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1.
《Early education and development》2013,24(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
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This article explores the widespread emphasis on parental involvement in education from the perspectives of children and young people. In contrast to the conceptualisation of children as variable social actors, policy initiatives to link home and school more effectively, and research-generated typologies of parental involvement, unthinkingly familialise and institutionalise children by ignoring any part they may play in parental involvement in their education. Drawing on data from our study of children's understandings of home-school relations, we develop and elaborate a typology that centres on the complex ways that children and young people talk about creating, acceding to, and resisting their parents' involvement in their education. The socially patterned differences between the children and young people's understandings and experiences demonstrate how the broad social processes of familialisation, institutionalisation and individualisation are, in fact, concretely lived and negotiated in variable ways. Nevertheless, there are also some commonalities in children and young people's resistance around notions of privacy. 相似文献
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Readiness, Instruction, and Learning to be a Kindergartner 总被引：1，自引：0，他引：1
M. Elizabeth Graue 《Early education and development》1992,3(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
4.
This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. 相似文献
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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 
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下载免费PDF全文 We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
7.
Aristea Fyssa Anastasia Vlachou Elias Avramidis 《International Journal of Early Years Education》2014,22(2):223-237
This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of ‘diversity’ and the establishment of genuinely inclusive school cultures. 相似文献
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《Studying Teacher Education》2013,9(2):173-187
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies. Through these collective self-studies, faculty members constructed and negotiated their identities as teacher educators and as a school of education. As researchers and researched participants, the faculty of the new school of education moved during that first year between vulnerability and community, a process illuminated by their self-study research. 相似文献
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《师资教育杂志》2012,38(4):483-496
International internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and becoming members of the global educational community. These include school settings and scheduling; use of curriculum and resources; instructional skills and strategies, including lesson planning; and classroom management, including management of student behaviours. The current study examines the reflections of 56 undergraduate teacher education students from Florida who took part in a three-week international internship in Plymouth, UK. The primary purpose of the study was to determine the areas in which the experience had an impact on their pedagogical awareness. Specifically, the research question was: ‘How does the short-term study abroad internship impact pre-service teachers' perceptions or understanding of: professional school relationships, and classroom management and structure?' 相似文献
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《Early education and development》2013,24(3):347-371
To explore meaningful and effective technology integration in early childhood education, we investigated how kindergarten–first-grade students created and employed digital photography journals to support social and cognitive reflection. These students used a digital camera to document their daily school activities and created digital photo journals to represent their experiences. Ethnographic video data, field notes, and student journals were examined using a grounded theory approach. Results reveal that when students took pictures, they successfully negotiated their dual roles of photographer and participant in other activities. In the process, the children meaningfully integrated technology into their classroom activities, as well as transformed the nature of the social space surrounding the computer where children created their journals. Furthermore, the journals illustrated children's complex and varied types of cognitive and social reflections. Based on these results, we discuss implications for meaningful technology integration in early childhood education. 相似文献
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In children's lives there are a lot of instigators for actions in every milieu and situation. When children grow older, the cortical activity starts to regulate the action instigation from the limbic system. The school system makes demands of action regulation for children. In outdoor education the many instigators for actions are not under the same demands for regulation as inside the classroom. In this study we have interviewed nine children about their experience with outdoor education. The interviews shows a wide variability of affordances grasped from outdoor education, as well as a tendency toward gender differences in what kind of action possibilities they grasp. These activities give the children useful experiences that are directly and indirectly relevant for their curriculum. 相似文献
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Anjalé D. Welton Tiffany Octavia Harris Priya G. La Londe Rachel T. Moyer 《Equity & Excellence in Education》2015,48(4):549-570
High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics. 相似文献
13.
农村留守儿童问题调研报告 总被引：178，自引：0，他引：178
通过调查分析农村留守儿童的生活和学习情况,发现农村留守儿童存在由于监护人对留守儿童学习介入过少导致的学习问题,由于缺乏亲情导致的生活问题,由于缺乏完整的家庭教育导致的心理问题。这些问题的形成有社会方面的原因,家庭方面的原因,学校方面的原因。解决这些问题要从以下几方面入手:逐步消除城乡差距,加大社会力量帮助儿童的力度,建立农村社区儿童教育和监护体系,加强农村寄宿制学校的建设,在农村学校教育中增设心理课程。 相似文献
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张娟 《安阳师范学院学报》2006,(1):130-131
在日本,人们对家长和社区参与学校教育十分关注。家长和社区对学校教育的传统作用是一种支持。本文分析了日本家长和社区参与学校教育的类型,介绍了日本政府为了提高家长、社区参与学校教育而采取的一系列改革措施,以及这些措施对于完善我国家长、社区参与学校教育的启示和借鉴意义。 相似文献
16.
《Peabody Journal of Education》2013,88(4):37-65
School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils. Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff. 相似文献
17.
Christopher Michael Whitsel Kate Lapham 《International Journal of Early Years Education》2014,22(1):105-116
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours. 相似文献
18.
长期以来,我国民族学校教育是以"关注社会"为其价值取向的,具体表现为追求社会的均质化、地方性知识的失语、民族学校教育与社区教育的割裂。可通过以关注生命发展为目标重构学校课程体系、以成全生命自由为宗旨重组学校课堂教学、以尊重生命差异为基础重设学校评价体系的具体策略重构民族学校教育价值取向。 相似文献
19.
Using parents' answers to open-ended questions, we examine variation in parents' management of their children's education within the home, at school, and in the community as a function of whether their children were experiencing academic success or academic problems. Within the home, parents of high achievers used more specific strategies to help their children with their schoolwork and had more supportive conversations with their children than parents of low achievers. At their children's school, parents of high achievers not only were more involved but had different reasons for their involvement than parents of low achievers. In the community, more parents of high achievers explicitly engaged their children in activities to support their achievement than parents of low achievers. Implications for parents, schools, and communities are discussed. 相似文献
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雷成耀 《安顺师范高等专科学校学报》2014,(5):50-51
伴随农村中小学布局调整出现了＂留校儿童＂以及伴随离异家庭出现了＂单亲儿童＂,这部分农村孩子和父母或父母中一方相分离,父母的缺位导致孩子家庭教育非常薄弱甚至缺失。采取改革户籍制度、给农民工以公平待遇和增加对家庭教育知识的培训、因地制宜地布局农村中小学、完善学校教育补偿制度等措施建立农村社区儿童少年教育和监护体系,为广大农村孩子的健康成长营造一种良好的家庭环境和社会氛围。 相似文献