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1.
This qualitative study inquired into secondary students' perceptions of their participation in a secondary Spanish-English two-way immersion (TWI) program, triangulating data from 166 surveys and 24 focus interviews across grades 6–12. After reviewing current research on secondary two-way immersion programs, the article describes the study and its findings. The first finding stresses the continuous link between language and identity and how this link differs within the Latino group. A second theme centered on how students viewed the linguistic and cultural capital the TWI program aims to develop, with the Anglo students identifying bilingualism for better job opportunities as the most important capital. Latino students also envisioned better job opportunities; however, Spanish was valued foremost for its connection to their families and roots. Finally, the third theme discusses linguistic and cultural equity. Though all students evaluated their experiences in the TWI program positively, they acknowledged that as they moved through the secondary years, their exposure to Spanish declined and English dominated their school day. The authors urge educators to consider how the academic, linguistic, and cultural benefits of TWI programs are distributed for various groups enrolled in the program. 相似文献
2.
Arielle Levites 《Journal of Jewish Education》2020,86(1):65-93
ABSTRACTWhat do Jewish day school students believe constitutes good understanding and worthwhile learning in the context of their encounter with rabbinic texts in the classroom? This article shares findings from an interview study of Jewish day school students in grades 9 through 12 regarding their attitudes toward the study of Talmud. I argue that high school students’ estimations of the value of Talmud study are shaped, not only by individually held tastes, talents, and commitments, but also by a set of shared intellectual values. These values, related to their beliefs about the purposes of learning and what good learning should accomplish for the learner, develop in the context of their schools and communities and frame how students set goals for and assess their own understanding of Talmud. 相似文献
3.
JERE BROPHY 《教育心理学家》2013,48(3):132-141
This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited knowledge about situations that afford opportunities for learning school content with appreciation of its value, how to exploit those affordances, or even their benefits to learners. We need to develop our theorizing about the benefits that students may derive from learning in school and determine what curriculum makers and teachers might do to foster students' appreciation for these benefits. Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to experience its valued affordances. 相似文献
4.
Ivã Gurgel Mauricio Pietrocola Graciella Watanabe 《Cultural Studies of Science Education》2016,11(2):349-370
In recent decades, changes in society have deeply affected the internal organization and the main goals of schools. These changes are particularly important in science education because science is one of the major sources of change in peoples’ lives. This research provided the opportunity to investigate how these changes affect the way teachers develop their classroom activities. In this work, we focus on science as part of the cultural identity of a society and how this identity affects the process of teaching and learning inside the classroom. Other works have shown that certain social characteristics such as gender, race, religion, etc., can create a cultural barrier to learning science. This results in an obstacle between those particular students and the science that is taught, hindering their learning process. We first aim to present the notion of identity in education and in other related fields such as social psychology and sociology. Our main purpose is to focus on identity in a school setting and how that identity affects the relationship students have with the science content. Next, we present and analyze an intervention in the subject of Modern and Contemporary Physics composed by a sequence of activities in a private school in the region of Sao Paulo State, Brazil. This intervention serves to illustrate how scientific topics may be explored while considering aspects of cultural differences as an obstacle. The intervention was completed in two steps: first, in the classroom with a discussion concerning scientific works and nationality of scientists, with one being a Brazilian physicist; second, taking students to visit a particle collider at the University of São Paulo. One of the results of our research was realizing that students do not perceive science as something representative of the Brazilian cultural identity. At the same time, the activity gave the students the opportunity to make the connection between doing physical sciences at an international level and the national level in Brazil. The findings of this study suggest that it is possible to reshape the cultural identity of Brazilian students. 相似文献
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6.
H. Richard Milner 《The Urban Review》2011,43(1):66-89
While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work
especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less
clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural
competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover
the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of
the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed
cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers,
teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he
deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective
approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices. 相似文献
7.
