Reading Reactions Portfolio. Utilizing student-generated reading reaction protocols based on Rosenblatt (1984), for the assigned text or poems between class meeting, students will create reading reactions to the assigned text or poems which includes, but not limited to academic and popular culture articles, music, movies, artifacts, etc. The form and genre of the reading reaction are to be determined by the students enrolled in the class. The reading reactions must be collected by the student throughout the semester and the submitted electronically.

At this point in time, you need to have reading responses for

Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory into practice, 21(4), 268-277
Bass, R. V., & Good, J. W. (2004, June). Educare and Educere: Is a Balance Possible in the Educational System?. In The Educational Forum (Vol. 68, No. 2, pp. 161-168).

Egan, K. (1999). Clashing armies in the curriculum wars. Children’s minds, talking rabbits, and clockwork oranges: Essays on education. New York, NY: Teachers College Press, p. 93-110.

Eisner, E. W. (1975/2002) The three curricula all schools teach. In Eisner, E. W. The educational imagination: On the design and evaluation of school programs, 3rd Ed., pp. 87 – 109. Upper Saddle River, NJ: Prentice Hall

Freire, P. (1970/2000). Chapter 2. In Pedagogy of the oppressed, 30th Anniversary Edition. New York: Continuum.

Sochacka, N., et al. (2014). Stories ‘Told’ about Engineering in the Media: Implications for attracting diverse groups to the profession.

Wolcott, H. (1983). Adequate Schools and Inadequate Education: The Life History of a Sneaky Kid. Anthropology & Education Quarterly, 14(1), pp. 3-32

Chapter 1 Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.
Chapter 2 Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.

Chapter 3 Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.

Chapter 4 Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.

Pinar, W. F. (1975, April). The Method of “Currere.”. A paper presented at the annual meeting of the American Research Association. Washington, D.C.

Sizer, T. (1999). That elusive “curriculum”. Peabody Journal of Education, 74(1), pp. 161 – 165.

Schubert, W. H. (2000). Curriculum inspired by Scrooge or “A curriculum Carol”. Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Troy, NY: Educator’s International Press, Inc, 284-292.

What do you want in the Reading reaction portfolio status report?

Yes, I do have an answer, but I don’t know if that below is the best status report, what I want, or just exercise in adding rigor to the course whereas rigor is making the course difficult in order to guarantee that there is failure.

Here is something I wrote for a student…I am reading a dissertation written by one of my doctoral student and she included the following quote: “Art is a human activity consisting in this, that one man consciously, by means of certain external signs, hands on to others feelings he has lived through, and that other people are infected by these feelings and also experience them” (Tolstoy, 1899/1960, p. 51, italics in original). I do not now if what I am sharing art, the homework assignment as a piece of art, but I need your reading reaction portfolio status report to a piece of art:

Although I do not know if what I will suggest is the best way to create a status report, I would include in a status report the following:

A list of articles for which I would create a reading reaction include a reason for writing the reading reaction as a connection between the article and (my) self – lived experience.
A list of articles for which I would NOT create a reading reaction
The number of articles for which I have completed a reading reaction
A timeline for the articles which I have NOT completed a reading reaction including the medium (written, audio – monologue, conversation with another student, etc., visual – photographic essay, play, etching, movie, etc., etc.) in which I would create the reading reaction.
An argumentative synthesis of the meaning I have constructed from the reading reactions that I have completed as an audio-recording of a stream of consciousness discussion with a friend who has not read the articles.
An idea of the future – from here to the due date of the reading reaction portfolio.