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Extra resources for Alvin and the Chipmunks - Merry Christmasm Mr. Carroll!

Sample text

Peterson was a tall blonde, middle-aged woman. She was very serious, but very welcoming. Shortly after we met in the principal’s office, she led me to the staffroom to discuss my expectations. The beginning of our discussion was a bit awkward, because she started by outlining that the principal had told her the aim of my research was focused on the children and their perception of school. She gave me the impression that since she understood my focus to be only the children (and not their teacher and her practices), she accepted the request from the principal.

High school students took on not only individual schools and some teachers in them, but also, in some cases, the entire school board, and in doing so, they managed to be part of the driving force for change (Sium 1987, McCaskell 2005). I found none of these kinds of resistance at the elementary school where I conducted my study. It is important to note that not all high school student resistance is as organized and as active as Miron and Lauria seem to suggest. I believe that a larger proportion of high school student resistance remains under the surface.

What are their coping mechanisms for dealing with situations they dislike, but cannot change? I thought that perhaps a study that employs extended participatory observation and close individual interviews, followed by focus group discussions, would cut through the veil of distrust and internalization of disagreements that often dissuade elementary school children from discussing their dissatisfaction at school with adults. The issue of Eurocentric versus multicentric (inclusive) curriculum is also an integral part of this study.

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Alvin and the Chipmunks - Merry Christmasm Mr. Carroll!

by Richard

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