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This article advances the idea that rural youth and teachers are the key in leading community dialogue towards addressing gender-based violence (GBV) in their community through their film making. The youth voices on the realities of GBV in their school and community, in rural KwaZulu-Natal, South Africa, captured through the process of participatory video, are used to engage a group of their teachers in thinking about addressing GBV in the school and community. The teachers' engagement with the five participatory videos on GBV – through participatory analysis and participatory archiving – provided an opportunity to deepen their understanding of GBV by also interrogating their own stance and led them to direct the production of a composite video suitable for use in leading community dialogue on a future without violence. 相似文献
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In 2007, two years after Hurricane Katrina, several education and child advocacy groups began discussing the depleted conditions of the New Orleans public school district. These groups came together to discuss how to create a sustainable education reform movement post Katrina. New Orleans-based community groups and outside university researchers joined together to implement a multi-year participatory action research project to engage historically marginalized, black communities in a dialog about quality public education. We found that, in order to create a collective vision for what quality public education looks like for black children, the New Orleans community needs to resolve perceived challenges with inequitable access to quality public schools, with who has a say in governing these schools, with inconsistent quality of teachers, with inequitable distribution of resources, and with strategies for serving challenging students. The results of this pilot participatory action research project led to a sustained community engagement campaign addressing these issues. 相似文献
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Anand R. Marri Sara Michael-Luna Maria Scott Cormier Patrick Keegan 《The Urban Review》2014,46(1):63-85
To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question—how do urban K-6 pre-service teachers currently enrolled in an urban education teacher certification program at a 4-year university construct key concepts and ideologies about citizenship and civic education?—we examined how 15 pre-service teachers understood these concepts. Using three conceptions of citizenship—personally responsible citizen, participatory citizen, and justice-oriented citizen (Westheimer and Kahne in Am Educ Res J 41(2):237–269, 2004)—our analysis demonstrated that urban pre-service teachers’ conceptions of their students’ lives significantly influenced their ideas about civic education in elementary schools. Although the participating pre-service teachers overwhelmingly promoted personally responsible citizenship, we found the participants to heavily weigh developmentally appropriate practice and classroom context when considering the risks and rewards of promoting justice-oriented citizenship in elementary classrooms. 相似文献
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Danielle R. Hatchimonji Arielle V. Linsky Sarah DeMarchena Samuel J. Nayman Sarah Kim Maurice J. Elias 《Clearing house (Menasha, Wis.)》2018,91(2):59-65
In response to school environments in which teachers and students feel disconnected from the learning process, we developed a three-part curriculum feedback system with the goal of creating a school-wide culture of engagement through participatory feedback processes. Here we describe the barriers to participation and ownership that are addressed by our curriculum feedback process, provide a rationale for each component of the multi-prong feedback process, and illustrate how each part of the feedback system was implemented in our pilot schools. We argue that addressing feedback regularly, optimizing the process to be user-friendly, and demonstrating appreciation for positive and constructive feedback can help any curriculum supervisor foster a school-wide culture of engagement among teachers and students. 相似文献
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Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom. 相似文献
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《学校用计算机》2013,30(1-2):127-148
Abstract Teacher education programs in the United States are trying to equip tomorrow's teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate-pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU's instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will be shared along with the strengths and limitations discovered in the design and implementation process. 相似文献
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Abel Barasa Atiti 《Environmental Education Research》2004,10(3):371-386
This paper reports on findings from a recent collaborative participatory action research study that involved a group of teachers from two Kenyan schools in a review and development of interpretation resources and materials. It focuses on an engaging process between teachers and non-formal educators in which interpretive capital (the tools and skills of interpretation) were socially constructed, shared and made available for the transformation of school grounds to foster environmental learning. The concept of 'mobilising interpretive capital' has been applied to describe the process of generating theoretical and practical accounts of the symbolic capital within non-formal education organisations. Social construction and circulation of interpretive capital for transformation of school grounds as discussed in this paper highlights that interpretation is a learning process in which meaning is created jointly in a specific context. The teacher-centred approach adopted in this study provides an example of how research design decisions may contribute to environmental education praxis, social transformation and change. 相似文献
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For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the article, we focus on the role that practitioner knowledge played in the development of school improvement policies across three state education agencies. We draw on interviews, surveys, and document analyses collected for a larger exploratory study of knowledge utilization. Contrary to earlier research showing weak or uneven connections between state agencies and practitioners, we found that practitioner advice networks were generally stronger than states' research advice networks. We found ample illustration of staff using this advice to make sense of research for their own contexts, and for their own approaches to school improvement. Agencies formed ties to practitioners in districts and schools, in professional membership associations, within their own agencies, or in other agencies wrestling with similar problems. Who they turned to differed depending on earlier improvement policies and institutional histories. 相似文献
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This article explores the ways in which parents use their own past experiences as a mediational tool for understanding their
child’s current school learning. Following a sociocultural approach parents’ past experiences were examined drawing on the
notions of (1) heterochronicity, which looks at the partially overlapping histories of the individual and society and (2)
prolepsis whereby the imagined future mediates and constrains the world of the present. The analysis draws on 22 interviews
with parents whose children were from three primary multiethnic schools in a town in the Southeast of England. The findings
brought to light the means by which parents can either intentionally or unintentionally use the past to inform their current
representations and practices. Thus at times they use their past experiences to mediate internalisation (reproduction of the
experience), at other times they use them to promote externalisation (change brought about by the experience). It is within
this process that parents projected a future ideal for their child, which was either congruent or discordant with their own
past. 相似文献
