Judith Hayn - Academia.edu (original) (raw)
Papers by Judith Hayn
English Journal, 2017
But first and most important, we are human beings with a right to choose for ourselves how we wan... more But first and most important, we are human beings with a right to choose for ourselves how we want to live. All we have is our lives. Each person gets just one. We owe our parents and the revolution our respect, but we don't owe them everything. And everything is what they want.I choose you, not just because you are wonderful and not just because you love me.I choose you because the act of choosing you belongs to me. It is mine, my choice, my free will.I choose you over my father. I choose you over my country.And even if you decide you don't want me. I still choose you.Because in choosing you, I am choosing myself.-Deborah Ellis, Moon at NineThis letter from Sadira to Farrin, the two female protagonists in Moon at Nine, highlights the themes of coming of age and identity formation that pervade Deborah Ellis's powerful love story set in a culture that forbids homosexuality. The experiences in using this novel presented in this article will suggest that empathy may be fost...
Critical Approaches to Teaching the High School Novel, 2018
This document provides narrative portraits of early adolescents in middle school and junior high ... more This document provides narrative portraits of early adolescents in middle school and junior high school as described by preservice university students majoring in middle level education. The observations were made during a course titled "Middle School Programs and Practices," which develops the middle school concept across different subject areas, and in a course called "Reading in the Middle School." The descriptions are grouped into the following categories: students who fit in; students who were not being helped by the program; students who were helped; students who represented various developmental stages; and students who were like the observer when he or she was at chat age. (MM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made !2rom the original document. *********************************************************************** cen U.S. DEPARTMENT OF EDUCATION Once of Educati...
Schools in the Middle, 1995
This paper describes a workshop designed to lead teachers toward the use of open ended response q... more This paper describes a workshop designed to lead teachers toward the use of open ended response questions rather than multiple choice items. The rationale was based on the assumption that assessment will become more authentic because it will measure depth of understanding and deal with both content and process. Authentic assessment is defined as an alternative to traditional multiple-choice standardized achievement tests involving direct examination of student performance on significant tasks that would be relevant to life outside of school. The focus of the workshop described was on participants constructing questions based on a group of generic questions or formulas into which the teacher could insert his or her own content. Workshop participants were then asked to write answers to the questions they had prepared and to construct an appropriate rubric. Three handouts guiding the workshop (Using Generic Open-Ended Response Questions, Let's Practice Writing and Scoring Open Resp...
... Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Rober... more ... Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors. Karina Clemmons, Judith Hayn, University of Arkansas ...
Hayn, Clemmons, and Olvey describe how Standard VI, the new standard for social justice in Second... more Hayn, Clemmons, and Olvey describe how Standard VI, the new standard for social justice in Secondary English Language Arts (SELA) teacher preparation, informs how to plan instruction responsive to students’ individual identities based on gender expression. The chapter provides an essential motivation for teachers to prioritize and advocate for including trans* young adult literature in the SELA high school curriculum. They advocate for examining the beliefs, experiences, and understandings of young adult authors who write texts that will serve as a conduit for changing student perceptions, attitudes, and behaviors. The writers select key trans* texts and include suggestions for engagement with their authors on a personal level, thus giving teachers strategies to build a trans* accepting classroom with their students.
Like a lovingly crafted 1930's movie set. HUGO You can't burn my notebook. GEORGES And who's to s... more Like a lovingly crafted 1930's movie set. HUGO You can't burn my notebook. GEORGES And who's to stop me? Hugo wasn't prepared for leaving the station. It's cold. He has no winter coat. He pulls his clothes tightly around him. Later... Georges walks on. Hugo follows. A little closer. Later... Georges walks under a street lamp. Hugo follows. A little closer still. Later... Georges walks over a bridge. Hugo follows. A little closer still. Later... Georges moves through a sinister alley. Hugo, scared, is walking right next to him now. Georges ignores him. Snow begins to fall. EXT. GRAVEYARD-NIGHT Georges and Hugo walk through a graveyard. Twisted trees. The shape of tombstones. Like Lean's GREAT EXPECTATIONS. Snow continues to fall. EXT. APARTMENT BUILDING-NIGHT Georges walks to a decrepit apartment building. Right across from the graveyard. Shabby part of town. 12.
... & Teacher Education International Conference (SITE) 2009 Charleston, SC, USA March 2, 200... more ... & Teacher Education International Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors. Judith Hayn, Univ. ...
… of Adolescent & …, 2010
Alan Review, 1996
EJ538920 - Female Protagonists in Multicultural Young Adult Literature: Sources and Strategies.
The ALAN Review
EJ538920 - Female Protagonists in Multicultural Young Adult Literature: Sources and Strategies.
Choice Reviews Online
... and Into the Open: LGBTQ Young Adult Literature in the Language Arts Classroom Laura A. Renzi... more ... and Into the Open: LGBTQ Young Adult Literature in the Language Arts Classroom Laura A. Renzi, Mark Letcher, and Kristen Miraglia 8 ... with Blurred Boundaries: The Influence of Digital and Visual Culture on Young Adult Novels Linda T. Parsons and Melanie Hundley YAL in ...
Alan Review, 2007
Page 1. Author of the Printz Honor Book STUCK IN NEUTRAL Page 2. In baseball, fielding your posit... more Page 1. Author of the Printz Honor Book STUCK IN NEUTRAL Page 2. In baseball, fielding your position at third base is trickythat's why third is called the hot corner. You have to be aware that any-thing can happen at any time. ...
