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51.
Many have called for re-examination of the “colorblind” philosophy to which some early educators have, tacitly or explicitly, adhered (e.g. Boutte et al. 2011; Derman-Sparks and Edwards 2010; Husband 2012). It has been argued that, while colorblind approaches may appear to be politically neutral, they actually exacerbate racial oppression. In this article, we advocate for a direct and active approach to raising conversations about race with younger preschool children. Based on the developmental nature of young children’s concepts of self and of other, our focus is on initiating discussions about concrete and observable physical aspects of human diversity associated with race. Young children notice and are curious about differences in skin color, hair texture, and facial features. Because these differences are salient, are accessible, and are of interest to young children they can serve as an effective starting point. We suggest shared reading of high quality illustrated children’s books, incorporating the principles of dialogic reading, as a potent springboard for discussions about race with very young children. Our purpose is to equip children, very early in their schooling, with a color-filled appreciation for and comfort with physical diversity of appearance. On that foundation, children may better proceed on the course of developing anti-racist attitudes. 相似文献
52.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
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A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice. 相似文献
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Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
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The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
60.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献