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1.
Many environmental education programs in the United States educate youth about the prevention of wildfire and its role in ecosystems. We reviewed 50 wildfire education programs for youth (WEY) in the U.S. through an Internet search and interviews with program providers. We investigated whether they reflect current wildfire science, environmental education (EE) instructional strategies, and place-based education (PBE) approaches. We found that while one-third of the programs focus exclusively on wildfire prevention, suppression, and safety topics, one-third focuses on fire ecology, management, and science, and one-third includes all these topics, mirroring evolving scientific approaches to wildfire. Also, while state and federal agencies design and disseminate much of the curricula used, 60% of WEY programs incorporate local social and ecological contexts, revealing the close relationship between WEY and PBE.  相似文献   

2.
Skills developed through qualitative research and community partnerships can be essential for developing education students’ cultural competency and understandings about diverse student populations. Toward this end, we developed a qualitative ‘service-research’ project in a teacher education course focused on child development, whereby undergraduate students examined the racial, linguistic, religious, and migration experiences of youth in St. Louis, Missouri. This paper provides a snapshot of this work by defining service-research and showcasing one student research team that developed and analyzed three case studies of young women from Bosnian Muslim families in partnership with a local organization. Through an analysis and discussion of service-research and the students’ results, we argue for the integration of qualitative research skills, service projects, and community partnerships into educator preparation programs.  相似文献   

3.
Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal data from 6 low-income, predominantly Latino community schools, this case study investigated whether students' participation in community-school programming influenced their attendance and achievement. Multilevel models indicated that youth who participated in extended learning programs or whose families were involved in family engagement opportunities exhibited greater attendance rates and achievement in math and English language arts, when compared to their nonparticipating peers. Findings provide promising evidence on the value of a comprehensive and integrated system of school supports that address the myriad needs of vulnerable student populations.  相似文献   

4.
The goal of this study was to investigate the degree to which school-based and nonformal education programs that focus on air quality (AQ) achieved measurable AQ improvements, and whether specific instructional methods were associated with those improvements. We completed a standardized telephone interview with representatives of 54 AQ education programs. Quantitative analysis of these interviews generated three key findings: (1) nearly half (46%) of the programs we studied reported evidence that AQ had actually improved over the course of their projects; (2) most (89%) of the programs we studied took some sort of action to improve AQ; and (3) programs reporting more place-based learning qualities and practices such as service-learning and community partnerships were more likely to report improvements in AQ (r?=?.40, p?<?.01).  相似文献   

5.
In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.  相似文献   

6.
Ridgeway and Yerrick’s paper, Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth, unearthed the tensions that existed between a local community “expert” and a group of students and their facilitator in an afterschool program. Those of us who work with youth who are traditionally marginalized, understand the importance of teaching in culturally relevant ways, but far too often—as Ridgeway and Yerrick shared—community partners have beliefs, motives, and ideologies that are incompatible to the program’s mission and goals. Nevertheless, we often enter partnerships assuming that the other party understands the needs of the students or community; understands how in U.S. society White is normative while all others are deficient; and understands how to engage with students in culturally relevant ways. This forum addresses the underlying assumption, described in the Ridgeway and Yerrick article, that educators—despite their background and experiences—are able to teach in culturally relevant ways. Additionally, I assert based on the finding in the article that just as Ladson-Billings and Tate (Teach Coll Rec 97(1):47–68, 1995) asserted, race in the U.S. society, as a scholarly pursuit, was under theorized. The same is true of science education; race in science education is under theorized and the use of culturally relevant pedagogy and critical race theory as a pedagogical model and analytical tool, respectively, in science education is minimal. The increased use of both would impact our understanding of who does science, and how to broaden participation among people of color.  相似文献   

7.
In line with the Ministry of Education's vision of the delivery of twenty-first century competencies amongst all students in Singapore, the National Institute of Education in Singapore employs service learning as a pedagogical tool to develop community outreach and engagement. This paper begins with a review of related literature on service learning as a means of enhancing the quality of pre-service teacher education programmes internationally. It then looks at how the teaching of the English language may be used as a principal means by which students can make an impact on a local community of their choice in the Singaporean context. It draws attention to the nexus of theory and practice via highlighting three service-learning projects where the vital relationship between the pedagogical methods area of study known as Curriculum Studies on English Language Teaching and the opportunity to practise English language teaching outside the traditional clinic field experience offered through practicum posting are presented. The paper concludes with the proposition that service learning promotes active citizenry and moral education of youth and allows student teachers an opportunity to build deep partnerships with the community even before they step into the teaching profession as full-fledged teachers.  相似文献   

