DOCSLIB.ORG

Boys, Writing, and the Literacy Gender Gap: What We Know, What We Think Ew Know Nancy Disenhaus University of Vermont

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Boys, Writing, and the Literacy Gender Gap: What We Know, What We Think Ew Know Nancy Disenhaus University of Vermont University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2015 Boys, Writing, And The Literacy Gender Gap: What We Know, What We Think eW Know Nancy Disenhaus University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Education Commons, Feminist, Gender, and Sexuality Studies Commons, and the Reading and Language Commons Recommended Citation Disenhaus, Nancy, "Boys, Writing, And The Literacy Gender Gap: What We Know, What We Think eW Know" (2015). Graduate College Dissertations and Theses. 330. https://scholarworks.uvm.edu/graddis/330 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. BOYS, WRITING, AND THE LITERACY GENDER GAP: WHAT WE KNOW, WHAT WE THINK WE KNOW A Dissertation Presented by Nancy Disenhaus to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements For the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2015 Defense Date: March 27, 2015 Dissertation Examination Committee: Cynthia C. Reyes, Ph.D., Advisor Susanmarie Harrington, Ph.D., Chairperson Cynthia I. Gerstl-Pepin, Ph.D. Jill Mattuck Tarule, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT The existence of a persistent gender gap in literacy achievement, and particularly in writing, is not in dispute: boys trail girls in every assessment at state, national, and international levels. Yet although this basic fact is not in dispute, nearly everything else concerning the gender gap in literacy achievement—its causes, consequences, and potential solutions—remains hotly contested, particularly in the public and professional discourse. Scholarly research offers insights that frequently challenge the prevailing public discourse, but this research has been conducted primarily in the U.K., Australia, and Canada, leaving the experiences of U.S. students largely unexplored. Herein lies the problem: an inadequate (or worse, inaccurate) understanding of the context, causes, and realities of boys’ writing experiences can lead to proposed policy and pedagogy solutions that range from the ineffective to the potentially harmful, with unintended consequences for both boys and girls that may worsen the underlying conditions implicated in boys’ literacy underachievement. Equity demands that we address, in particular, the poor writing achievement of boys of low socioeconomic backgrounds. It is important that policy-makers consider the question of “which boys,” as the writing achievement gap is far more dramatic for boys from a background of poverty than for middle-class boys. This study employed qualitative methods and a phenomenological lens to explore the writing experiences, attitudes, and beliefs of 21 young men currently enrolled in four colleges and universities in two New England states, including first-year and senior-year college students. The data collected from interviews and writing samples contradicted a number of the generalizations about boys prevalent in the public discourse, and offered a more nuanced view of the role of gender in boys’ writing experiences than that presented in much of the scholarly discourse. The results of this study also challenge a number of commonly held beliefs about boys’ and young men’s writing motivations and preferences. The study’s findings can contribute toward the ultimate goal of improving educators’ and policy-makers’ responses to the gender gap in writing by offering a more nuanced and accurate understanding of the writing experiences of boys and young men. ACKNOWLEDGEMENTS I want to acknowledge and thank the many people in my life whose contributions to my efforts, my scholarship, and my passions have led me to this moment. Their love, support, and belief in me and in my work have sustained me through the years of perseverance this project has required. “Perseverance furthers”—but without the support of the following people, I could not have mustered the perseverance to reach this milestone. Dr. Cynthia C. Reyes, who has been a treasured mentor and friend during my years of study, nurturing my belief in myself and my project, and supporting me in my sometimes halting progress along the road of scholarship. It has been a deep privilege and pleasure to have had Dr. Reyes at my side for these years, as advisor, intellectual model, and ultimately, colleague and friend. Dr. Cynthia J. Gerstl-Pepin, whose enthusiasm for my project throughout its duration, from its earliest glimmerings as a pilot study in her introductory qualitative research course to its current form, helped me see this topic as an area in which an important contribution could be made—and to see myself as the qualitative researcher who could make that contribution. Dr. Jill Mattuck Tarule, an invaluable intellectual mentor who has kept me mindful of the importance of considering stages of adolescent and young adult development as lenses through which to view my participants’ writing experiences. Her rigor mixed with encouragement and support helped me persevere to compose the best possible version of this dissertation I was capable of producing. Dr. Judith A. Aiken, who has mentored me from afar for many years, and has for the past five years been an anchor as I made my way through the world of scholarship I had re- entered from the very different world of high school teaching. Dr. Susanmarie Harrington, whose willingness to serve as my outside chair gave me the great gift of her thoughtful eye as a scholar as well as her expertise and experience in nurturing