Cleti A Cervoni | Salem State University (original) (raw)

Uploads

Papers by Cleti A Cervoni

Anthropology & Education Quarterly, 2015

Thesis (Ed. D.)--Harvard Graduate School of Education, 2004. UMI # 3134473 Vita Bibliography: lea... more Thesis (Ed. D.)--Harvard Graduate School of Education, 2004. UMI # 3134473 Vita Bibliography: leaves 136-142.

Alternate: not opposite, arranged singly at intervals along the twigs. r Blade: broad portion of ... more Alternate: not opposite, arranged singly at intervals along the twigs. r Blade: broad portion of a leaf. rounded wedge-shapedheart-shaped Catkin: hanging, flexible spike of very small flowers. Compound: divided into leaflets either singly or doubly (Note: leaflets are attached to a t, non-woody stalk or midrib and when detached, they do not leave a leaf scar). 1 Entire: leaf with smooth, non-toothed edge. singly fiesta: a small group of species sufficiently closely related to be given the same generic name. Hybrid: offspring of a crass between two species. Leaflet: leaflike subdivision of a compound leaf. Lanticel: breathing pores which show as distinctive spots or lines on bark or twigs. doubly Simple: corn a a of a single blade (attached by stem to woody twig, leaves a leaf scar when tached), not composed of leaflets. Spine: thorn, sharp woody outgrowth. Stem: the slender portion of a leaf where It is attached between the Base: lower portion of the blade of the leaf.

Gender and Education, 2012

Ethos, 2009

Elite boarding schools do not have the same exposure in the research community as poor, urban and... more Elite boarding schools do not have the same exposure in the research community as poor, urban and middle class contexts. But this book is not just about boarding schools rather it is a study of adolescent peer cultures and the relationship between agency and a socio-cultural context. In telling her story the author demonstrates, through narratives and literature, the dynamic interplay of culture and development. This book is the latest in the series of books on Child Development in a Cultural Context and is a much needed contribution to the field of anthropology, psychology and gender studies. In studying the everyday lives of prep school students, Chase shows how privilege and social hierarchy are perpetuated through the cultural traditions of the elite institution. Bolton Academy, with its emphasis on social status, makes available to the young men and women who attend certain kinds of performances of femininity and masculinity. Chase allows us to see in great detail how the girls and boys, but especially the girls enact, resist, and negotiate their gender identity. As the students conform and resist in overt and covert performances of masculinity and femininity, they create their own culture within the ubiquitous upper class ideal of what it means to be feminine and masculine at Bolton Academy. It is reminiscent of Dorothy Holland's work (1998) on how figured worlds become romance. The author, because she is living on campus, has easy access to the students and employs a number of methodologies, including interviews, anonymous surveys, as well as late night trips to K-Mart and casual dorm room conversations. To her credit the students tell her "she got it right" even when the administration and the parents aren't so sure.

ACKNOWLEDGEMENTS AND CREDITS The authors wish to thank the teachers in the Museum Insitute For Te... more ACKNOWLEDGEMENTS AND CREDITS The authors wish to thank the teachers in the Museum Insitute For Teaching Science summer programs who have field tested the various ac-tivities with their classes and provided useful feedback to us. Activities presented in this volume ...

genna.gender.uu.se

Socio-cultural research represents one of the ways that psychology, anthropology, education and r... more Socio-cultural research represents one of the ways that psychology, anthropology, education and related disciplines can take a new step in entering into public discourse about today's most compelling issues. Researchers in psychology, anthropology, and education using a sociocultural lens to elucidate the processes of learning and development, include in their focus relationships between people, contexts, actions, meanings, communities and cultural histories (Edwards, 2000;, and the tools and artifacts used by the cultural community . Within this framework, learning and development occur in the context of dynamic cultural communities, where individuals and their social partners actively contribute practices, and traditions (current and historical), cultural tools, technologies, materials, values and belief systems . Both the members of the cultural community and the activities in which they engage are continually transforming and developing in mutually integrated ways. Likewise, the community itself is constantly changing, which, in turn, results in changed opportunities for learning and development (John-Steiner & Mahn, 1996).

ED400189 - On the Brink: Activity and Resource Guide to Teaching about Massachusetts Endangered S... more ED400189 - On the Brink: Activity and Resource Guide to Teaching about Massachusetts Endangered Species.

Gender and Education, Jan 1, 2011

Ethos, Jan 1, 2009

Elite boarding schools have not had do not have the same exposure in the research community as po... more Elite boarding schools have not had do not have the same exposure in the research community as poor, urban and middle class contexts. But this book is not just about boarding schools rather it is a study of adolescent peer cultures and the relationship between agency and a socio-cultural context. In telling her story the author demonstrates, through narratives and literature, the dynamic interplay of culture and development. This book is the latest in the series of books on Child Development in a Cultural Context and is a much needed contribution to the field of anthropology, psychology and gender studies. In studying the everyday lives of prep school students, Chase shows how privilege and social hierarchy is perpetuated through the cultural traditions of the elite institution. Bolton Academy, with its emphasis on social status, makes available to the young men and women who attend certain kinds of performances of femininity and masculinity. Chase allows us to see in great detail how the girls and boys but especially the girls enact, resist and negotiate their gendered identity. As the students conform and resist in overt and covert performances of masculinity and femininity, they create their own culture but within the ubiquitous upper class ideal of what it means to be feminine and masculine at Bolton Academy. It is reminiscent of Dorothy Holland's work (1998) on how figured worlds become romance. The author, because she is living on campus, has easy access to the students and employs a number of methodologies, including interviews, anonymous surveys, as well as late night trips to K-Mart and casual dorm room conversations. To her credit the students tell her "she got it right" even when the administration and the parents aren't so sure.

