From Good Student to Outcast: The Emergence of a Classroom Identity

By Stanton Wortham. 2004

215 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/273545ac50da9255a3ce8a913d79a21d41663bc8

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Citations in the corpus

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, methodology): “The SI perspective has been used extensively in discussing emerging identities in classroom interaction (Paris & Paris, 2001; Wortham, 2004) and to demonstrate the harmful effects of teachers’ and peers’ conferring hurtful identities.”
Creativity and Academic Achievement: A Meta-Analysis (2017, background): “In the case of GPA, it is frequently effort (Brookhart, 1997), progress (Nitko, 2001), or even the student’s adjustment to the teacher’s demands (Wortham, 2004) that are evaluated.”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “Some researchers have described this solidification as the thickening of identity (Holland & Lave, 2001; Wortham, 2004), in which thickening is the process by which a person and a certain role or identity become increasingly associated over time.”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “This access occurs through the moment-by-moment practice of positioning and through longer term trajectories of positioning (Wortham, 2004), though the relationship of one moment of interaction to a person’s longer term trajectory of identity development is not always a simple one (Nasir & Saxe,…”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “The theoretical assumptions that guided our analyses derive from sociocultural theories of learning (Cole, 1996; Vygotsky, 1978) and of identity (Holland, Lachicotte, Skinner, & Cain, 2001; Wortham, 2004).”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, unknown): “Examples of this approach in the published literature include Ochs and Taylor (1996); Koschmann, Glenn, and Conlee (1999); and Wortham (2004).”