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61.
Michèle Foster Leah Halliday Jonathan Baize James Chisholm 《Multicultural Perspectives》2020,22(2):68-78
Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice. 相似文献
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64.
Colin Foster 《Curriculum Journal》2013,24(4):563-585
Although breaking down a mathematical problem into smaller parts can often be an effective solution strategy, when the same reductionist approach is applied to mathematics pedagogy the effects are far from beneficial for students. Mathematics pedagogy in UK schools is gaining an increasingly reductionist flavour, as seen in an excessive focus on bite-sized learning objectives and a tendency for mathematics teachers to path-smooth their students’ learning. I argue that a reductionist mathematics pedagogy severely restricts students’ opportunities to engage in authentic mathematical thinking and deprives them of the enjoyment of solving richer, more worthwhile problems, which would forge connections across diverse areas of the subject. I attribute the rise of a reductionist mathematics pedagogy partly to an assessment-dominated curriculum and partly to a systemic de-professionalisation of teachers through a performative accountability culture in which they are constantly required to prove to non-specialist managers that they are effective. I argue that pedagogical reductionism in mathematics must be resisted in favour of a more holistic approach, in which students are able to bring a variety of mathematical knowledge and skills to bear on rich, challenging and non-routine mathematical tasks. Some principles for achieving this are outlined and some examples are given. 相似文献
65.
Living arrangements and children's development in low-income White, Black, and Latino families 总被引:1,自引:0,他引:1
This article uses longitudinal data from approximately 2,000 low-income families participating in the national evaluation of the Comprehensive Child Development Program to examine the associations between preschool children's living arrangements and their cognitive achievement and emotional adjustment. The analysis distinguishes families in which children live only with their mothers from children who live in biological father, blended, and multigenerational households. Linkages are examined separately for White, Black, and Latino children. Fixed effects regression techniques reveal few significant associations between living arrangements and child development. These findings suggest that substantial diversity exists in the developmental contexts among children living in the same family structure. Policies seeking to change the living arrangements of low-income children may do little to improve child well-being. 相似文献
66.
Characterising the impact performance of field hockey sticks 总被引:1,自引:1,他引:0
Published research on field hockey equipment is scarce. The aim of this research was to investigate methods for characterising the impact performance of field hockey sticks. Three sticks were used with fundamental frequencies in the range 74?C154?Hz. Striking an initially still ball with a stick was identified as the preferred method for characterising performance. Impacts were simulated at mean velocities of 19?m/s at toe and 16?m/s at the shaft. The mean apparent coefficient of restitution and standard deviation were ?0.32?±?0.05 at the toe and ?0.18?±?0.02 at the shaft. The foundation work presented here provides the foundations for developing a methodology for characterising the impact performance of field hockey sticks. 相似文献
67.
Gigi Foster 《Higher Education》2010,60(3):301-319
Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely
on two things to protect the quality of the degrees they award: selection mechanisms operating during students’ tenure, and
effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate
course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment
across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students
directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students).
Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective
in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers’ formal
university affiliation. 相似文献
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69.
E C Foster 《Bulletin of the Medical Library Association》1979,67(2):226-231
The author traces the historical development of standards for library services prepared by the Joint Commission on Accreditation of Hospitals, emphasizing those elements of the present standards that auger well for the development of libraries in hospitals. Then examined are the role of librarians and new roles for libraries, stressing sound management practices that ensure continued development. 相似文献
70.
By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998. 相似文献