Cinnabar and Alabaster

passages
94. "jardine's classroom was comprised of all males; however, his conception of the role of the teacher and the pedagogical practices he created to help male students learn and succeed in british society paralells twentieth-century portraits of female teachers and descriptions of how female students learn"; "jardine was teaching communicative skills to his students to enable them to break class bonds and become competitive in british society….in the larger interest of creating a more just, radically democratic society"
95. scotland at the time was taking a new, larger crop of more inexperienced students with more practical demands of their educational experiences, a scenario modern composition teachers recognize from their own disciplinary context; teachers "needed a practical way to handle instructing and evaluating the increased number of students in their classes…and students with diverse educational, social, and cultural backgrounds needed a way to achieve a sense of community in the classroom. peer review and collaborative learning strategies answered some of these challenges"
101. "jardine's view of the teacher resembles the description of 'the teacher as midwife' found in women's ways of knowing…who supports students' thinking without doing their thinking for them"
103. "students can learn by writing only if all of their papers are closely examined….so to ensure that all student writing is not only evaluated but also written for a specific audience, jardine developed a method of peer review, which he asserts brings about 'incalcuable advantages which cannot be obtained in any other way'….all students…receive individual attention, weaker students learn from stronger ones, and all students to improve their own writing by increasing their powers of criticism"
104-5. his work "illustrates two of the most prominent theories of modern collaborative learning: (1) that both weak and strong students can benefit from a peer-editing system, and (2) that learning is a social act"; parallels to bruner, who demonstrated that "tutored students exhibit 'a considerable increase in scholastic performance' and that those doing the tutoring demonstrate 'a very considerable increase'(50)"; "by encouraging students to assume responsibility for the academic progress of each other, teachers will also foster a notable increase in self-worth and group pride of the students"; "jardine fosters collaborative work among his students by creating a sense of community and responsibility in his classroom"
106. "by the end of the term, the students, without any intervention from the teacher, are trusted to judge which of their classmates' essays should be awarded prizes"; "he believes that the teacher should move to the perimeter of the action of collaborative learning and allow the students freedom to exert their own opinions and to learn from one another"; bummer was "the practical reforms jardine made in educational practice were disregarded before the end of the nineteenth century," everybody only listened to bain, who spoke nicely of him but didn't make much use of his work in the work of bain's that was taken up, & thus he was forgotten.