What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings     

Melisa S. Cahnmann  Janine T. Remillard 《The Urban Review》2002,34(3):179-204

This article presents findings from an ongoing study of urban teachers' efforts to embrace mathematics reform with student populations that are culturally, linguistically, and socioeconomically diverse (CLSD). We investigate the teacher's role in providing accessible and valuable mathematical learning opportunities to diverse students. Through narrative vignettes of practice and analyses of the personal and intellectual resources teachers draw on in CLSD contexts, we examine the challenges and possibilities two third-grade teachers face as they attempt such reform. One teacher's strengths were in making cultural connections with her students; the other's strengths were in pursuing complex and meaningful mathematics with her students. Building on our analysis, we offer a framework for examining the work of attending to mathematical and cultural issues simultaneously. Our findings suggest that such work is complex; however, teachers are seldom supported in their efforts to integrate these two perspectives. Our aim is to examine the dimensions of culturally relevant mathematics teaching and explore where the fields of mathematics and bilingual-bicultural education need to speak to one another.  相似文献   

Addressing barriers to implementing inclusive education in the Pacific     

Umesh Sharma  Ann Cheryl Armstrong  Laisiasa Merumeru  Janine Simi  Hannah Yared 《International Journal of Inclusive Education》2019,23(1):65-78

ABSTRACT

Countries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able to implement a robust and holistic inclusive education strategy. In this paper, we present possible ways in which the countries of the Pacific could make significant progress in implementing a sustainable inclusive education strategy. We used a collaborative approach of co-examining potential barriers that are likely to impede the growth of countries in implementing a comprehensive inclusive education plan of action. We then identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in the Pacific. The most significant barriers identified by the members included: inadequate teacher preparation, stigma and negative attitudes towards people with disabilities, and limited engagement with the local leaders and key stakeholders. Possible strategies for addressing the barriers are outlined and discussed with possible implications for local, regional, and international researchers and policy makers.  相似文献   

Logic abilities and mental representations of the informatical device in acquisition of conditional structures by 15–16 year old students     

Janine Rogalski  Ying Hé 《European Journal of Psychology of Education - EJPE》1989,4(1):71-82

During the acquisition of programming concepts prior knowledge may serve as «precursor» and interacts with the informatical concepts; nevertheless the integration of prior knowledge in the new informatical frame requires forming mental representations on this device. Two experiments on conditional structures (on 10th grade students) are reported: they show that logical knowledge is a prerequisite to the acquisition of conditional structures but is not sufficient to insure acquisition. Properties of natural communication are used by many beginners when they need to handle dialog with an informatical device in programming tasks. A model, termed the PRES-model is defined, which accounts for the discrepancy observed between logical knowledge and success on programming tasks.  相似文献   

Relations Among Cultural Learning Beliefs,Self‐Regulated Learning,and Academic Achievement for Low‐Income Chinese American Adolescents          下载免费PDF全文

Janine Bempechat  Jin Li  Samuel Ronfard 《Child development》2018,89(3):851-861

This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement.  相似文献   

System competence modelling: Theoretical foundation and empirical validation of a model involving natural,social and human‐environment systems          下载免费PDF全文

Rainer Mehren  Armin Rempfler  Janine Buchholz  Johannes Hartig  Eva M. Ulrich‐Riedhammer 《科学教学研究杂志》2018,55(5):685-711

Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical‐didactic measures. Such a tool is theoretically anchored in an empirically validated geography‐didactic and cognition‐psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative‐theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalising the competence model by means of test problems. In order to analyse the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares regression to verify the model for proficiency levels. The two‐dimensional competence model – with the two dimensions ‘system organisation and behaviour’ and ‘system‐adequate intention to act’ – exhibits a better fit in reference to the model fit criteria than the one‐dimensional and three‐dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step.  相似文献   

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands          下载免费PDF全文

Umesh Sharma  Tim Loreman  Janine Simi 《Journal of Research in Special Educational Needs》2017,17(2):143-151

This paper reports perceived barriers and facilitators of disability‐inclusive education, and outcomes of an effective system of inclusive education in the Solomon Islands. Data were gathered from a variety of stakeholder group participants (n = 10) and individual key informants (n = 2), ranging from parents of children with disabilities to government representatives. The results revealed a unique perspective on disability‐inclusive education in this context, and provided insight into possible directions towards a more inclusive system.  相似文献   

The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities     

Janine K. Coates  Jo Harris  Michael Waring 《British Educational Research Journal》2020,46(5):909-928

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.  相似文献   

Mexican-American Students’ Perceptions of Teachers’ Expectations: Do Perceptions Differ Depending on Student Achievement Levels?     

Soung Bae  Susan D. Holloway  Jin Li  Janine Bempechat 《The Urban Review》2008,40(2):210-225

This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning, in hopes for creating more equitable educational settings where all students achieve to their fullest potential.

Soung BaeEmail:

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The Role of Gender-related Information and Self-Endorsement of Traits in Preadolescents' Inferences and Judgments   总被引：1，自引：0，他引：1  

Thalma E. Lobel  Janine Bempechat  Jonathan C. Gewirtz  Tamar Shoken-Topaz  Elinor Bashe 《Child development》1993,64(4):1285-1294

The major purpose of this study was to examine the effects of a target child's gender typicality on different aspects of preadolescents' inferences and judgments. The secondary purpose of the study was to investigate the relation between children's self-endorsement of traits and their inferences and judgments. Fifth and sixth graders were shown a video film, portraying a child playing either a gender-appropriate game with members of the same sex or a gender-inappropriate game with members of the other sex. In addition, subjects completed an adapted version of the BSRI and were categorized into sex-typed, androgynous, and undifferentiated subjects. Subjects made a number of different types of judgments and inferences about the target, including inferences about traits, popularity, choice of gift and name, and willingness to engage in activities with the target. All types of inferences and judgments were affected by the variations in the targets' gender-related behaviors, whereas self-endorsement of traits was not related to the inferences and judgments. The results suggest that the gender typicality of the target behavior is salient to preadolescents, regardless of their sex-role orientation.  相似文献   

The School Counseling Supervision Model: An Extension of the Discrimination Model     

Melissa Luke  Janine M. Bernard 《Counselor Education & Supervision》2006,45(4):282-295

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.  相似文献