Portraits of marginalized lives: Stories of literacy and collaboration in school and prison     

Grace Feuerverger  Carol A. Mullen 《Interchange》1995,26(3):221-240

The purpose of our paper is to focus on two multicultural literacy programs that we have developed in different sites in a major Canadian urban centre. We compare an inner city elementary school and a provincial correctional facility (jail) in order to study two respective literacy programs, as grounded in the experience of marginalized populations, with a view to promoting the transformative reconstruction of the meaning of education for individuals. In this discussion we provide a context for understanding these two educational sites; for examining the pedagogical dimensions of them; and for sharing portraits of our participants both in custody and in the classroom; and, finally, for exploring the interactive, collaborative approach undertaken in our respective programs and in our research together. Through this research inquiry, we, like our participants, have experienced the value of sharing and writing stories about schooling and life experiences from an immigrant/refugee perspective.We have attempted to illustrate how researchers and their participants can collaborate to create alternatives for encouraging self-expression and discovery in education. Our vision of education is that more attention needs to be given to marginalized individuals and populations in the context of curricular innovations that both enhance and promote literacy development and personal self-esteem. Culturally sensitive literacy programs can have the potential to transform students, teachers, and researchers to become writers of their own educational stories and, moreover, authors of their own lives.  相似文献   

Appraisals of Negative Events by Preadolescent Children of Divorce   总被引：2，自引：1，他引：2  

Virgil Sheets  Irwin Sandler  Stephen G. West 《Child development》1996,67(5):2166-2182

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Learning from Sure Start, Working with Young Children and their Families Edited by Jo Weinberger, Carline Pickstone and Peter Hannon     

Linden  West 《British Journal of Educational Studies》2006,54(4):486-489

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Response Inhibition,Memory, and Attention in Boys with Attention-Deficit/Hyperactivity Disorder     

John West  Stephen Houghton  Graham Douglas  Ken Whiting 《教育心理学》2002,22(5):533-551

Newly developed measures of response inhibition, verbal and non-verbal memory, and attention were applied to a sample of boys diagnosed with ADHD (n = 50; 14 predominantly inattentive type and 36 combined type) with no diagnosed comorbid conditions, who had received no stimulant medication for a minimum period of 20 hours prior to test administration. Performance was assessed relative to 50 individually age-matched control boys. Results revealed significant multivariate group differences on all three tests, supported by univariate effects on measures of verbal memory and attentional switching. In all cases, ADHD boys performed more poorly than the control boys. However, contrary to expectations, boys with ADHD made significantly fewer impulsive responses (false positives) on the specific measure of response, despite recording significantly more misses than the controls. Furthermore, no significant differences were observed according to ADHD subtype. The present research therefore demonstrates and more fully characterises the nature of the observed memory and attentional impairments in boys with ADHD and would appear to have clear implications for education and the further development of theory.  相似文献   

Technology Integration and the Classroom Learning Environment: Research for Action     

Sharon H. Harwell  Shannon Gunter  Sandra Montgomery  Cheryl Shelton  Deborah West 《Learning Environments Research》2001,4(3):259-286

This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Applying Learning Analytics to the Scholarship of Teaching and Learning     

Jurg Bronnimann  Deborah West  Henk Huijser  David Heath 《Innovative Higher Education》2018,43(5):353-367

In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.  相似文献   

Differential versus equal student subsidies in post-secondary education: A current Canadian dispute     

E. G. West 《Higher Education》1974,3(1):25-42

This paper examines a current proposal that students in higher education should have equal subsidies. The proposal has recently been made on grounds of efficiency and is therefore linked with the justification of subsidies because of public benefits (externalities) from education. The argument is that since we are ignorant of the differential strengths of public benefits from each educational program, it is a safe rule to subsidize each at an equal rate. This equality argument is further supported in this paper with the observation that marginal public benefits diminish with increasing educational duration. This efficiency argument is clearly distinguishable from that of equity or equality of opportunity.The strength of the argument is next tested against the objections to it that are now being made by the Ontario Commission on Post-Secondary Education. Evidence of the degree of present inequality in subsidization in Ontario is fully surveyed. It is shown that the Commission is reluctant to reduce the inequality because this will mean charging full fees for the last stages of professional training. The Commission fears that this would result eventually in the raising of professional fees to the public.This article finally produces an economic model that shows that the Commission's fears are groundless. The case for switching the subsidies in favour of the earlier years of education is indeed stronger than appears at first sight because of the monopolistic tendencies of the professions concerned.  相似文献   

五美元的秘密生活     

Grace Whitney 《海外英语》2007,(4):32-33

“Stacie” “Yes!” Stacie thought to herself as she picked up the five-dollar bill on the sidewalk, "I know it's just five dollars, but that can get you rich! You could invest in some underdog idea. It would have to be a good idea. One that's thought out and that people really need."  相似文献   

Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania     

Matthew C. H. Jukes  Nkanileka Loti Mgonda  Jovina J. Tibenda  Prosper Gabrieli  Grace Jeremiah  Kellie L. Betts  Jason Williams  Kristen L. Bub 《Child development》2021,92(6):e1095-e1109

Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social-emotional learning.  相似文献   

The Relation Between Walking and Language in Infant Siblings of Children With Autism Spectrum Disorder     

Kelsey L. West  Nina B. Leezenbaum  Jessie B. Northrup  Jana M. Iverson 《Child development》2019,90(3):e356-e372

In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献