Dis-placing place-making: how African-American and immigrant youth realize their rights to the city     

Katie Headrick Taylor  Deborah Silvis  Adam Bell 《Learning, Media and Technology》2018,43(4):451-468

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   

Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification   总被引：1，自引：0，他引：1  

Deborah L. Speece  Lisa Pericola Case  Dawn Eddy Molloy 《Learning disabilities research & practice》2003,18(3):147-156

Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made. We review three studies that investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions. Adequacy of instruction was quantified by children's level and rate of progress, compared to classmates, as measured by curriculum‐based measures of oral reading fluency. We found that the response‐to‐instruction model tested was valid in that (1) children who differ from their peers on level and slope of performance (dual discrepancy) have more severe academic and behavioral problems than children who have IQ‐achievement discrepancies or low achievement; (2) children who demonstrate persistent nonresponsiveness over three years differ from other at‐risk children on reading, reading‐related, and behavioral measures; and (3) at‐risk children who participated in specially designed general education interventions had better outcomes than at‐risk children who did not participate. We conducted additional analyses to assess low achievement definitional variations and found that they lack sensitivity and coverage compared to a dual discrepancy definition.  相似文献   

Implementing “real science” through microcomputers and telecommunications in project-based elementary classrooms     

Jackson  David F.  Doster  Elizabeth C.  Tippins  Deborah J.  Rutledge  Michael L. 《Journal of Science Education and Technology》1994,3(1):17-26

This is a study of an ongoing collaborative project in which science education faculty and upper elementary school teachers investigate the potential of a project-based, technologyrich, environmentally oriented approach to science education in an urban school serving a racially diverse population. Major conclusions based on the experience of participants in this study include: (1) teachers describe their instructional roles in terms highly consistent with student-centered, project-based, experiential learning; (2) teachers believe that what makes science real for students is the feeling that they are working on a truly current problem that is also being investigated by others outside their classroom. This is achieved by KidsNet, a microcomputer- and telecommunications-mediated curriculum, in a way that would not be possible without this technology; (3) teachers describe the actual and possible role of computer technology in terms which, while insightful and generally positive, are not clearly related to its flexible use in project-based learning; and (4) while teachers recognize meaningful connections between off-line science activities and the use of computer and telecommunications technologies, their students often do not.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 16, 1993, Atlanta, Georgia.This work was partially supported by a Higher Education Grant from the Dwight D. Eisenhower Mathematics and Science Education Improvement Program.  相似文献   

A Review of “Elizabeth and Hazel: Two Women of Little Rock”     

Deborah A. Brunson 《Multicultural Perspectives》2013,15(4):234-236

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'Teaching girls': intermediate schools and career opportunities for girls in the East Glamorgan valleys of Wales, 18961914     

Deborah James 《History of education》2013,42(6):513-526

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Educational assessment and accountability: a New Zealand case study     

Deborah Willis 《教育政策杂志》2013,28(2):205-221

This paper discusses the increasing use of assessment as a market signal and as an index of educational accountability. It is argued that assessment policies in New Zealand reflect an uneasy balance between the interests of the new right and more progressive educationists. These influences are examined using three largely contradictory models of educational accountability (professional, market and management). Each model reflects a range of epistemological and ideological assumptions. Thus student assessment serves different and largely conflicting purposes. The paper uses a recent New Zealand policy document (Tomorrow's Standards) to examine the interaction of each model. It is argued that through a failure to state clearly the purpose of assessment, educational reform in this area is overly concerned with the means rather than the ends of education. This has important implications for student motivation and learning. The paper concludes with a comment on current policy development and concludes that some recent initiatives provide the hope that a system of assessment that is both meaningful and relevant to individual learners may be developed.  相似文献   

Language and Social Disadvantage: Theory into Practice - Edited by Judy Clegg & Jane Ginsborg     

Dr  Deborah Gibbard  Clare Smith 《Journal of Research in Special Educational Needs》2009,9(2):133-133

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The Poetics of Supervision: A Psychoanalytical Experiment for Teacher Education     

Deborah P. Britzman 《Changing English: An International Journal of English Teaching》2009,16(4):385-396

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Time Exposure     

R. Deborah Davis 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):294-300

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E‐folio and teacher candidate development     

Deborah M. Hill 《The Teacher Educator》2013,48(4):256-266

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