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Peter P. Grimmett Diane Dagenais Laura D’Amico Marianne Jacquet Roumi Ilieva 《Journal of Educational Change》2008,9(2):101-121
This study investigated the relationship between education policy changes and the working conditions of teachers and school
leaders in Vancouver, Canada. We found that policy does shape educators’ discourse about their work conditions. This shaping
manifested itself in the emotions teachers experience as they attempt to construct their identity as professional educators.
Apparent contradictions emerged in educators’ discussions of their work conditions, particularly their contrasting reports
of feeling satisfied with their working environment, yet concerned about issues related to workload and recognition. Two different
discourses, the political and the professional, emerged at a deep level of practice. These discourses express conflicting
emotions about teaching and teachers’ identity struggles in a context of rapid policy changes. The political discourse is
framed around a partisan response to policy changes. The professional discourse focuses on engagement in satisfying educational
activities. This study proffers a different conclusion to other studies implying a lack of understanding of practice by policy
reformers. It suggests that, while teachers are very aware of policy changes, frequently engaging in a partisan critique thereof,
they nevertheless temper that critique with a professional discourse shaped by pedagogical concerns in the local context.
This concern with the classroom context enables them to focus their energies on constructing their sense of professional identity
that frequently leads them to reinterpret policy initiatives from a local educator’s perspective. While the political discourse
has trappings of despair, the professional–pedagogical contains glimpses of hope.
We wish to express our appreciation of the work of Barbara Waldern in the analysis that supports the findings about the professional
lives of educators. 相似文献
3.
Allison Daniel Anders 《The Urban Review》2011,43(4):528-546
In this article I represented educational narratives from two students who completed college coursework while they were incarcerated
in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies
in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools
and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty
and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high
stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently,
I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and
youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’
lives. 相似文献
4.
This article describes a group of Druze preschool and kindergarten teachers from Northern Israel who participated in an in-service
course in their community. The focus of the training experience was to improve the social climate of the classroom by implementing
a life-world approach. Analysis of their reports shows that the children’s meaningful learning, improved emotional coping
with ordinary hardships, and mutual social support are a product of intervention that involves multiple, interrelated activity
channels: staff collaboration, guided small group discussions, informal discussions, cooperation with parents and community
agents, and free play. Each activity channel is associated with a compatible, dominant, learning modality and a predominant
interpersonal process—free play, for example, is mainly associated with free inquiry and discourse among children, whereas
group activity is also likely to be associated with learning guided by educators. 相似文献
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Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
7.
This article discusses urban educators’ views of their teaching experiences. The article is based upon survey research conducted
with teachers in two poor, urban districts during the 2005–2006 academic year. The teachers reported a variety of positive
and negative views regarding their classrooms, their students, and the students’ social worlds. The data illustrate the importance
of classroom processes for the teachers, and how they believed that their students’ social locations, behaviors, and attitudes
impede the delivery of educational content. We believe this research raises interesting challenges regarding the need for
urban educators to incorporate students’ perspectives into both instructional processes and curriculum content. Furthermore,
this research should contribute to the empirical foundation needed for the creation of better teacher preparation programs. 相似文献
8.
Alandeom W. Oliveira 《Journal of Science Teacher Education》2010,21(1):103-126
This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns
and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers’
social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became
aware of how hedges can be employed to remain neutral toward students’ oral contributions to classroom discussions, invite
students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that
the combined use of I and you can render their feedback authoritative, you can shift the focus from the investigation to students’ competence, and we can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of
professional development programs aimed at improving teachers’ understandings of the social dimension of inquiry-based science
classrooms and preparing teachers to engage in inquiry-based teacher–student interactions. 相似文献
9.
This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The
research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new
analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts
of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the
analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards
references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon
these dimensions and the analysis of the participating students’ online asynchronous discussions, this study suggested ten
different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue
that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students’ interactions
for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the
less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study. 相似文献
10.
