This article discusses the results of a qualitative case study that examined how school district language policies impact humanizing practices in a high school ESL program. The theoretical framework builds on Paulo Freire's concept of humanizing pedagogy to explore policy and instruction in a secondary ESL program. Participants of this study include school district officials and high school ESL teachers. Findings indicate that when ESL teachers adhere to rigid language policies, they fail to create humanizing practices in their classrooms. In contrast, when teachers do not hold themselves strictly accountable to the institutionalized discourse of ESL, they are able to enact humanizing practices where students' linguistic and cultural resources are validated as essential for the development of academic resiliency. Paradoxically, even teachers who enact humanizing practices fail to question district language policies that render students cultural and linguistic resources invalid. 相似文献
AbstractThe purpose of our study was to carry out a writing workshop in a collaborative setting in which the teacher and the 14 year-old students made up stories while being observed by a researcher. We used a qualitative methodology similar to the Ethnography of Communication and Discourse Analysis, in which narrative and analytical analyses are seen as complementary, in order to interpret all aspects of the participants’ activities. The analysis of the conversations held in the different working situations defined by the presence or absence of the teacher shows that the guiding role played by the teacher is essential in terms of the students’ acquisition of knowledge concerning the generalization of meanings, the organization of social relations and the structuring of the task. Likewise, within a group of peers involved in working towards a common goal, one or several of them tend to take on the guiding role when the teacher is not present. 相似文献
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools. 相似文献
The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading. 相似文献
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
