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Shirley Brice Heath

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Carol Henry

on 5 February 2013

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Transcript of Shirley Brice Heath

Shirley Brice Heath Shirley Brice Heath Background Shirley Brice Heath was born in to humble beginnings, spending most of her childhood in rural southern Virginia and Western North Carolina. Shirley Brice Heath Education/Career Wake Forest University
B.A., Lynchburg College, 1962
M.A., Ball State University, 1964
Ph. D., Columbia University, 1970
Currently, a Professor at Brown University and a Visiting Research Professor at the Watson Institute Shirley Brice Heath 'Ways with Words: Language, Life, and Work in Communities and Classrooms.’ http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_goldberg.pdf A long-term comparative informational analysis of the three different communities within the Piedmont area of the Carolinas. The areas she focused on were the Trackton, Roadville, and Maintown areas of South Carolina. As a result of her studies, Heath found that African American children were more accustomed to language that was meant to plan activities and structure (if I want this to happen, what will I do? What shouldn’t I do?) Shirley Brice Heath African-American children also spent more time playing than the children in the other areas of study However, when the African-American children got to school, they did not know how to answer questions such as “what color are your eyes?” 'Ways with Words: Language, Life, and Work in Communities and Classrooms.’ Families in suburban neighborhoods tended to be more affluent and in tune to student needs. Families in more rural areas did not necessarily engage their children in “motherese” talk Shirley Brice Heath Youth Development and the Arts in Nonschool Hours Heath investigates children in both in school and out of school activities. Since children spend most of their time outside of school, Heath decided to see how extracurricular activities relate to a student’s educational growth in the classroom. Heath also looked at the gender gap between men and women in relation to their after school activities. To be more specific, why, once the children have grown into adults, why women don’t have nearly as many long-term payoffs in organizations and activities than men. Shirley Brice Heath She concluded that young women and women in general usually utilize these arts programs when they are pregnant or mothers men can usually engage in these programs while “looking tough” and, if they are not in a relationship or have children, excel in these programs without the added stress of children. concludes the study by saying that students should not be forced into the arts because their parents want them to. Shirley Brice Heath Literary Development/Influence Heath’s studies have had a vast impact on the way that teachers, students, faculty and administrators view language within the classroom. Although she is not a psychologist or does not have any distinct theories as to how language is acquired or retained, she gives insight into relations that occur both inside and outside of school. Additionally, she focused on all classes and socioeconomic statuses and compared them to each other as opposed to just zooming in on one group and analyzing them. This allows for a greater scope of language and how people interpret language across the board. Shirley Brice Heath Sources http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199204_goldberg.pdf Goldberg, Mark F. (1992). Portrait of Shirley Brice Heath. Retrieved from http://

Kellam, Susan (5 February 1999). The Arts Are Basic to Achievement: An Interview with Shirley Brice Heath. Retrieved from http://sparkaction.org/content/arts-are-basic-
achievement-interview-shirl Heath, Shirley Brice. (1983). Ways with Words: Language, Life, and Work in Commuities and Classrooms. Retrieved from print. Heath, Shirley Brice. (March 2006). Curriculum Vitae. Retrieved from http://research.brown.edu/pdf/10170.pdf?nocache=893510654 Victoria Thompson
Carol Anne Henry
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