This article reveals the intrinsic connection between the constructs normality, identity, meaning, cultural tracking, and school achievement. In particular, it illuminates the indirect connection between cultural tracking and a reduction in the meaningful engagement of school tasks. As documented elsewhere, learning proceeds in a meaningful environment with meaningful goals embedded within the broader framework and context of human life, with identity anchored in a stable cultural and communicative framework. What my study shows is how Ethiopian students are in a state of identity crisis as they grapple with two cultural systems and structures of meaning which confuse their sense of direction. In the process, meaningfully propelled learning dispositions and an affectively driven urge to achieve scholastic excellence deteriorate. Thus, the lagging academic performance of these children is partly caused by the school system which has little knowledge of the way these children and their parents feel and think in terms of identity, belongingness and negotiation of meaning. It is not that Ethiopian students are unmotivated, they work hard to achieve excellence. It is more that the process of learning a new code of behaviour, values and school culture is taking place rapidly without the original culture's active participation as a basic link and a vehicle for further learning. The article also points out the extent of the economic and otherwise power‐related differences between black and white Jews in Israel. 相似文献
8.
This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity. 相似文献
9.
《Critical Studies in Education》2013,54(2):89-104
Abstract This article engages with four key informants from a school into the meaning of soccer in the lives of the informants and the disparity between the school's practice and the cultural meanings attached to soccer, at the school and community‐based clubs. We will demonstrate how their ability and the cultural knowledge developed through playing club soccer over most of their lives provided them with an identity and meaningful membership in communities built around soccer. Drawing on Bourdieu (1884), we see this physical and cultural knowledge as embodied capital. While it provided them with meaningful membership, social status and position within the communities of their soccer clubs, it had far less value at school. Within the community of the school, their embodied cultural capital provided them with few opportunities to develop a sense of social distinction, personal identity, self‐expression and self‐determination. 相似文献
10.
This essay looks at recent debates about text selection and censorship in Australia. Our aim is to point beyond the terms in which the censorship debate has been conducted in the mass media, and to prompt reflection on how texts are used in English classrooms. We shall raise questions of language and cultural identity in secondary English teaching, arguing the need for a culturally inclusive curriculum that is responsive to the attitudes and values of secondary school students. 相似文献
11.
此研究运用基于项目的研究方法,探讨了新疆乌鲁木齐地区一群维吾尔族初中学生的民族身份认同状况。文章分析了维族学生参与者对于"中国人"、"维吾尔族"和"中华民族"3个概念的认知情况,从而说明作为符号建构过程的维吾尔族学生群体的民族身份认同形成过程的复杂性。文章最后建议,在实践中建构各族群的共同政治认同的同时,需要促进各群体间的不断接触与交流,保障各民族群体在社会生活各个方面的平等发展和自由流动;此外,在多民族传统下的现代国家认同建构过程中,有必要保持认同基础的开放性、包容性和可持续性,突出国民共同的品格、文化抑或理念等属性,避免过分强调地理、历史传统等因素而导致国家认同构建中的"特殊化"、"唯一化"倾向。 相似文献
12.
Terri Patchen 《The Urban Review》2012,44(5):511-533
Interactions with capital??how it is identified, accumulated and exchanged??occur within fields of action, and every field has its own set of rules, or habitus, shaping the ways in which these interactions unfold. Classrooms, the fields in which students interact in schools, shape and privilege certain ways of thinking and acting, thereby building (or neglecting) opportunities for students. Yet little research has focused on student perceptions of classroom interaction, and particularly whether or how classroom participation might be a form of capital for them. Deploying data collected through classroom observations and interviews with Latina/o students at a large urban high school, this study focuses on examining the ways in which distinct groups of Latina/o students (in a set of schools within a school) understand and experience classroom participation. Findings reveal that while a shared understanding of classroom habitus may be more common than previously thought, we cannot just tell students to participate, or merely depend upon a general belief in the value of participating. Instead, we must simultaneously and explicitly bolster student participation and the cultivation of student networks so that a shared habitus turns the promises of participation into meaningful and equitable praxis. 相似文献
13.