Zenub Kakli 《The Urban Review》2011,43(2):175-195
In recent years, much research has documented the benefits of parent involvement and offered strategies on how educators can
encourage parents’ participation in their children’s education. While the literature has brought much needed attention to
school-family relationships, little is known about parents who are activists for educational improvement beyond their own
children’s schooling and who concern themselves with district policymaking and governance. This article offers a portrait
of one African American mother who is an education activist in Boston, Massachusetts. Drawing on social movement and Black
feminist theories, the portrait documents how and why she has devoted her life to educational reform and equity with an emphasis
on racial equality. The article concludes with a discussion of two possible factors that contribute to the making of an education
activist: the development of a political racial identity and educators’ support for education activism. 相似文献
11.
Attachment in the Classroom 总被引:3,自引:0,他引:3
Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their
teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment.
Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges,
and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects
tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not
merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom
will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student
relationships and school bonding are provided. 相似文献
12.
Margarida César Isolina Oliveira 《European Journal of Psychology of Education - EJPE》2005,20(1):29-43
Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture.
Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster
inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes
the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect
for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach
appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances.
Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative
curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact
of the educational changes on the learners’ participation in school and in social practices, and on their future life. We
aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements
in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and
resulted in a better socialization. 相似文献
13.
René Galindo 《The Urban Review》2007,39(3):251-280
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers.
Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions
of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of
narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives
told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported
speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational
identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such
as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions
and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her
narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual
teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher.
René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver
and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration
politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies. 相似文献
14.
Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes
the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting?
This article explores discourses that structure the Vision II science classroom, and how different students construct their
identities inside these discourses. In the article we consider school science as an order of discourses which restricts and
enables what is possible to think and say and what subject-positions those are available and non-available. The results show
that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science
discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different
ways depending on how the students construct their identities in relation to available subject positions, which are dependent
on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against
SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective
in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited
complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative
study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school
science. 相似文献
15.
This study investigates the mechanisms of scaffolding in a synchronous network-based environment – the ‘collaborative virtual
workplace’. A theoretical ‘multi-actor’ scaffolding model was formulated. The study itself focused on the role and inter-relations
of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making
discussions of 31 groups – material that was saved automatically by the learning environment software. The age of the 62 students
ranged from 14 to 17. Discourse act categories were devised to describe the tutor’s and the students’ task-related, supportive
and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach.
Tutor and students appeared to be elaborating and replacing each other’s process scaffolding acts in the collaborative decision-making
situation. The influence of certain tutor’s and students’ inter-related scaffolding patterns on students’ decision-making
provided empirical support for the ‘multi-actor’ scaffolding model.
in final form: 12 May 2005 相似文献
16.
Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom
requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent
transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions
and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management
in a marine ecosystem by 10th grade students (15–16 year) in the context of solving an authentic task. A complete class (N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic
pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping
and audiotaping of all of the sessions, and collecting the students’ written productions. The research objective is to examine
the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across
stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal
of Science Education, 14(1): 51–61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students’ discursive
moves shows how the groups progressed through stages of connecting different models, between them and with the context, in
order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed. 相似文献
17.
Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献
18.
Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases 总被引:1,自引:3,他引:1
Nina Neulight Yasmin B. Kafai Linda Kao Brian Foley Cathleen Galas 《Journal of Science Education and Technology》2007,16(1):47-58
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
19.
Tom Lowrie 《Learning Environments Research》2007,10(1):35-51
This investigation explored the role of the home supervisor (usually a parent) in creating meaningful learning environments
for young students’ numeracy development. The case study data (from four home sites in remote areas of Australia) illuminated
the role that the supervisor plays in developing student’s numeracy in distance-education learning contexts. The case studies
highlighted various pedagogical practices across these rich and diverse educational settings. The quality of the teaching
and the influence of the distance education materials on the student’s numeracy outcomes were attributed to the resources
that were supplied to the home site, the supervisory engagement, and the extent to which learning partnerships were fostered
among classroom teachers, parents and other members of the extended community. 相似文献
20.
Renee Cole Nicole Becker Marcy Towns George Sweeney Megan Wawro Chris Rasmussen 《International Journal of Science and Mathematics Education》2012,10(1):193-211
In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community.
A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to
analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent
emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through
discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that
uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new
criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community.
An example from an undergraduate course in physical chemistry is used to illustrate the methodology. 相似文献