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“I Love Learning; I Hate School”: An Anthropology of College

reviewed by Nicole Bowers & Jeanne Wilcox - February 08, 2017

coverTitle: “I Love Learning; I Hate School”: An Anthropology of College
Author(s): Susan D. Blum
Publisher: Cornell University Press, Ithaca
ISBN: 1501700219, Pages: 344, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: February 08, 2017
https://www.tcrecord.org ID Number: 21821, Date Accessed: 6/13/2021 1:41:54 AM

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About the Author
  • Nicole Bowers
    Arizona State University
    E-mail Author
    NICOLE BOWERS recently started her doctoral studies at the Mary Lou Fulton Teachers College at Arizona State University as part of the Learning, Literacies and Technologies Ph.D. program. Over the past 12 years, Nicole taught science to a variety of levels including both 3rd and 5th grade at Szczecin International School in Poland and biology classes at Austin Peay State University in Tennessee. Her research interests include elementary school science education and informal science learning across all ages.
  • Jeanne Wilcox
    Arizona State University
    E-mail Author
    M. JEANNE WILCOX joined the faculty of Arizona State University in 1990 as a tenured professor in the Department of Speech and Hearing Science. Since 2012, she has served as the Nadine Basha Professor in the Division of Educational Leadership and Innovation in ASU’s Mary Lou Fulton Teachers College. For much of her career, Professor Wilcox's funded research focused on early childhood development and interventions, with a specific focus on language and early literacy for young children at-risk for adverse developmental outcomes. More recently, Professor Wilcox received a federal grant (First in the World Competition from the US Department of Education) with the aim of increasing college success for underrepresented college students including those from low income backgrounds and those who are the first generation in their families to attend college. As Professor Wilcox and her team have begun to analyze barriers and facilitators for this group of at-risk college students, it is increasingly clear that this group may not be best served by a more traditional approach to college education and they have begun to examine effects associated with faculty use of project-based pedagogy.
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