Anthropology & Education Quarterly, 2015

Thesis (Ed. D.)--Harvard Graduate School of Education, 2004. UMI # 3134473 Vita Bibliography: lea... more Thesis (Ed. D.)--Harvard Graduate School of Education, 2004. UMI # 3134473 Vita Bibliography: leaves 136-142.

Alternate: not opposite, arranged singly at intervals along the twigs. r Blade: broad portion of ... more Alternate: not opposite, arranged singly at intervals along the twigs. r Blade: broad portion of a leaf. rounded wedge-shapedheart-shaped Catkin: hanging, flexible spike of very small flowers. Compound: divided into leaflets either singly or doubly (Note: leaflets are attached to a t, non-woody stalk or midrib and when detached, they do not leave a leaf scar). 1 Entire: leaf with smooth, non-toothed edge. singly fiesta: a small group of species sufficiently closely related to be given the same generic name. Hybrid: offspring of a crass between two species. Leaflet: leaflike subdivision of a compound leaf. Lanticel: breathing pores which show as distinctive spots or lines on bark or twigs. doubly Simple: corn a a of a single blade (attached by stem to woody twig, leaves a leaf scar when tached), not composed of leaflets. Spine: thorn, sharp woody outgrowth. Stem: the slender portion of a leaf where It is attached between the Base: lower portion of the blade of the leaf.

Gender and Education, 2012

Ethos, 2009

Elite boarding schools do not have the same exposure in the research community as poor, urban and... more Elite boarding schools do not have the same exposure in the research community as poor, urban and middle class contexts. But this book is not just about boarding schools rather it is a study of adolescent peer cultures and the relationship between agency and a socio-cultural context. In telling her story the author demonstrates, through narratives and literature, the dynamic interplay of culture and development. This book is the latest in the series of books on Child Development in a Cultural Context and is a much needed contribution to the field of anthropology, psychology and gender studies. In studying the everyday lives of prep school students, Chase shows how privilege and social hierarchy are perpetuated through the cultural traditions of the elite institution. Bolton Academy, with its emphasis on social status, makes available to the young men and women who attend certain kinds of performances of femininity and masculinity. Chase allows us to see in great detail how the girls and boys, but especially the girls enact, resist, and negotiate their gender identity. As the students conform and resist in overt and covert performances of masculinity and femininity, they create their own culture within the ubiquitous upper class ideal of what it means to be feminine and masculine at Bolton Academy. It is reminiscent of Dorothy Holland's work (1998) on how figured worlds become romance. The author, because she is living on campus, has easy access to the students and employs a number of methodologies, including interviews, anonymous surveys, as well as late night trips to K-Mart and casual dorm room conversations. To her credit the students tell her "she got it right" even when the administration and the parents aren't so sure.

ACKNOWLEDGEMENTS AND CREDITS The authors wish to thank the teachers in the Museum Insitute For Te... more ACKNOWLEDGEMENTS AND CREDITS The authors wish to thank the teachers in the Museum Insitute For Teaching Science summer programs who have field tested the various ac-tivities with their classes and provided useful feedback to us. Activities presented in this volume ...

genna.gender.uu.se

Socio-cultural research represents one of the ways that psychology, anthropology, education and r... more Socio-cultural research represents one of the ways that psychology, anthropology, education and related disciplines can take a new step in entering into public discourse about today's most compelling issues. Researchers in psychology, anthropology, and education using a sociocultural lens to elucidate the processes of learning and development, include in their focus relationships between people, contexts, actions, meanings, communities and cultural histories (Edwards, 2000;, and the tools and artifacts used by the cultural community . Within this framework, learning and development occur in the context of dynamic cultural communities, where individuals and their social partners actively contribute practices, and traditions (current and historical), cultural tools, technologies, materials, values and belief systems . Both the members of the cultural community and the activities in which they engage are continually transforming and developing in mutually integrated ways. Likewise, the community itself is constantly changing, which, in turn, results in changed opportunities for learning and development (John-Steiner & Mahn, 1996).

ED400189 - On the Brink: Activity and Resource Guide to Teaching about Massachusetts Endangered S... more ED400189 - On the Brink: Activity and Resource Guide to Teaching about Massachusetts Endangered Species.

Gender and Education, Jan 1, 2011

Ethos, Jan 1, 2009

Elite boarding schools have not had do not have the same exposure in the research community as po... more Elite boarding schools have not had do not have the same exposure in the research community as poor, urban and middle class contexts. But this book is not just about boarding schools rather it is a study of adolescent peer cultures and the relationship between agency and a socio-cultural context. In telling her story the author demonstrates, through narratives and literature, the dynamic interplay of culture and development. This book is the latest in the series of books on Child Development in a Cultural Context and is a much needed contribution to the field of anthropology, psychology and gender studies. In studying the everyday lives of prep school students, Chase shows how privilege and social hierarchy is perpetuated through the cultural traditions of the elite institution. Bolton Academy, with its emphasis on social status, makes available to the young men and women who attend certain kinds of performances of femininity and masculinity. Chase allows us to see in great detail how the girls and boys but especially the girls enact, resist and negotiate their gendered identity. As the students conform and resist in overt and covert performances of masculinity and femininity, they create their own culture but within the ubiquitous upper class ideal of what it means to be feminine and masculine at Bolton Academy. It is reminiscent of Dorothy Holland's work (1998) on how figured worlds become romance. The author, because she is living on campus, has easy access to the students and employs a number of methodologies, including interviews, anonymous surveys, as well as late night trips to K-Mart and casual dorm room conversations. To her credit the students tell her "she got it right" even when the administration and the parents aren't so sure.