student writers. Dr. Robyn Warhol, the treasured mentor and friend who first reintroduced me to the joys of intellectual life and scholarship when my hunger for learning led me to her Brontës seminar one summer years ago. I would not be here without her. Dr. Susan Dinitz, my first mentor as a writing teacher, and a valued friend and colleague every step of the way Dr. Toby Fulwiler, to whom I owe a piece of endlessly valuable advice about how to get the writing done: “Perseverance and chunking.” ii Dr. Lawrence Shelton, who started me on my exploration of the complicated world of boys and the young men they become—and whose unflagging interest in my work has encouraged me to take myself seriously as I worked to become an expert on my topic. The dear friends who have listened patiently to my stumbling efforts to explain what exactly I was doing, and encouraged me through the years of this effort: Judy, Nancy, Karen, Megan, Linden, Eileen, Audrey, Mel, and Rhea. Salli Griggs, whose sense of humor, seemingly infinite patience, and perfectionist’s eye and expertise have kept me sane through the home stretch. The young men and women, my students over the years, who have taught me so much and have kept me mindful, as one student commented, that I “really love to scholar out.” My sister Helen, my head cheerleader and Believer-in-Chief. My son Dylan, whose view of me as the Energizer Bunny—“Takes a lickin’ and keeps on tickin’”—has sustained and inspired me for years. My husband Tom, whose patience, wisdom, nurturance of me in every way, and continuing belief in me and my work have made it possible for me to take on, and ultimately to complete, this endeavor. He has been the sine qua non of my perseverance in this and every other meaningful challenge and effort over many years. My Big Fish and “black swans,” who have been such fine company in recent years and whose generosity, humor, and insight I will miss when they disappear from my life. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................... ii LIST OF TABLES ......................................................................................................... vi CHAPTER I: INTRODUCTION .................................................................................... 1 The Persistent Problem of Boys’ Low Literacy Achievement ........................... 1 The Present Study ............................................................................................... 3 CHAPTER II: LITERATURE REVIEW ....................................................................... 6 The Context: Competing Discourses, Social Realities ....................................... 6 From “Condition” to “Problem”: Equity, Class, and the Importance of Definition .................................................................................................. 8 Themes in the Professional and Public Discourses........................................... 12 What School Leaders are Reading: The Discourse in the Professional Press ...................................................................................................... 12 What Parents and Other Stakeholders are Seeing: The Discourse in the Popular Press ............................................................................... 14 Themes in the Scholarly Discourse .................................................................. 20 Multiple Masculinities ............................................................................... 21 Masculinity as Performance: Patrolling the Boundaries, Maintaining the Gender Order..................................................................................
Load more

Recommended publications
  • Dear Colleagues, It Is with Great Pleasure
    Dear Colleagues, It is with great pleasure that the University of Chicago Press presents its Fall 2009 seasonal catalog of Distributed Books for your review. Here you will find upcoming titles from such distributed client presses as Reaktion, Seagull, British Library, The Bodleian Library, Center for American Places, KWS, The National Journal Group, and many more all conveniently searchable by subject. You can also access additional information for each book by clicking on its title. Please do not hesitate to contact us if you are interested in having a closer look at any of these books. And many thanks for your consideration! Mark Heineke Carrie Adams Promotions Director Publicity Manager University of Chicago Press University of Chicago Press 1427 E. 60th Street 1427 E. 60th Street Chicago IL 60637 Chicago IL 60637 [email protected] [email protected] DISTRIBUTED BOOKS Reaktion Books 105 Seagull Books 119 Architects Research Foundation 134 British Library 135 Planners Press, American Planning Association 141 National Journal Group 142 Bodleian Library, University of Oxford 144 Dana Press 147 American Meteorological Society 148 Center for American Places at Columbia College Chicago 149 Prickly Paradigm Press 153 Mildred Lane Kemper Art Museum, Washington University 154 Verlag Scheidegger and Spiess 155 Swan Isle Press 158 The Karolinum Press, Charles University Prague 159 Smart Museum of Art 160 KWS Publishers 161 Chicago Department of Cultural Affairs 165 Intellect Books 166 Brigham Young University 170 University of Alaska Press 170 University of Chicago Center in Paris 175 Amsterdam University Press 176 University of Exeter Press 184 Campus Verlag 188 Liverpool University Press 191 University of Wales Press 198 University of Scranton Press 206 Eburon Publishers, Delft 209 Fondazione Rossini 210 MELS VAN DRIEL Manhood The Rise and Fall of the Penis Translated by Paul Vincent The ancient Greeks paraded enormous sculptural replicas in annual celebration.