In this article we discuss how clients who have immigrated to Canada and Canadian counsellors negotiate cross-cultural misunderstandings as opportunities to transcend reified assumptions about cultures. Cultural differences as well as discrepancies in translation need to be worked out for counsellors and clients to arrive at shared understandings useful for clients. Arriving at shared understandings requires conversational partners to recognize and overcome how cultural differences may influence personal interpretation of each other’s actions. Misunderstandings, in this sense, highlight affiliative or disaffiliative choices to speakers. We suggest that counsellors can benefit from inviting clients’ initiatives and preferences to inform how relationships develop. 相似文献
14.
Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality. 相似文献
15.
Saeeda Shah 《牛津教育评论》2013,39(4):523-540
Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students’ identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing ‘Muslimness’ on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity. 相似文献
16.
Francis M. Duffy 《The Educational forum》2013,77(4):313-324
Piecemeal change to improve schooling is an approach that at its worst does more harm than good, and at its best is limited to creating pockets of good within school districts. When it comes to improving schooling in a district, however, creating pockets of good isn't good enough. Whole school systems need to be improved. This article focuses on helping educators learn how to transform entire school systems to create unparalleled opportunities to improve student, faculty and staff, and system learning, and presents a set of principles to help change leaders in school systems navigate large-scale, district-wide change to create these multiple learning opportunities. 相似文献
17.
Urban schools and immigrant families: Teacher perspectives 总被引：2，自引：0，他引：2
Thomas D. Gougeon 《The Urban Review》1993,25(4):251-287
Teachers of two urban senior high schools talk about barriers and bridges in communicating with English as Second Language (ESL) minority students and their parents. The paper focuses on student, parent, and school characteristics with respect to intercultural communication. The typical ESL student is characterized to be alienated, displaced, and in denial of other cultures. Typical parents are distrustful of Western ways, resistant to adopting new values, patriarchal, yet dependent on their children. The school system is characterized as ethnocentric and uncommitted to providing equal services to all students including ESL students. The paper then focuses on student, parent, and school needs to enhance intercultural communication effectiveness. ESL students need to feel connected at many levels of society and to develop social communication skiils, self-empowerment, and greater sensitivity to other cultural minorities. Parents need a greater connection with the school system, a greater understanding of the tensions between their culture and the mainstream culture, greater collaboration skills, and less dependency upon their children as interpreters. Members of schools systems need to develop policies that reflect a greater awareness of intercultural problems and a greater commitment to equal educational opportunities.This study is partially supported by the Alberta Advisory Committee for Educational Studies (AACES). A version of this paper was originally presented at the Annual Meeting of the American Educational Research Association in San Francisco, April 1992. 相似文献
18.
Conventional wisdom sees education as a primary vehicle through which all people can graduate out of poverty. Education as an instrument of societal change is capable of facilitating a wide range of human rights. However, in many developing countries the education gap seems to be growing within schools in urban, rural and remote areas. The key question is how we translate quality education inputs and processes into desirable outputs and outcomes, thus making teaching and learning inclusive to all the learners. All learners need to have equal access and opportunities in the school system, irrespective of social and cultural background, ethnic identity, gender, religion, social identity and disability. It is against this background that this article explores factors that contribute to low educational participation of children in remote and rural areas of Botswana. 相似文献
19.
This paper investigates how the organization or structure of information and resources in shared workspaces influences team sharing and design learning. Two groupware products, BSCW and TikiWiki, were configured so that teams could structure and share resources. In BSCW the resources were structured hierarchically using folders and subfolders whereas in TikiWiki resources were structured using interlinked wiki pages (like web pages). The results showed that the groupware technology used, the collaborative task set and opportunities to reflect all influenced the way teams structured resources and that well‐structured resources facilitated team collaboration and design learning. The discussion focuses on the need to help students develop information literacy skills and on why asking students to structure resources might help develop their design expertise. 相似文献