8.
ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献   

9.
Abstract

Site-based education development now constitutes a common approach to preparing learners for particular occupations, enabling them to secure employment and at the same time achieve broader social, economic and personal outcomes. New forms of partnerships, other than traditional vendor–client relations, are necessary to achieve such multi-faceted goals. This can be achieved by recognising and appropriately integrating pedagogical contributions in different sites to cater for learning needs. Accordingly, professionals from educational institutions need to actively collaborate and engage with a range of key personnel to form partnerships for the purposes of harnessing and facilitating learning opportunities within the constraints of given sites. An action research process enables participating partners to work towards and achieve agreed outcomes. Outcomes addressing areas causing concern are developed and discussed ‘on site’, forming site-based education development. Using a collaborative action research methodology that addresses issues identified by those in particular sites, solutions can be made visible and problems worked through. This enables the partners to achieve agreed outcomes developed during the life of the partnership. Outcomes and possible training areas are developed and discussed by key partners, particularly those in workplaces. In this article, we draw on intersecting sets of understandings around the philosophy of site-based education development, founded mainly on two overarching theories of workplace learning and practice architectures, to theorise partnerships for site-based education development. Some findings and ideas from two exemplar action research projects are presented to exemplify the key concepts.  相似文献   

10.
This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants’ views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes.  相似文献   

11.
The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented.  相似文献   

12.
ABSTRACT

Notions of place-making assume that individuals and groups of people have legitimate ‘rights to the city.’ This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of dis-placements that removed them from embodied experiences and in-location perceptions of their communities. Self-censoring, witnessing, historicizing, and re-veiwing were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools.  相似文献   

13.
This article advances the idea that rural youth and teachers are the key in leading community dialogue towards addressing gender-based violence (GBV) in their community through their film making. The youth voices on the realities of GBV in their school and community, in rural KwaZulu-Natal, South Africa, captured through the process of participatory video, are used to engage a group of their teachers in thinking about addressing GBV in the school and community. The teachers' engagement with the five participatory videos on GBV – through participatory analysis and participatory archiving – provided an opportunity to deepen their understanding of GBV by also interrogating their own stance and led them to direct the production of a composite video suitable for use in leading community dialogue on a future without violence.  相似文献   

14.
In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.  相似文献   

15.
Strong partnerships and external funding allowed San Jacinto College North to engage a declining community to transform into one valuing education. A community center, training classes, and student support programs contributed to this effort. The results included doubling Hispanic college enrollment, skyrocketing high school graduation rates, and increasing earning power.  相似文献   

16.
Environmental educators are challenged to document behavior changes, because change rarely depends solely on outcomes of education programs, but on many factors. An analysis of 15 communities in the United States that have increased their preparedness for wildfire allowed us to explore how education programs encouraged individual and community change. Agency-sponsored adult educational programs helped communities change their philosophy about firefighting, pass ordinances that restrict individual property rights, and empower residents to reduce their wildfire risk. This article explores several outcomes of these programs and offers suggested indicators of change that might be useful for education program evaluation.  相似文献   

17.
Professorship has traditionally been the single most valued career path for graduates of PhD programs. Policies now encourage graduate students to directly or indirectly engage with non-academic organizations to encourage the next generation of researchers to explore alternative careers, including opportunities in industry and government. In this article, we use data from a survey of Quebec science and engineering graduate students to examine the impact of their participation in university-industry-government research partnerships on their professional preferences. We assess the degree to which exposure to non-academic realities through different training arrangements relates to career preferences, and how these preferences evolve over time. We show that the proportion of students who did not change their preferred career path over time is high, indicating that by the time students engage in a research-training program they already, for the most part, know what career they want to pursue. However, and although students with close ties to non-academic partners may initially be more interested in non-academic career paths, over time all categories of students become more attracted to academic careers. We conclude that faculty positions continue to dominate the professional dreams of fledgling researchers, a power of attraction that increases as students advance in their program, even when it involves industrial contacts.  相似文献   

18.
Programs in which youth work collectively on an environmental stewardship project may provide social learning opportunities that support social-ecological system resilience and the development of social ties. However, few empirical investigations document the social learning processes that actually occur in these programs. This paper presents a multi-case study ethnography of six summer youth civic ecology education programs. Methods included participant observation, interviews, and group mind-mapping. The results suggest that programs offered moderate social learning contexts, with participants having little say over the direction and design of the program’s environmental stewardship goals. Nevertheless, participants worked together and collaborated on projects led by program leaders, with whom they developed strong ties. In programs focused on a single issue in one place, participants shifted their conceptual frames to include locally relevant concepts. While participants did not form strong ties with other program participants or with individuals from outside programs, they valued experiences where they led volunteers or were observed by others doing stewardship work. These results suggest that environmental stewardship programs can be designed to enhance social learning opportunities, which could incorporate strategies to increase youth developing ties with each other and with outside organizations.  相似文献   

19.
This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring attention to human sex trafficking. Findings show that students are introduced to and given the space to engage in “critical youth organizing literacies” through their class project. Therefore, through similar projects, classrooms become sites where young people learn to select and critique texts in order to mobilize peers and community members.  相似文献   

20.
Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership.  相似文献   

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