    [Show full text]
  • Big Poppa Eʼs Bio Quiz!
    TABLE OF CONTENTS POETRY the wussy boy manifesto! ............................................................. 1 wallflower .................................................................................... 4 frat boy ......................................................................................... 6 worm boy ..................................................................................... 9 fly boy ........................................................................................ 10 jesus moshpit .............................................................................. 12 the lonesome ballad of josephus moshpit .................................. 13 receipt found in the parking lot of super walmart ...................... 16 just take another drink ................................................................ 19 potty is pee ................................................................................. 20 the miracle corner pocket luck shot ........................................... 22 JUVENALIA minuet ........................................................................................ 23 sexuality ..................................................................................... 24 routine ........................................................................................ 25 party boy .................................................................................... 26 love poem #9 .............................................................................. 28 PROSE how to dance like a wussy
    [Show full text]
  • Michael West
    Theater of Enigma in Shakespeare’s England Michael West Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2018 © 2017 Michael West All rights reserved ABSTRACT Theater of Enigma in Shakespeare’s England Michael West Theater of Enigma in Shakespeare’s England demonstrates the cognitive, affective, and social import of enigmatic theatrical moments. While the presence of other playgoers obviously shapes the experience of attending a play, I argue that deliberately induced moments of audience ignorance are occasions for audience members to be especially aware of their relations to others who may or may not share their bafflement. I explore the character of states of knowing and not-knowing among audience members and the relations that obtain among playgoers who inhabit these states. Further, I trace the range of performance techniques whereby playgoers are positioned in a cognitive no-man's land, lying somewhere between full understanding and utter ignorance—techniques that I collectively term “enigmatic theater.” I argue that moments of enigmatic theater were a dynamic agent in the formation of collectives in early modern playhouses. I use here the term “collective” to denote the temporary, occasional, and fleeting quality of these groupings, which occur during performance but are dissipated afterwards. Sometimes, this collective resembles what Victor Turner terms communitas, in which the normal societal divisions are suspended and the playgoers become a unified collectivity. At other times, however, plays solicit the formation of multiple collectives defined by their differing degrees of knowledge about a seeming enigma.
    [Show full text]
  • SPC Members: Tim Merrill & Mark Gensheimer Working During Our
    Sewickley Presbyterian Church Newsletter | July/August 2018 SPC Members: Tim Merrill & Mark Gensheimer working during our Spring Clean-Up Day Hours Monday - Friday 9 AM - 4 PM Phone Fax 412.741.4550 412.741.1210 The SPC newsletter, Interpreta- Address tion, is published six times a year. 414 Grant Street Please make submissions to, or if Sewickley, PA 15143 you have any questions contact, If you or a member of your family Jennifer Johnson at jjohnson@se- are in the hospital and would like Web Address wickleypresby.org. a visit, please call the church office www.sewickleypresby.org to let us know. REV. KEVIN J. LONG SHARON BARBER JENNY HAY STEPHANIE SMITH Pastor Assistant to the Pastor Director of FriendShip Preschool Administrative Assistant home: 412.741.2075 [email protected] [email protected] [email protected] [email protected] DAVE BREIT JENNIFER JOHNSON ELIZABETH SZUBA REV. SARAH BIRD Media Engineer Director of Communications Youth Program Coordinator Associate Pastor [email protected] [email protected] [email protected] [email protected] MIKE CREAMER BRIAN MACK CHARLIE BARNHART REV. STEWART LAWRENCE Director of Youth Ministries Director of Children’s Ministries WILL BETTS Volunteer Parish Associate [email protected] [email protected] JOEY TOMALES [email protected] Custodial Staff R. CRAIG DOBBINS, CCM LAURA MIKUSH, CCA Director of Music Ministries Business Administrator [email protected] [email protected] JEREMY FISHER BETH ROM Worship Leader Volunteer Coordinator [email protected] [email protected] TO-BE LIST by Rev. Sarah Bird As I am writing this, I am in the throes of preparing for our church mission trip to the Czech Republic.