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R. W. Connell 《International Journal of Inclusive Education》2013,17(3):227-239
Parents of upper‐secondary students in public schools in New South Wales, Australia, gave accounts of their experience of education and their wider thinking about educational issues. Working‐class families are bearers of educational histories which are often difficult or truncated, leaving parents with little familiarity with upper‐secondary or post‐school pathways. General views of education are strongly positive, sometimes diffuse and sometimes articulated, and are by no means narrowly instrumental. A mixture of criticism and praise for teachers responds to current family experiences with schools, parents' views often following the outlines of teachers' own perceptions. A fund of working‐class support for public education has thus survived recent educational upheavals; at the same time, working‐class families very much depend on the service and guidance provided by the schools. 相似文献
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This narrative inquiry analyses the memories of a group of female teachers telling about their own teachers. We ask how gender and emotions are intertwined to teacher–student relationships. Gender was present in the stories where the teachers described being a schoolgirl in relationship with a teacher and told about their teachers as women and men. The collective process of recalling evoked the emotions experienced as students, but these emotions were also interpreted in the present context. When recalling, the teachers were reconstructing the past in the light of the present and the future. The article highlights the significance for teachers reflecting on their own educational histories. 相似文献
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《Teaching and Teacher Education》2001,17(2):175-194
Against a background of current reforms which involve a diversity of strong expectations with regard to how teachers should work, this study explores how teachers themselves view their professionality. Four hundred and fifty two secondary school teachers were asked about their professional orientations. Teachers were found to differ in their orientations and in the combinations of their orientations towards instruction, educational goals, and their role in the school organization. These findings are relevant to consider in the light of successful reform of schools and education. The article ends with a reflection on those combinations of orientations, and suggestions for future research into professional orientations are made. 相似文献
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Large quantities of data are now being generated, collated and processed within schools through computerised systems and other digital technologies. In response to growing concerns over the efficiency and equity of how these data are used, the concept of ‘open data’ has emerged as a potential means of using digital technology to democratise data access and use within whole school communities. Drawing on participatory design research in two Australian secondary schools, this paper explores the possibilities of making existing school data openly available in digitised form for teachers, administrators and students to access, interpret and use. The results of these interventions – while only partially successful – provide valuable insights into the technical, informatic, organisational and social issues surrounding the use of data in schools. The paper concludes by considering the practical and theoretical limitations of attempting to democratise data engagement within school settings. 相似文献
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AbstractMore and more, Dutch adolescents are no longer affiliated with or involved in institutionalised religious world views. This development raises questions on how religion is treated and taught in secondary schools in the Netherlands. In order to reconsider religious education within these schools, closer insights into this particular, growing, group of pupils is needed. Therefore, the aim of the current study was to gain knowledge on how pupils from third-grade pre-vocational secondary education [In Dutch: vmbo], who are not affiliated with or involved in an organised world view, perceive the way their world view is being shaped. Ten pupils (14–16 years old) were interviewed about their world view formation process and about potential influential factors. The results showed that pupils emphasised that they are in charge of their world view formation process. Based on trust, they choose their own norms and values and answers to life questions from various sources. Religious education in school seemed only influential if pupils can relate the content of lessons to questions and experiences they have in their own lives. Findings suggest rethinking the content and the role of teachers of religious education in school in light of what non-affiliated pupils learn about world view at from home and other sources. 相似文献
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Lyna David Wei Loong Hung Sau Kew Chong 《Educational Research for Policy and Practice》2016,15(2):131-146
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore. 相似文献
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Karen D. Könings Marjo J. van Zundert Saskia Brand‐Gruwel Jeroen J. G. van Merriënboer 《Educational studies》2007,33(4):445-465
Research has shown the importance of students’ perceptions of a learning environment and the existence of discrepancies between students’ and teachers’ perceptions. Participatory design could be a helpful strategy to reduce such discrepancies and eventually improve the design of learning environments, as it has proven to be effective to optimize design in other domains. The current study investigated the desirability and feasibility of possible use of participatory design in education. Students and teachers in secondary education were interviewed about their opinions on the idea of participatory design of a learning environment. Both students and teachers displayed predominantly positive opinions towards possibly engaging in participatory design, supporting its desirability and feasibility. Practical suggestions for implementation are included. 相似文献
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《欧洲教育》2013,45(1-2):64-97
I. On the Significance of Curriculum Formation for the Educational System Many of the problems that in past years have precipitated struggles in the areas of educational theory and policy today fade in importance before the question of what is taught in the schools and how it is taught: for example, how schools are organized, what qualifications those who create schools must have, what participatory rights students, teachers, and parents enjoy, and so on. A central aspect of any school system is what is taught in it. (1) Moreover, the methods by which the content of instruction is produced, given general validity, and translated into school reality are thus the most important instruments for controlling the content of the school system in general, as the German Education Council has stressed many times in the last few years. (2) This is not just a recent problem. Historically, the school system has not infrequently seen debate on the content of work in the school and on the methods used to transmit that content. (3) In the end, however, such differences of opinion have terminated with the state — formerly represented by the sovereign and more recently by the educational authorities — handing down a final and binding decision with which all involved in school life had to comply. Decisions on the school concerning content, that is, how schools are to organized and with what content, will continue to be required, even though such decisions may be continuously subject to revision. Since the mid-sixties, however, a broad scientific and political discussion has been conducted as to how traditional curricula may be replaced — both in terms of content and in terms of method of development — by instruments that are adequately adapted to actual sociocultural and economic conditions as well as to the requirements of a social and democratic state based in law. 相似文献