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Joni Boyd Acuff 《Critical Studies in Education》2018,59(1):35-53
Art educators continuously struggle to understand what multiculturalism ‘looks like’ in the art classroom. This has resulted in multicultural art education becoming superficial, in which art teachers guide students through art projects like creating African masks, Native American dream catchers, Aboriginal totems, and sand paintings, all without communicating the context of the art. This type of multiculturalism essentializes cultures, and builds Western, myopic narratives about groups of people, specifically about their ‘Art’. Critical multiculturalism is a power-focused upgrade of multiculturalism that calls for a critique of power and demands recognition that racism and other discriminations are enmeshed in the fabric of our social order. Teaching through a critical multiculturalism framework helps teachers dismantle Western, normalized narratives and produce counter-hegemonic curriculum that contextualizes culture and reveals its fluidity. In this article, the author shares a teacher action research study in which she describes what critical multiculturalism looks like in her art education classroom. The study focuses on ‘being’ a critically multicultural educator versus ‘doing’ critical multiculturalism. Such a position counters the idea that critical multiculturalism is a thing to complete, but instead is an ongoing process that rests on specific ways of thinking and considering the classroom, curriculum, and students. 相似文献
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In this study, we report on our learning as we engaged in a four-month experience of coteaching a water unit in a Grade 7 classroom. Working at each other's elbows, in praxis, provided many opportunities to learn together: teaching and about teaching. We use two examples, learning to ask productive questions and struggling to enact an orderly curriculum to show how coteaching affords colearning, and how the lack of coteaching leads to struggling. Our work also suggests that coteaching allows for a mode of learning that is not captured by Schön's notions of reflection-in-practice and reflection-on-practice. We conclude that coteaching, as colearning, is praxis. 相似文献
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Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism 下载免费PDF全文
Meghan R. Swanson Mark D. Shen Jason J. Wolff Brian Boyd Mark Clements James Rehg Jed T. Elison Sarah Paterson Julia Parish‐Morris J. Chad Chappell Heather C. Hazlett Robert W. Emerson Kelly Botteron Juhi Pandey Robert T. Schultz Stephen R. Dager Lonnie Zwaigenbaum Annette M. Estes Joseph Piven the IBIS Network 《Child development》2018,89(2):e60-e73
Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed. 相似文献
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This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years from 8 primary schools in North East England) comparing intervention classes (involved in fieldwork) and comparison classes (no fieldwork). Pre-intervention assessments revealed no differences between classes in mean literacy scores; post-intervention assessments revealed that significantly higher literacy scores were achieved by children who had carried out fieldwork (girls consistently outperformed boys in all classes). Intervention class children achieved higher scores in science (ecology) assessments than their comparison class peers before and after the intervention. We suggest that this may be an effect of these children thinking as scientists throughout the project. Our work confirms that a child-centred outdoor learning experience focused upon science can result in learning benefits across the wider curriculum. 相似文献
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Boyd Evison 《The Journal of environmental education》2013,44(1):18-19
Abstract The Watershed Learning Center (WLC) was developed by the Brandywine Valley Association (BVA) to provide outdoor environmental lessons to schools on their own properties or on sites close by. Teachers are trained to take over the lessons by observing BVA instructors and attending workshops. The program was evaluated to discover how the WLC was introduced and expanded in the schools, the program's impact on students, and the effectiveness of the teacher training for program take-over and continuation. The accomplishments and challenges of the WLC program are described and insights provided that can serve as a model for replication. 相似文献
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