    [Show full text]
  • The Writers Block 2019
    The Writers Block 2019 THE WRITERS’ BLOCK The Ada Long Creative Writing Workshop Anthology 2019 Student Staff Anita Cade Devyn Coar Max Coryell Tori Ellis Y’onna Hale Dalah Jones Zoe McCrear Christopher Woodry Faculty Advisor Student Media Advisors Emmett Christolear Jackie Alexander . The Writers’ Block Ada Long Creative Writing Workshop 215 Humanities Bldg 900 13th Street South Birmingham, Alabama, AL 35294 205 934-4250 Special thanks to the UAB Student Media office for assisting with the production of this issue and to UAB Printing and Mailing Services for their support with the printing. Colophon The Writers’ Block is a publication of the Ada Long Creative Writing Workshop at the University of Alabama at Birmingham. The Writers’ Block is printed by UAB Printing and Mailing Services in a quantity of 300 per issue. The editorial process in forming this issue was performed using Adobe In- Design CC running on a Dell PC with a Windows 10 operating system. Fonts used are Copperplate Gothic Bold, Copperplate Gothic Light and Bookman Old Style. Front cover: “Shattered” by Dalah Jones. Table of Contents 6 the crawfather Max Coryell 7 Beautiful Black Baby Boy Dalah Jones 8 Beatrice Jamiah Stroud 9 Cahaba Christopher Woodry 10 Jungle Fever Victoria Spear A Child Falling in Love Devyn Coar 11 Middle School Soup Anita Cade 12 Ole Southern Gumbo Tori Ellis 13 Soup of Gardendale High School Zoe McCrear 14 historical materialism of the liver Max Coryell To My Hands Y’onna Hale 15 “New Person, Same Old Mistakes”: Musical Memoir David Hester “Myself”:
    [Show full text]
  • Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 105 CONGRESS, SECOND SESSION
    E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 105 CONGRESS, SECOND SESSION Vol. 144 WASHINGTON, TUESDAY, MARCH 24, 1998 No. 34 House of Representatives The House met at 12:30 p.m. that question is: Why is enactment of tuition at Joliet Junior College. It is 3 f the Marriage Tax Elimination Act so months of day care at a local day care important for American families? And center and several months of car pay- MESSAGE FROM THE SENATE I think it is best to ask a series of ments and even a significant portion of A message from the Senate by Mr. questions. Do Americans feel that it is a down payment on a home. Lundregan, one of its clerks, an- fair that our Tax Code imposes a high- I mentioned child care and the Presi- nounced that the Senate had passed er tax on marriage? Do Americans feel dent talks about increasing the child care tax deduction. So a lot of ques- with an amendment in which the con- that it is fair that 21 million married tions are which is better, eliminating currence of the House is requested, a working couples, 42 million Americans, the marriage tax penalty or increasing bill of the House of the following title: pay on average $1,400 more in taxes that child care tax deduction. H.R. 2472. An act to extend certain pro- just because they are married, $1,400 more than an identical couple who I noted earlier that $1,400 is 3 grams under the Energy Policy and Con- months' worth of day care at a local servation Act.
    [Show full text]
  • Poem for a Friend
    the whole wide world (1980-2013) copyright © 2013 by big poppa e book design by big poppa e www.bigpoppae.com all rights reserved. except as permitted under the u.s. copyright act of 1976, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of big poppa e or his official representatives. any work contained within this publication may be freely performed in front of live audiences without first obtaining permission from big poppa e. furthermore, video and audio recordings of these works by anyone other than big poppa e can be freely posted and distributed on the world wide web or by any other means as long as no profit is generated. video and audio recordings of big poppa e performing his own works, however, may not be reproduced or distributed without the prior written permission of big poppa e. in plain english, it’s totally okay for you to read anything in this book out loud any time you want without permission, and if you record yourself doing the work, no worries, share it with anyone you like. but you are not allowed to record big poppa e reading his work out loud, and you are not allowed to share or sell videos or mp3s of big poppa e doing his work. it’s not that big poppa e doesn’t… okay, you know what, this is me, big poppa e, and i am talking directly to you.
