is used as an example of education for effective critique rather than instrumental purposes in the third chapter. The fourth chapter takes a different perspective on health literacy by addressing its importance for all adults, not just those with low levels of basic skills. An annotated resource list provides sources of more information about critical aspects of the following literacy domains: multiple, critical, civic, digital/electronic, environmental, financial, geographic, health, media, and technological/scientific. Contains 124 references. (Sk)
Berkeley writers at work Robin Tolmach Lakoff, Fall 1997( Visual )

2 editions published in 1997 in English and held by 4 WorldCat member libraries worldwide

A brief lecture by professor and author Robin Tolmach Lakoff followed by an interview in which she discusses her writing process and answers questions from the student audience
Narratives of English literacy learning: Chinese adult immigrants' participation in a community-based ESL writing class by Heather B Finn( )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

Through the lens of the sociocultural and community of practice literature, this qualitative dissertation paints a richer picture of the complex factors which influence the L2 literacy learning of four Chinese women in one community of practice, the University Settlement Organization (USO) ESL writing class. USO, the oldest settlement agency in the United States, provides a unique model for literacy instruction. Whereas the majority of adult literacy programs focus on functional literacy skills, the USO model was designed to emphasize empowerment by utilizing the students' own words as the text for the class. Additionally, in this student-centered model, students take on various leadership roles; while some of these roles are teacher-directed, others develop organically. Data collection over a ten-month period included extensive field notes of these in-class interactions, a lexical analysis of students' writing, as well as in-depth interviews with the focal students to uncover the prior and current literacy practices; academic and professional goals, and writing development of four women
Language use as agency in a high school English classroom by Tim Fredrick( )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

Classroom discourse research has taken an etic approach to looking at how students use language in classrooms. While this approach has provided valuable insights into the language-learning connection and how students' identities get enacted in classrooms, it has failed to portray the life of the classroom from the perspectives of the students. Furthermore, the classroom discourse research field often portrays students as one homogenous entity that is solely dependent on the teacher to use language in a useful manner. As such, this dissertation has taken an emic approach to analysis and has investigated how students used language in the classroom to accomplish varied social actions, how they used language differently among themselves, and what communicative competence enabled them to do so
The editing process in writing : a performance study of experts and novices by Glynda A Hull( Book )

2 editions published between 1983 and 1984 in English and held by 3 WorldCat member libraries worldwide

To determine how writers who differ in editing performance respond to operationally defined categories of errors in different kinds of written texts, a study asked novice and expert editors to correct and comment upon three kinds of error (consulting, intuiting, and comprehending) in two tasks (a self-written essay and three essays written by others) under two conditions (feedback on error location and no feedback). Subjects were chosen from two populations of undergraduate students who differed in their error-correction performance, yet were similar in age and educational level. The essay topic for the self-written essay directed subjects to describe a personal experience and to generalize on the basis of that experience. The standard essays were adapted from essays that originally had been written by incoming freshmen as placement exams, on similarly structured describe/generalize topics. Results showed that: the expert editors did not correct all errors in the tasks, even with feedback on error locus; they did not distinguish between matters of correctness and matters of style and taste and judgment; they did not operate entirely by a set of conventional rules for editing; and, proportionally, they were no better than were the novices in correcting errors in their own writing. (HOD)
A case study of L2 writers' evolving understandings of plagiarism by Ilka Kostka( )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

Effective L2 writing classes should provide ample opportunities for practice and in-class writing, building students' confidence to write academically, using cumulative assignments to build on students' skills, and explicit instructional materials. This study contributes to a growing argument in L2 academic writing literature that encourages effective plagiarism instruction rather than punishment
Assessing English Language Learner content knowledge in the mainstream classroom by Beth Clark-Gareca( )

1 edition published in 2013 in English and held by 3 WorldCat member libraries worldwide

Accommodated scoring practices were commonly implemented based on attention or effort, and ELLs reported a general lack of understanding of these grading systems under which their work was evaluated. ELLs represented themselves as liking tests since tests offered them opportunities to learn, though they reported some feelings of anxiety when completing timed test tasks. An overarching finding of this study was that ELLs were found to be systematically placed in low tracks of math and science based on high-stakes test performance. This study represents a starting point from which to consider classroom content assessment for ELLs and raises important questions about the validity of their classroom test scores in school-based decision making
 
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Children of promise : literate activity in linguistically and culturally diverse classrooms
Covers
School's out : bridging out-of-school literacies with classroom practiceChanging work, changing workers : critical perspectives on language, literacy, and skillsThe new work order : behind the language of the new capitalism
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