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Making Teaching Public, Pincus Responds


by Marsha Pincus - March 27, 2007

This aspect of teaching, the responsive reflection-in-action is even more important to present at this particular time when public school students and teachers are being bombarded by standardized objective tests to measure our performance developed by those who have not spent significant time in real classrooms.


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Cite This Article as: Teachers College Record, Date Published: March 27, 2007
https://www.tcrecord.org ID Number: 13937, Date Accessed: 8/10/2020 2:23:09 AM

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About the Author
  • Marsha Pincus
    School District of Philadelphia
    E-mail Author
    MARSHA PINCUS has been an English and Drama Teacher in the School District of Philadelphia for 33 years. She has been a teacher consultant with the Philadelphia Writing Project since 1986 and a teacher-artist in the Philadelphia Young Playwrights Program since 1987. Her public high school students have had their original plays produced in Philadelphia and Off-Broadway. She was the first recipient of the George Bartol Fellowship in Art Education which produced I Used to Teach English, a documentary about her work with students at Simon Gratz High School. A teacher researcher since 1988, Marsha was a fellow of the Carnegie Academy of the Scholarship of Teaching and Learning (CASTL) in 1999 and her work appears in the on-line gallery and in Going Public With Our Teaching: An Anthology of Practice. Marsha was Awarded the Ruth Wright Hayre Teacher of the Year Award in 2005 and continues to teach in Philadelphia.
 
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