Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates     

Jennifer Esposito  Corrie L. Davis  Ayanna N. Swain 《Journal of Educational Change》2012,13(2):235-258

In this article, we examine urban teachers’ perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers’ use of CRP to empower urban students; (2) Teachers’ beliefs that SRMs hurt African American students more than help them; (3) Teachers’ adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.  相似文献   

Development of a neuroscience-oriented "methods" course for graduate students of pharmacology and toxicology     

Surratt CK  Witt-Enderby PA  Johnson DA  Anderson CA  Bricker JD  Davis VL  Firestine SM  Meng WS 《CBE life sciences education》2006,5(2):188-196

  相似文献   

The hospital library online--a point of service for consumers and hospital staff: a case study.     

N J Cain  H J Fuller 《Bulletin of the Medical Library Association》1999,87(3):261-263

The Health Library at Stanford University is described in the context of electronic information services provided to Stanford University Medical Center, the local community, and Internet users in general. The evolution from CD-ROM-based services to Web-based services and in-library services to networked resources are described. Electronic services have expanded the mission of The Health Library to include national and international users and the provision of unique services and collections.  相似文献   

Issues in Implementing a New Teacher Assessment System in a Large Urban School District: Results of a Qualitative Field Study     

Douglas R. Davis  Jonelle E. Pool  Michele Mits-Cash 《Journal of Personnel Evaluation in Education》2000,14(4):285-306

  相似文献   

Clarity, charity and criticism, wit, wisdom and worldliness: Avoiding intellectual impositions     

David Turnbull  Henry Krips  Val Dusek  Steve Fuller  Alan Sokal  Jean Bricmont  Alan Frost  Alan Chalmers  Anna Salleh  Alfred I. Tauber  Yvonne Luxford  Nicolaas Rupke  Steven French  Peter G. Brown  Hugh LaFollette  Peter Machamer  Nicolas Rasmussen  Andy J. Miller  Marya Schechtman  Ross S. West  John Forge  David Oldroyd  Nancy Demand  Darrin W. Belousek  Warren Schmaus  Sungook Hong  Alan Chalmers  Rachel A. Ankeny  Peter Anstey  Jeremy Butterfield  Harshi Gunawardena 《Metascience》2000,9(3):347-498

  相似文献   

A comparison of three Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised     

Gerald B. Fuller  H. Booney Vance 《Psychology in the schools》1995,32(1):12-17

This study compared the performance of three different Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised and the Comprehensive Test of Basic Skills. The tests were administered to 40 Navajo, 40 Papago, 40 Hopi, and 40 Caucasian children. All of the children were in regular classrooms and none had been referred for school psychological services. The results, using a one-way analysis of variance, indicated significant differences among the four groups on the MPD-R rotation scores and two of the three configuration scores. When age was controlled, these MPD-R scores remained significant. There were no significant differences among the four groups for achievement. It was also found that the MPD-R was correlated significantly with some of the achievement variables.  相似文献   

A computer adaptive measure of reading motivation     

Marcia H. Davis  Wenhao Wang  Neal M. Kingston  Michael Hock  Stephen M. Tonks  Gail Tiemann 《Journal of Research in Reading》2020,43(4):434-453

  相似文献   

Addressing violence against teachers: A social-ecological analysis of teachers' perspectives     

Susan D. McMahon  Eric Peist  Jacqueline O. Davis  Elizabeth McConnell  Samantha Reaves  Linda A. Reddy  Eric M. Anderman  Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.  相似文献   

Hands-on Computer Use in Science Classrooms: The Skeptics Are Still Waiting     

Runge  Alan  Spiegel  Amy  Pytlik  Lisa M. Z.  Dunbar  Steven  Fuller  Robert  Sowell  Glenn  Brooks  David 《Journal of Science Education and Technology》1999,8(1):33-44

Journal of Science Education and Technology -  相似文献   

Basic Irony: Examining the Foundations of School Mathematics With Preservice Teachers     

Brent Davis 《Journal of Mathematics Teacher Education》1999,2(1):25-48

This article reports on an inquiry into what tends to be taken for granted with regard to the teaching and learning of mathematics. The inquiry, undertaken in the context of a course on methods for mathematics teaching, was developed around an examination of the mathematical notions that infuse conventional theories of cognition and that permeate the structures and practices of school mathematics. In particular, concepts drawn from or aligned with Euclidean geometry were examined. Specifically, alternatives drawn from fractal geometry were explored. The importance of interrogating the often-transparent figurative underpinnings of our thinking about thinking is highlighted.  相似文献