Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Pitfalls of Community-Based Learning: How Power Dynamics Limit Adolescents’ Trajectories of Growth and Participation


by Kathleen Hogan — 2002


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Pitfalls of Community-Based Learning: How Power Dynamics Limit Adolescents’ Trajectories of Growth and Participation
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 104 Number 3, 2002, p. 586-624
http://www.tcrecord.org ID Number: 10844, Date Accessed: 10/19/2017 11:30:46 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Kathleen Hogan
    Institute of Ecosystem Studies
    E-mail Author
    KATHLEEN HOGAN is an educational psychologist and associate scientist at the Institute of Ecosystem Studies, an ecological research and education facility located in Millbrook, New York. Dr. Hogan’s research focuses on school and community-based science learning as enculturation; the role of systems thinking in communicating and understanding ecological complexity; the relations among classroom discourse, collaborative reasoning, and the learning of science; and the roles of metacognitive and epistemological frameworks in ecological and scientific learning. Recent publications include:

    "Viewing Classrooms as Cultural Contexts for Fostering Scientific Literacy," in Anthropology and Education Quarterly, 32(2); and "Comparing the Epistemological Underpinnings of Students’ and Scientists’ Reasoning About Conclusions," in Journal of Research in Science Teaching, 38.


Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS