From Expression to Dialogue: A Study of Social Action Literacy Projects in an Urban School Setting

This paper discusses the revision of a literacy workshop from its basis in expressivist philosophy and pedagogy toward a more socially and critically based practice with urban adolescents. As part of a larger research project, a classroom teacher and a university researcher collaborated to include social action projects within a workshop approach to reading and writing. This paper presents both the positive developments brought about by these social action projects and the difficult dilemmas raised by the enactment of the projects in the classroom. Specifically, I use one of the social action performances to examine how discursive and relational practices and individualistic ideologies held by classroom and school participants shaped the projects in disturbing ways. I highlight how the students engaged in interesting—albeit often superficial—dialogues but did not necessarily learn to taken action to challenge structures and systems that marginalize or oppress people. The paper concludes with suggestions for future revisions of literacy workshops in ways that would allow students to develop literacy skills for taking action in multiple social worlds.     

试论中学社会学科中知识的分类

在新的知识观下，以现代认知心理学的知识分类理论为指导，探讨中学社会学科中的知识分类．不仅论述陈述性知识“是什么”，而且讨论“怎么办”的程序性知识，以区分中学社会学科中性质不同的知识类型。     

Social Competence in the School Setting: Prospective Cross-Domain Associations among Inner-City Teens

In this 6-month prospective study of 138 ninth-grade inner-city students, associations among different aspects of school-based social competence were examined. In addition, links between initial emotional adjustment and subsequent social competence at school were explored. Aspects of social competence examined included academic achievement, peer reputation, and teacher-rated classroom behaviors. Emotional adjustment was measured based on self-reported internalizing and externalizing symptoms. Consonant with views positing continuity and coherence of development, high temporal consistency was found within each social competence domain. In addition, superior adjustment in one domain was sometimes associated with subsequent improvements in other spheres as well. Exceptions found to this pattern were that ( a ) both as an antecedent and as a consequent variable, peer-rated sociability was negatively linked with other indices of school-based functioning, and ( b ) among girls, high anxiety was related to improved performance at school over the year. Ecological influences in adolescent adjustment are discussed, and implications of the findings for future research are explored.     

Social Acceptance of Children with Intellectual Disabilities in an Integrated School Setting in Zambia: a pilot study

The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.     

关于创办特色学校的思考

学校创建特色是实施素质教育的具体体现 ,是建设学校文化的需要 ,对特色学校应全面深入地理解 ,在创建时应采取有效措施     

The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

Abstract

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in dialogue about course content, application of content to solve problems, and use of evidence to support responses. Significant differences in favor of the treatment group on content acquisition were noted (Hedges's g =.19). Examination of differences in response to the treatment indicated groups of students classified with high or moderate pretest scores benefitted from the treatment, whereas a group of students classified with low pretest scores did not benefit from the treatment.     

Setting the Stage for Action: Teaching Social Justice in the Middle School Classroom

Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.     

基于Citespace的大城市社会治理知识图谱分析

十九大提出创新社会治理、提升国家治理能力,打造共享共商的社会治理格局。本文利用Cite Space软件,对CNKI数据库收录的2007-2017年的237篇期刊论文分析,绘制社会治理创新领域的知识图谱,通过图谱分析表明当前大城市社会治理研究集中于社会治理模式、基层社会治理、社会治理体制创新、治理能力现代化等方面。     

Knowledge Exchange,Social Interactions,and Empowerment in an Intergenerational Technology Program at School

This is a sequel to previous theoretical papers (Gamliel, Reichental, & Eyal, 2007a Gamliel , T. , Reichental , Y. , & Eyal , N. (2007a). Intergenerational educational encounters: Part 1: A model of knowledge. Educational Gerontology , 33, 1–22.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2007b Gamliel , T. , Reichental , Y. , & Eyal N. ( 2007b ). Intergenerational educational encounters: Part 2: Counseling implications of the model . Educational Gerontology , 33 , 145 – 164 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) that proposed a Model of Knowledge in Volume 33 of this journal. The study examines the effects of digital education on intergenerational empowerment and social interaction among participants in the Israeli Multigenerational Connection Program (MCP). The program pairs seniors and children in computer-room activities at primary schools and encourages both groups to benefit by learning from each other. Findings from feedback questionnaires, field observations, and semistructured interviews show that the MCP was successful in building an intergenerational bridge. The flexible structuring of the roles of teacher and pupil contributed to participants' satisfaction with the program, and the intergenerational knowledge exchanges empowered both groups and allowed them to reach out to each other. Implications for educators, both in the community and in mainstream schools, are discussed.     

Linking School Effectiveness Knowledge and School Improvement Practice: Towards a Synergy

A survey is undertaken of the ‘paradigms’ of the academic communities of school effectiveness and school improvement researchers, practitioners and scholars. It is argued that the two ‘paradigms’ are very different, and that this has hindered the improvement of educational practice. Examples are given of programmes which are a ‘blend’ of the two different approaches, and detail is given as to how the school effectiveness and school improvement communities can meet the knowledge needs necessary for improving the quality of schooling.     

Shyness-Sensitivity and Social, School, and Psychological Adjustment in Rural Migrant and Urban Children in China

The purpose of this study was to examine relations between shyness-sensitivity and social competence, school performance, and psychological well-being in Chinese children with rural and urban backgrounds. Participants were students in rural migrant children schools and city schools in China ( N s = 411 and 518, respectively; M age = 10 years). Data were obtained from peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness was associated with social and school problems and depression in urban children. However, shyness was generally associated with indexes of adjustment such as leadership, teacher-rated competence, and academic achievement in rural migrant children. The results indicate the role of context in defining the functional meaning of social behavior in children's adjustment.     

Bourdieu on Education and Social and Cultural Reproduction

Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the school, arbitrary and necessary school cultures, and the distinction between primary and secondary effects on educational differences. Some specific criticisms, for example Elster's charge of a double account of domination, are also addressed. Bourdieu's concentration on habitus as the most significant generator of practice is held to be a theory of socialisation and the paper examines the nature of the explanation of social practice provided by such theories. The argument concludes with a plea for critical tolerance with respect to Bourdieu's work but with a suggestion that his account of socially differentiated educational attainment in terms of habitus is finally inadequate.     

Science learning and a Sense of Place in a Urban Middle School

This paper offers an analysis into low-income, urban middle school children's sense of place and what and how their sense of place matters in science learning by focusing on the following questions: In what ways is students' sense of place leveraged in a science classroom? How does the content and context of science class shape how students leverage their sense of place? What learning opportunities emerge when sense of place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined sense of place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of sense of place events, (1) characterizing students' sense of place by exploring sources of the sense of place events, and (2) examining processes of how students' sense of place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when sense of place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).     

A Social Constructivist Approach to Preparing School Counselors to Work Effectively in Urban Schools

In this article a social construction framework is used to improve the capacity of school counselors and trainees to work effectively with African American and Latina/o students in urban schools. Three key theoretical tenets of the social construction worldview are presented as a new lens for thinking about the meaning-making process of students in an urban school setting and how school counselors can support it. We offer activities to operationalize this theoretical point of view and implications for school counselor training and practice.     

知识社会与学校文化的重塑

学校是一种特有的社会组织,作为基础教育的“学校”是以“教师人格”的力量去塑造新生代的人格发展,以“学校文化”的底蕴去奠定新生代的学历发展的基础。     

Voices of Parents and Teachers in a Poor White Urban School

The views of parents and teachers in an elementary school serving a low-income, primarily White, urban neighborhood are presented and analyzed. In-depth interviews reveal the beliefs and hopes of members of each group about the relationship between the school and the families that it serves. Themes of separation between home and school, the function of parent volunteers, structural barriers to more family involvement, friendship between teachers and parents, service to the school, teacher attitudes about parents, and parent attitudes about teachers are explored. Recommendations for the creation of a school environment more encouraging to meaningful parent involvement in the schools are made. Key words include parent involvement and home-school relationships.