English Journal, 2017
But first and most important, we are human beings with a right to choose for ourselves how we wan... more But first and most important, we are human beings with a right to choose for ourselves how we want to live. All we have is our lives. Each person gets just one. We owe our parents and the revolution our respect, but we don't owe them everything. And everything is what they want.I choose you, not just because you are wonderful and not just because you love me.I choose you because the act of choosing you belongs to me. It is mine, my choice, my free will.I choose you over my father. I choose you over my country.And even if you decide you don't want me. I still choose you.Because in choosing you, I am choosing myself.-Deborah Ellis, Moon at NineThis letter from Sadira to Farrin, the two female protagonists in Moon at Nine, highlights the themes of coming of age and identity formation that pervade Deborah Ellis's powerful love story set in a culture that forbids homosexuality. The experiences in using this novel presented in this article will suggest that empathy may be fost...
Critical Approaches to Teaching the High School Novel, 2018
This document provides narrative portraits of early adolescents in middle school and junior high ... more This document provides narrative portraits of early adolescents in middle school and junior high school as described by preservice university students majoring in middle level education. The observations were made during a course titled "Middle School Programs and Practices," which develops the middle school concept across different subject areas, and in a course called "Reading in the Middle School." The descriptions are grouped into the following categories: students who fit in; students who were not being helped by the program; students who were helped; students who represented various developmental stages; and students who were like the observer when he or she was at chat age. (MM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made !2rom the original document. *********************************************************************** cen U.S. DEPARTMENT OF EDUCATION Once of Educati...
Schools in the Middle, 1995
This paper describes a workshop designed to lead teachers toward the use of open ended response q... more This paper describes a workshop designed to lead teachers toward the use of open ended response questions rather than multiple choice items. The rationale was based on the assumption that assessment will become more authentic because it will measure depth of understanding and deal with both content and process. Authentic assessment is defined as an alternative to traditional multiple-choice standardized achievement tests involving direct examination of student performance on significant tasks that would be relevant to life outside of school. The focus of the workshop described was on participants constructing questions based on a group of generic questions or formulas into which the teacher could insert his or her own content. Workshop participants were then asked to write answers to the questions they had prepared and to construct an appropriate rubric. Three handouts guiding the workshop (Using Generic Open-Ended Response Questions, Let's Practice Writing and Scoring Open Resp...
... Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Rober... more ... Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors. Karina Clemmons, Judith Hayn, University of Arkansas ...
Hayn, Clemmons, and Olvey describe how Standard VI, the new standard for social justice in Second... more Hayn, Clemmons, and Olvey describe how Standard VI, the new standard for social justice in Secondary English Language Arts (SELA) teacher preparation, informs how to plan instruction responsive to students’ individual identities based on gender expression. The chapter provides an essential motivation for teachers to prioritize and advocate for including trans* young adult literature in the SELA high school curriculum. They advocate for examining the beliefs, experiences, and understandings of young adult authors who write texts that will serve as a conduit for changing student perceptions, attitudes, and behaviors. The writers select key trans* texts and include suggestions for engagement with their authors on a personal level, thus giving teachers strategies to build a trans* accepting classroom with their students.
Like a lovingly crafted 1930's movie set. HUGO You can't burn my notebook. GEORGES And who's to s... more Like a lovingly crafted 1930's movie set. HUGO You can't burn my notebook. GEORGES And who's to stop me? Hugo wasn't prepared for leaving the station. It's cold. He has no winter coat. He pulls his clothes tightly around him. Later... Georges walks on. Hugo follows. A little closer. Later... Georges walks under a street lamp. Hugo follows. A little closer still. Later... Georges walks over a bridge. Hugo follows. A little closer still. Later... Georges moves through a sinister alley. Hugo, scared, is walking right next to him now. Georges ignores him. Snow begins to fall. EXT. GRAVEYARD-NIGHT Georges and Hugo walk through a graveyard. Twisted trees. The shape of tombstones. Like Lean's GREAT EXPECTATIONS. Snow continues to fall. EXT. APARTMENT BUILDING-NIGHT Georges walks to a decrepit apartment building. Right across from the graveyard. Shabby part of town. 12.
... & Teacher Education International Conference (SITE) 2009 Charleston, SC, USA March 2, 200... more ... & Teacher Education International Conference (SITE) 2009 Charleston, SC, USA March 2, 2009 ISBN 1-880094-67-3 Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis AACE More Information on SITE Table of Contents. Authors. Judith Hayn, Univ. ...
… of Adolescent & …, 2010
Alan Review, 1996
EJ538920 - Female Protagonists in Multicultural Young Adult Literature: Sources and Strategies.
The ALAN Review
EJ538920 - Female Protagonists in Multicultural Young Adult Literature: Sources and Strategies.
Choice Reviews Online
... and Into the Open: LGBTQ Young Adult Literature in the Language Arts Classroom Laura A. Renzi... more ... and Into the Open: LGBTQ Young Adult Literature in the Language Arts Classroom Laura A. Renzi, Mark Letcher, and Kristen Miraglia 8 ... with Blurred Boundaries: The Influence of Digital and Visual Culture on Young Adult Novels Linda T. Parsons and Melanie Hundley YAL in ...
Alan Review, 2007
Page 1. Author of the Printz Honor Book STUCK IN NEUTRAL Page 2. In baseball, fielding your posit... more Page 1. Author of the Printz Honor Book STUCK IN NEUTRAL Page 2. In baseball, fielding your position at third base is trickythat's why third is called the hot corner. You have to be aware that any-thing can happen at any time. ...