Toward a critical multiracial theory in education     

Jessica C. Harris 《International journal of qualitative studies in education》2016,29(6):795-813

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Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching     

Crystal P. Glover  Chinyere N. Harris  Bilal Polson  Alicia Boardman 《Early Years: An International Journal of Research and Development》2017,37(1):47-61

Abstract

In 2013, several leaders of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) developed a multi-year project called Professional Dyads and Culturally Relevant Teaching (PDCRT). Funded by NCTE, early childhood teacher/teacher-educator dyads from various locations across the United States work together for two years to investigate, generate, implement and document culturally relevant pedagogies in their respective early childhood contexts. This article outlines some of the work of two PDCRT dyads conducted from 2013 to 2015. The project was developed in response to the long-time need for culturally relevant early childhood education and teacher education reform by focusing on overturning inequitable practices that ignore, misrepresent or marginalize children and families of Color, emerging bi/multilinguals and children from low-income communities. We argue that the PDCRT dyad model is an innovative avenue for addressing inequitable educational realities in the Eurocentric educational system that persists in the US and for moving equity work forward.  相似文献   

Third and fourth grade teacher’s classroom practices in writing: a national survey     

Mary Brindle  Steve Graham  Karen R. Harris  Michael Hebert 《Reading and writing》2016,29(5):929-954

A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers’ beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and their attitudes about their own writing. The teachers’ responses raised some concerns about the quality of writing instruction third- and fourth-grade students receive, as teachers reported spending only 15 min a day teaching writing and students spend only 25 min a day at school writing. While teachers indicated they used a variety of evidence based writing practices in their classroom, a majority of these were applied infrequently. Further, three out of every four teachers reported that their college teacher preparation programs provided no or minimal instruction on how to teach writing. They further rated their preparation to teach writing lower than their preparation to teach reading, math, science, or social studies. On a more positive note, a majority of teachers asked students to write multiple paragraph texts relatively frequently (4 times a month or more often) and complete at least one narrative, informative, and persuasive writing assignment monthly. Teachers were also generally positive about teaching writing, their efficacy to teach writing, and their beliefs about their own writing. Finally, efficacy to teach writing and philosophical orientations to teaching writing each made a unique contribution to predicting teachers’ use of evidence based practices, whereas teacher preparation did the same for reported time spent teaching writing and reported time students wrote at school and home.  相似文献   

English history teachers’ views on what substantive content young people should be taught     

Richard Harris  Katharine Burn 《课程研究杂志》2016,48(4):518-546

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large-scale online survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular, it examines teachers’ responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. Whilst the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.  相似文献   

An Emic,Mixed-Methods Approach to Defining and Measuring Positive Parenting Among Low-Income Black Families     

Christine M. McWayne  Jacqueline S. Mattis  Linnie E. Green Wright  Maria Cristina Limlingan  Elise Harris 《Early education and development》2017,28(2):182-206

Research Findings: This within-group exploratory sequential mixed-methods investigation sought to identify how ethnically diverse, urban-residing, low-income Black families conceptualize positive parenting. During the item development phase 119 primary caregivers from Head Start programs participated in focus groups and interviews. These qualitative data were content analyzed using a 3-stage iterative process that resulted in the development of a final set of 72 items for a paper-and-pencil measure. In the measure validation phase of the study initial construct validity of the 72-item measure was assessed with an independent sample of 665 respondents. Common factor analyses revealed 5 dimensions of positive parenting on the Black Parenting Strengths in Context scale that related in expected ways with other parent self-report measures. Practice or Policy: Black Parenting Strengths in Context dimensions provide initial support for a more nuanced operationalization of positive parenting than currently exists in any single scale for use with this group and hold promise for better honoring the culture- and context-specific parenting goals and practices that low-income Black parents subjectively view as important for producing healthy developmental outcomes for their children.  相似文献   

The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure     

Mi‐Hwa Park  Dimiter M. Dimitrov  Ajay Das  Margaret Gichuru 《Journal of Research in Special Educational Needs》2016,16(1):2-12

The Teacher Efficacy for Inclusive Practices (TEIP) scale is designed to measure teacher‐self efficacy to teach in inclusive classrooms. The original study identified three scale factors: efficacy in using inclusive instruction (EII), efficacy in collaboration (EC), and efficacy in managing behavior (EMB) (Sharma et al., 2012). The purpose of our study was to examine the TEIP scale for dimensionality and to cross‐validate its factor structure for pre‐service teachers in the context of early childhood education. A bifactor model fit to the data revealed that the TEIP scale is essentially unidimensional, that is, there is one dominant latent factor and the originally found three scale factors (EII, EC, and EMB) represent specific aspects of the general factor of teacher self‐efficacy to teach in inclusive classrooms. Along with providing validation evidence, these findings have important implications for the scoring on the TEIP scale using classical test analysis or unidimensional item response theory models.  相似文献   

Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings     

John O’Neill  Margaret Forster  Lesieli Kupu MacIntyre  Sarika Rona  Latai Tu’ulaki Sekeni Tu’imana 《International Journal of Inclusive Education》2017,21(3):286-298

ABSTRACT

To inform a larger research programme on informal teaching and learning in everyday settings in Aotearoa New Zealand, two parallel pilot studies were conducted to determine an appropriate method for capturing the everyday learning of culturally and socio-economically diverse children. The studies took place during the six-week holiday break between school years. In one, three Māori children participated, in the other three Tongan children. This paper discusses the unanticipated issues that arose as a result of the ‘ethic of cultural responsiveness’ that the research team developed during the course of the research. These included: the insights made visible by culturally informed interpretation of unremarkable everyday activities; the effects on family dynamics of the research; and responsibilities to participants. It is argued that for Māori and Tongan children culture and family are central to everyday learning and therefore the research process and interpretation of data must be culturally informed.  相似文献   

The methodological nettle: ICT and student achievement   总被引：1，自引：0，他引：1  

Vinesh Chandra  Margaret Lloyd 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1087-1098

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A phenomenographic investigation of teacher conceptions of student engagement in learning   总被引：2，自引：0，他引：2  

Lois Ruth Harris 《The Australian Educational Researcher》2008,35(1):57-79

Internationally, educational stakeholders are concerned with the high levels of student disengagement, evidenced by early school leaving, poor student behaviour, and low levels of academic achievement. The solution, student engagement, is a contested concept, theorised in a variety of different ways within academic literature. To further understand this concept, a phenomenographic study was conducted to map secondary school teachers’ conceptions of student engagement. Six qualitatively different ways of understanding student engagement were found. This research indicates that teachers do not hold similar understandings of what student engagement means. If the concept of engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings amongst stakeholder groups.  相似文献   

An eco-behavioral analysis of children's engagement in urban public school preschool classrooms     

Douglas R. Powell  Margaret R. Burchinal  Nancy File  Susan Kontos 《Early childhood research quarterly》2008

The primary aim of this study was to identify particular group configurations and teacher behaviors that co-occurred with children's active engagement in public school early childhood classrooms for 4-year-olds. Children (N = 138, 52% boys) were observed using a time sampling method in 12 classrooms in 12 urban schools serving students from predominantly lower-income, minority families. Children were involved in whole group settings for 52% of observations. The most common teacher behavior in any setting was providing direction/instruction. Logistic regression analyses indicated that, during academic activities, children were more likely to be actively engaged when involved in a peer group and when teachers were providing affirmations or were monitoring, and least likely to be actively engaged in a whole group and when teachers were providing directions. During play activities, children were more likely to be actively engaged when they were alone and least likely to be engaged in a whole group and in a child–teacher setting.  相似文献