    [Show full text]
  • 2014 Butte County Spelling Bee
    2014 BUTTE COUNTY SPELLING BEE Tim Taylor, Superintendent PRACTICE WORDLIST 1. abacus A calculating instrument for performing arithmetical processes by sliding counters by hand on rods or in grooves. “The grocer used an abacus instead of a modern cash register.” 2. acquaintance Familiarity, experience. “Ruth developed an acquaintance with Tibetan musical tradition.” 3. acre Any of various units of land area. "Miriam had to cross a 10-acre field to get to her favorite swimming hole.” 4. acrobat One who performs gymnastic feats or exercises. “Paul is developing the skills of a first-rate acrobat.” 5. activity Something somebody does; physical exercise “Which physical education activity did you like the best?” 6. acuate Having a sharp point: shaped like a needle: sharpened. “Cobb's beagle was distinctive because of its acuate tail.” 7. addition The act of adding something onto or into something else “Our next test in math will be on addition.” 8. adjacent Living nearby or sitting or standing relatively near or close together. “Citizens of Centerville and its adjacent communities banded together to form a volunteer fire department.” 9. adversaries Ones that contend with oppose or resist. “Cynthia’s adversaries in the tennis tournament were not easily defeated.” 10. aerobatics Spectacular flying feats and maneuvers (as rolls and dives). “Brian enjoyed the exhibition of aerobatics at the Labor Day festival.” 11. affliction A state of pain, distress, or grief. “John Addison wrote that some virtues are seen only in affliction.” 12. alphanumerical Consisting, of both letters and numbers and often other symbols as well. “Because she used two separate alphanumerical codes, Georgia made many mistakes.” 13.
    [Show full text]
  • The Cure — Wikipédia
    The Cure — Wikipédia https://fr.wikipedia.org/wiki/The_Cure The Cure 1 The Cure [ðə ˈkjʊə(ɹ)] est un groupe de rock britannique, originaire de Crawley, dans le Sussex The Cure de l'Ouest, en Angleterre. Formé en 1976, le groupe comprend actuellement Robert Smith, Roger O'Donnell aux claviers, Simon Gallup à la basse, Reeves Gabrels à la guitare et Jason Cooper à la batterie. Robert Smith est la figure emblématique du groupe. Il en est le chanteur et le guitariste (il joue également de la basse ou des claviers), le parolier et le principal compositeur. Par ailleurs, il est le seul membre présent depuis l'origine du groupe. The Cure, à Singapour le 1er août 2007. Associé au mouvement new wave, The Cure a Informations générales développé un son qui lui est propre, aux ambiances 2, 3 Pays d'origine Royaume-Uni tour à tour mélancoliques, rock, pop, gothiques Genre musical Cold wave, new wave, et psychédéliques, créant de forts contrastes, où la post-punk, rock alternatif, basse est mise en avant et n’est pas seulement un rock gothique instrument d’accompagnement. Elle est, Années actives Depuis 1976 notamment en raison du jeu particulier de Simon Gallup une composante essentielle de la musique de Labels Fiction Records, Geffen The Cure. L'utilisation conjointe d'une basse six Records cordes (souvent une Fender VI), au son Site officiel www.thecure.com caractéristique, très souvent utilisée dans les motifs (http://www.thecure.com) mélodiques, contribue pour beaucoup à la signature Composition du groupe sonore si singulière du groupe. Membres Robert Smith Cette identité musicale, ainsi qu'une identité Simon Gallup visuelle véhiculée par des clips, contribuent à la Roger O'Donnell popularité du groupe qui atteint son sommet dans Jason Cooper les années 1980.
