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Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture. 相似文献
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Judith Enriquez‐Gibson 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1354-1366
There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning. 相似文献
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Virginia Buysse Barbara Davis Goldman Martie L. Skinner 《Early childhood research quarterly》2003,18(4):485-501
This study examined strategies teachers reported using to support friendships among young children in inclusive early childhood classrooms. The teachers included 25 general early childhood educators from 9 child care centers and 20 early childhood special educators from 9 specialized programs. The Playmates and Friends Questionnaire for Teachers documented the number and nature of children’s friendships and teachers’ reported use of 11 different strategies to support individual friendships. Overall, the friendship strategies that teachers reported using most frequently included providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. The majority of teachers reported rarely using two strategies: arranging for children to play together outside of the classroom and allowing two friends to exclude other children from their play. Teachers reported using more active friendship strategies to support dyads in which one or both children had special needs. Implications of these findings to support friendship formation in inclusive early childhood settings and directions for future research are presented. 相似文献
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This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin’s experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child’s playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin’s strong desire to play in this area seems to be the impetus for physical development—he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play. 相似文献
5.
Robert Jean LeBlanc 《Literacy》2021,55(1):52-61
This article investigates whole‐class discussions of literature in the English classroom and the pragmatics of teacher interpretation in and through the voices of characters. In particular, it focuses on the whole‐class oral reading and discussion of the Tennessee Williams' play A Streetcar Named Desire in an ethnically and linguistically diverse rural Canadian classroom, and the teacher's stylized “Southern” oral performances of significant characters as part of her responses to student answers in whole‐class talk. Using extensive audio data from a 12th‐grade English class and drawing from the analytic tools of the linguistic anthropology of education, this article raises questions of the potential functions of stylized characters' voices in literary critical talk. This research contributes to ongoing conversations regarding the pragmatics of voicing, stylization, and the intersections of teacher talk and literacy learning in classroom discourse, with specific attention to the pedagogic work of enregistering bundles of linguistic features with particular teacher‐driven interpretive perspectives on literary characters. 相似文献
6.
Kalwant Bhopal 《British Educational Research Journal》2011,37(3):465-483
This article examines teachers' attitudes towards Gypsy and Traveller pupils in one primary and one secondary school in an inner‐London borough in England, UK. The research is based on in‐depth interviews with 20 teachers, heads, deputies and classroom assistants. The main aims of the study were to examine examples of ‘good practice’ in schools and to explore strategies that would improve the educational outcomes for Gypsy and Traveller groups. This article will argue that despite schools implementing inclusive measures for Gypsy and Traveller pupils, this alone does not encourage positive attitudes or change attitudes towards them. In some cases, such practices work to emphasise the difference and outsider status of these groups. 相似文献
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Quality in Inclusive Preschool Classrooms 总被引：1，自引：1，他引：0
Linda L. Hestenes Deborah J. Cassidy Jonghee Shim Archana V. Hegde 《Early education and development》2013,24(4):519-540
Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children. 相似文献
9.
The effect of writers' personalities and raters' personalities on the holistic evaluation of writing
Recent work in reading and writing theory, research and pedagogy has raised questions about relationships between Fluent reading processes and holistic scoring of essays (e.g., Huot 1993). In holistic scoring settings, are the raters behaving as normal Fluent readers (i.e., readers interacting critically and personally with the text) or, are they somehow disconnected From their normal reader responses because they are using reliable scoring guides? Related questions concern the behavior of such holistic raters when they are teachers (e.g., Barritt, Stock, & Clark, 1986), and when those teachers respond to student writing (Connors & Lunsford, 1993). How are teachers/raters behaving, and what are they responding to in judging the writing? Previous research has suggested a role for personality type in the study of the process of writing evaluation (Jensen & DiTiberio, 1984, 1989).Thus, it seems reasonable to ask what role personality types play in the holistic evaluation of writing.This empirical study addressed the general question: What role, if any, do personality types of writers and of raters play in the holistic rating of writing? Moreover, is there a relationship between writers' personalities and raters' personalities?Writers were native English-speaking university freshman composition students; raters were native English-speaking university freshman composition instructors.Results indicate that the personality types of writers affect the ratings their essays receive, and the personality types of raters affect the ratings they give to essays. However, there is no significant relationship between writers' styles and raters' styles. Implications for future research, as well as classroom implications of these results are discussed. 相似文献
10.
Preschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive preschools, analyzing its predictive role for child engagement. Participants were 184 children attending 39 preschools. Three groups of children, nested within classrooms, were considered: with disabilities (n = 45), at risk (n = 59), typically developing (n = 80). Child Observation in Preschool assessed engagement and activity setting; Classroom Assessment Scoring System assessed quality of teacher–child interactions. Research Findings: Results from multilevel regressions show that classroom emotional support and organization and more time in free play were positively predicting child engagement, whereas more time in whole group was a negative predictor of engagement. Besides these main effects, an interaction effect between child developmental functioning and activity settings was found. For at-risk children, more time in whole-group activities had greater negative effects on child engagement. For children with disabilities, more time in free-play had greater positive effects on child engagement. Practice or Policy: Results contribute to inform teachers regarding the importance of individualizing interactions and planning activity settings to promote engagement and participation in inclusive preschools. 相似文献
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Damira S. Rasheed Joshua L. Brown Sebrina L. Doyle Patricia A. Jennings 《Child development》2020,91(3):e597-e618
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed. 相似文献
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Thyge Tegtmejer 《Emotional and Behavioural Difficulties》2019,24(3):239-253
ABSTRACTThis study scrutinizes strategies that teachers deploy when confronted by behaviour related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Over two years, ethnographic fieldwork was conducted in two inclusive classrooms in Denmark, and all instances of teacher initiatives addressing ADHD-related classroom behaviour were recorded. Six basic strategies recurred across teachers and classrooms. To maintain the instructional flow with the rest of the students and not continually stop, the strategy of ignoring the disruptive conduct of a diagnosed child is often used. This strategy has not previously been explored in classroom research on ADHD. This is probably because previous research has primarily focused on the singular child and the singular teacher, thus leaving the whole-class interplay and complex orientations of teachers unexplored. 相似文献
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Beth Ferholt Anna Pauliina Rainio 《Early Years: An International Journal of Research and Development》2016,36(4):413-425
Ambivalence is a relatively little advanced concept for studying young people’s engagement in education. We present a case study in which a teacher of a kindergarten-first-grade classroom works within an activity called a playworld to engage a child who had been excluded from certain classroom practices, after having been perceived by his teachers as disengaged and disruptive. Playworlds are defined as adult–child joint play activities inspired by Vygotsky’s theories of play, art, and imagination. We argue that when the teacher embraced this child’s ambivalent participation, ambivalence itself appeared to be an important component of an evolving process of personally meaningful engagement. We showcase those elements of the playworld activity that may support early childhood teachers in embracing ambivalence. 相似文献
14.
AbstractDrawing on whiteness literature and over fifty years of combined classroom instruction experience, two professors of race and religion—one black, one white—at predominantly white institutions, answer the question, “How do we as religious educators effectively teach white students to challenge racially distorted assumptions and promote racially just outcomes?” In reply, they call into question the idea of “safe space,” dissect “the white gaze,” and offer three pedagogical principles for preparing white students to be allies in antiracist struggle: principled dislocation, supportive relocation, and sustained cultivation. 相似文献
15.
Kendra M. Hall-Kenyon Alessandro A. Rosborough 《Early Years: An International Journal of Research and Development》2017,37(3):326-337
Early childhood advocates agree that positive teacher–child relationships are critical to classroom quality. Much research has emphasized quantifiable teacher characteristics and child outcomes without fully capturing the complexity of these relationships. Drawing on extensive classroom observations, two video-recorded free play sessions and teacher interviews, this study explored some of the ways that preschool teachers create and maintain positive relationships, with emphasis on how they care for the children: their ways of being with and for them. The results of this study provide practical examples for building and sustaining teacher–child relationships, help delineate the complexity of the relationships that exist in preschool classrooms and demonstrate the everyday ways in which those relationships are foundational for children’s learning and development. 相似文献
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《Support for Learning》2006,21(3):135-140
This article offers ways to understand how a fifth‐grade resistant writer positioned himself socially and academically within classroom writing practices and how these positions influenced literacy learning. Classroom writing practices enabled the student to explore the possibilities of who he was as he determined what types of learning were socially available to him. The student's voice is heard to describe how he was using writing in creative ways to position himself. He engaged in positional writing practices to create spaces for himself to influence and to examine his and others' positions. Effective instructional approaches and implications for teaching are discussed. 相似文献
17.
《Early childhood research quarterly》1998,13(1):67-86
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities. 相似文献
18.
Do children believe that “everything happens for a reason?” That is, do children endorse purpose‐based, teleological explanations for significant life events, as they do for social behavior, artifacts, biological properties, and natural kinds? Across three experiments, 5‐ to 7‐year‐olds (N = 80), 8‐ to 10‐year‐olds (N = 72), and adults (N = 91) chose between teleological and nonteleological accounts of significant life events and judged how helpful those accounts were for understanding an event's cause. Five‐ to 7‐year‐olds favored teleological explanations, but this preference diminished with age. Five‐ to 7‐year‐olds and 8‐ to 10‐year‐olds also found teleological explanations more helpful than did adults. Perceiving purpose in life events may therefore have roots in childhood, potentially reflecting a more general sensitivity to purpose in the social and natural worlds. 相似文献
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This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; Mage = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed. 相似文献