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ABSTRACT Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices. 相似文献
34.
Natalie Conrad Barnyak 《Early Childhood Education Journal》2011,39(2):149-159
This qualitative study describes the physical and verbal interactions of rural children and their parents regarding reading
books aloud. The participants’ attitudes and beliefs about sharing storybooks are also explored. The theoretical framework
is based upon Bronfenbrenner’s Ecological Model. One interview was conducted with each participant and video recorded. An
observation of one book sharing session for each dyad was conducted and video recorded. The Adult/Child Interactive Reading Inventory (ACIRI) (DeBruin-Parecki 2004, 2007) was used during analysis of the observations. Narrative analysis was utilized. Themes and categories emerged from the data.
The self-report of each participant was compared to the observation. Overall, the interview data were in alignment with the
observed interactions. 相似文献
35.
Dennis A. Conrad Launcelot I. Brown 《International Journal of Inclusive Education》2013,17(9):1017-1029
This paper shares elementary school principals' perspectives from one urban school district in Trinidad and Tobago, regarding factors that might enhance or limit their and/or their faculty's readiness for inclusion in their schools. Qualitative data collection comprised a self-administered questionnaire and focus group interviewing. Respondents comprise 18 school principals. Findings revealed a philosophical readiness to embrace inclusive practice, but resistance towards assuming responsibilities for such students within the classroom. Recommendations to facilitate more effective inclusion hinged upon teacher education, leadership and collaborative practice. 相似文献
36.
J. Conrad Glass Jr. Lee McGraw Hoffman 《Community College Journal of Research & Practice》2013,37(3):289-302
Abstract Teaching English to undereducated adults has been a frustrating experience for many teachers. This research review points to various factors that might account for the language-based problems of educationally deficit adults, implications are drawn for classroom teachers. 相似文献
37.
Orthographic knowledge is one of several contributors to developing literacy skills. However, our understanding of how orthographic knowledge contributes to both spelling and reading is incomplete due to a lack of consistency in defining and measuring orthographic knowledge. The goal of the present study was to empirically test whether or not orthographic knowledge could be construed as a multi-dimensional construct that contributes to reading and spelling skill in school-aged children. Using regression analyses, the current study supports the conceptualization of orthographic knowledge as a multi-dimensional construct, consisting of both word specific and general orthographic knowledge. For school-aged children, both types of orthographic knowledge make separate and unique contributions to both reading and spelling, over and above the contributions of phonological skills. Results illustrate the importance of orthographic knowledge to developing literacy skills. 相似文献
38.
Sheryl Conrad Cozart 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):250-269
This article is an autoethnography of the author's journey toward the reconciliation of her spirituality with the academy. She depicts the origin of her crisis in the academy, and why the climax of the crisis was critical to her reconciliation. Drawing on Cynthia Dillard's notion of an endarkened feminist epistemology, she identifies the Black Church community as the site where her spirituality is nurtured and recognizes its influence on her reconciliation with the academy. Implications of this study suggest the necessity for researchers to become engaged in public discourse about our spirituality as it relates to education, to continue to invite others to the conversation, and to recognize how the discourse might influence our decisions as researchers/educators. 相似文献
39.
This article gives some insights into the development and teaching of graduate Gerontology courses by way of distance education. Some general comments are given regarding distance education and then the two formats are explored in detail. One of the formats centers around television (video, cable television, and interactive television instructions) and the other, the Internet. Problems and advantages of teaching in each format are explored. Tips on "Some things to do" and "Some things to avoid" are shared. Attention is given to some of the instructional "techniques" which seem to work best for teaching in these formats. These tips should be helpful to persons who are just beginning teaching or who want to teach in either or both of these formats. 相似文献
40.
An educational experience designed to increase knowledge of the political process, provide peer interaction, and promote civic involvement did appear to enhance internal locus of control in a selected sample of older adults. No significant changes in anomia or life satisfaction occurred. Implications of the findings for educational programming for older adults are discussed. It is suggested that the SRS model used in the study should be tested further for exploring the impact of educational programs upon internal‐external control. 相似文献