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While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a longitudinal study of one class in an elementary school in California, we address this question in the context of a science unit that evolved over 4 years in response to the dramatic increase of EAL students in the school. Both the quantitative and qualitative analyses carried out on the data strongly suggest that dialogic inquiry can be effective for EAL students as well as for their mainstream peers when the teacher also systematically and strategically integrates literacy with science instruction and strikes a balance between hands-on and text-mediated investigations. 相似文献
114.
Mariëtte de Haan Inge Wissink 《European Journal of Psychology of Education - EJPE》2013,28(2):297-313
The study shows how explanations for school success are expressed and dialogically constructed during teacher–parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups ‘have’, the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other’s attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily ‘re’-act on each other’s claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child’s academic potential across home and school. 相似文献
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English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through “positioning discourses”—discursive practices that connect the children in certain ways to neighborhood reputations, political imagery, policy priorities, and professional responsibilities. This paper examines how ESL teachers in two contrasting school systems produce different kinds of positioning discourses in responding to different contextual constraints and pressures. Drawing on interview data, we show how teachers in an urban setting use elements of neighborhood reputation to position their students, while teachers in a more affluent suburb use discourses of expertise and professional knowledge to reshape the way ESL is understood. Our goals are to explicate how these discourses are produced and used. 相似文献
117.
In this study we investigated the role of reading, how writers coordinate editing with other writing processes. In particular,
the experiment examines how the cognitive demands of sentence composing and the type of error influence the reading and writing
performance. We devised an experimental writing task in which participants corrected an embedded error (orthographic near-neighbors
or far-neighbors) and completed a sentence (using 1 or 3 context words)—in either order. Data were collected by logging keystrokes
and recording eye-movements. The results revealed that both error and sentence complexity influenced the approach to error-correcting.
Participants generally completed the partial sentence first, and then corrected the error (approximately 90% of the items).
Task complexity reinforced this tendency. Moreover, in most of these cases, the error was fixated at least once prior to sentence
completion. This suggests that the error was detected (at least partially), but the correction response was inhibited. The
differences in cognitive load also affect the reading activity during planning. This investigation illustrates how the interplay
of two task factors, error and sentence complexity, appears to influence how writers coordinate error-correcting with sentence
composing. 相似文献
118.
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting 总被引：2，自引：2，他引：0
Eli M. Silk Christian D. Schunn Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design
for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design
solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically.
Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic
minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil,
multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a
traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science
reasoning in high-needs, urban settings are discussed.
相似文献
| Eli M. SilkEmail: |
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The Iowa distance education alliance 总被引：1，自引：0，他引：1