    [Show full text]
  • 2019 BEA Convention
    Welcome As Program Chair, it is with great pleasure that I welcome you to the 2019 BEA Convention. Convention As educators, we draw findings from diverse streams of research to provide students with an understanding of the theoretical approaches to the analysis of media texts and, in turn, to Program Chair’s inform their own production practice. In other words, we strive to teach students not just which production techniques work, but why they work. Be that as it may, prominent industry producers continue to be of the view that media production is self-taught and the role of educators is one Welcome of giving students the confidence and inspiration to succeed. Therefore, if we as educators are to serve as mere beacons of inspiration, what roles do our theoretical teachings serve in the professional practice of electronic media? Does the professional practice of media rely on instinct or on the acquisition of specialized skills and knowledge? The BEA2019 Convention Spotlight, Education and Industry: Mediating the Nexus, explores the issues posed by these questions. To that end, we have an exciting line up of presentations and workshops that aim to increase the dialogue between scholars and practitioners in order to aid the former to build new and expand existing industry relationships; to develop curricula in such a way that the insights gained from theory feed into practice, and vice versa; and to identify research gaps and foster collaborative research projects with industry partners. On the academic side, the Research Symposium examines the issue of what it means to be media literate.
    [Show full text]
  • MY BERKSHIRE B Y
    MY BERKSHIRE b y Eleanor F . Grose OLA-^cr^- (\"1S MY BERKSHIRE Childhood Recollections written for my children and grandchildren by Eleanor F. Grose POSTSCIPT AND PREFACE Instead of a preface to my story, I am writing a postscript to put at the beginning! In that way I fulfill a feeling that I have, that now that I have finished looking back on my life, I am begin' ning again with you! I want to tell you all what a good and satisfying time I have had writing this long letter to you about my childhood. If it hadn’t been for you, I wouldn’t have had the fun of thinking about and remembering and trying to make clear the personalities of my father and mother and making them integrated persons in some kind of perspective for myself as well as for you—and I have en­ joyed it all very much. I know that I will have had the most fun out of it, but I don’t begrudge you the little you will get! It has given me a very warm and happy feeling to hear from old friends and relatives who love Berkshire, and to add their pleasant memo­ ries to mine. But the really deep pleasure I have had is in linking my long- ago childhood, in a kind of a mystic way, in my mind, with you and your future. I feel as if I were going on with you. In spite of looking back so happily to old days, I find, as I think about it, that ever since I met Baba and then came to know, as grown-ups, my three dear splendid children and their children, I have been looking into the future just as happily, if not more so, as, this win­ ter, I have been looking into the past.
    [Show full text]
  • Text from the 1941 Mar-Ken Yearbook
    Text from the 1941 Mar-Ken Yearbook: DEDICATION This book is respectfully dedicated to all Mar-Ken students, who, through their fine sportsmanship, loyalty, and untiring effort have made our last year a most successful and memorable one. • THE SENIORS • F O R W It has been our aim from the beginning to the end A of this year’s PREMIERE to publish a book of the R students, by the students, and for the students. D We have enjoyed the privilege of presenting this book and sincerely hope that we have give the students a fitting reminder of their past year at Mar-Ken. “P R E M I E R E” Released through Mar-Ken School PRODUCERS . Shirley Cooper ‘41 Charlotte Cooper ’41 Shirley Ann Chittendon ’42 Josephine Stern ’43 Iris Clements ‘44 SCRIPT . Pat Collin ’41 Marjorie Lee Hagunin ’42 Bobbie Allert ’43 Camille Chann ’44 Terry Kilburn ’44 ADAPTATION . William and Robert Mauch Charlotte and Shirley Cooper ART DIRECTORS . Louise Kessler ’41 Ginger Michael ’42 Martin Spellman ’43 Terry Killburn ’44 SPECIAL EFFECTS . Louise Kessler Richard Hedges PHOTOGRAPHY . Milton Douglas Richard Hedges Terry Milburn Robert Mauch William Mauch Martin Spellman Barbara Jean Wong DIRECTOR , , , , , , . James W. Foxx ASSISTANT DIRECTORS . Robert Mauch William Mauch Realizing that a school of limited attendance could not or should not offer work in many special fields but rather that it should justify itself by outstanding achievement in its own type of education, M. Ethel Bessire, has attempted first of all to develop a distinguished curriculum. Having a distinctive ideal – the cultivation of a mind competent in its own intelligence, and sure and sane in its judgment of life, M.
    [Show full text]