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In this study, we explore oral and written work (plays and rap songs) of students in a sixth‐grade all African‐American urban science class to reveal ways affective and social aspects are intertwined with students' cognition. We interpret students' work in terms of the meeting of various genres brought by the students and teachers to the classroom. Students bring youth genres, classroom genres that they have constructed from previous schooling, and perhaps their own science genres. Teachers bring their favored classroom and science genres. We show how students' affective reactions were an integral part of their constructed scientific knowledge. Their knowledge building emerged as a social process involving a range of transactions among students and between students and teacher, some transactions being relatively smooth and others having more friction. Along with their developing science genre, students portrayed elements of classroom genres that did not exist in the classroom genre that the teacher sought to bring to the class. Students' work offered us a glimpse of students' interpretations of gender dynamics in their classrooms. Gender also was related to the particular ways that students in that class included disagreement in their developing science genre. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 579–605, 2002 相似文献
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苗国伟 《齐齐哈尔师范高等专科学校学报》2012,(3):120-121
英美文学是高职院校英语专业教学中让学生很好了解外国文学和风土人情的重要课程。本文根据高职院校大学英语教学实际,结合英美文学从教经验及自身教学特点,从教学目标,教材,教学内容,教学方法诸方面探讨了英语专业英美文学课堂教学的创新与实践。 相似文献
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This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through
the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high
schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified
as Cambodian were essentialized into the discourse of urban low achieving and culturally deficient minority students. Cambodian
students’ identities in the less selective academic programs were often quite visible to teachers. This characterization was
often coupled with a panethnic representation of Asian American students in selective programs who were considered motivated
and supported by advantageous home and cultural values. In these contexts, teachers preferred to discuss Cambodian students
in panethnic terms, ignoring students’ ethnic backgrounds, described their Cambodian students as part of their “bright Asian
students” group. Overall, this study extends other works on Asian American ethnicity and panethnicity by focusing on the conflicting
identities that affect the schooling of Cambodian students. These analyses complicate further the static notion of Asian American
students as model minorities by emphasizing the fluid, problematic, and contextually-based nature of the construct. 相似文献
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Cennet Engin Demir 《Educational Research and Evaluation》2013,19(2):89-107
This study analyzes the perceptions of Turkish and American middle school students of school and schooling by examining the metaphors they produce. A total of 18 American and 24 Turkish students were interviewed as part of this study. The results show differences in the participants' perceptions of schooling by culture. Turkish participants perceived the school environment as family-like, care-giving, psychologically nurturing, educationally exemplary, and physically appealing. School was also seen as a fundamental prerequisite in the preparation for life and the possibility of employment, promising upward social mobility as an adult. Overall, while some American participants perceived school as a wild, crowded, chaotic, boring, painful, regulated environment in which students must learn to survive, others see it as a place of joy, caring, involvement, and learning. The study also indicates that metaphors are useful tools in understanding how students as real actors of school make sense of schooling and their experiences in school. 相似文献
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Sampling Memories: Using Hip-Hop Aesthetics To Learn From Urban Schooling Experiences 总被引：1，自引：0，他引：1
Emery Petchauer 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):137-155
This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what these learning activities helped students learn from their urban schooling experiences, the epistemologies made available to students through sampling, and the concurrent barriers to learning that these activities also produced. These results contribute to the newest area of scholarship in hip-hop-based education with a focus on urban education. 相似文献
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Gregory J. Marchant 《The Urban Review》1991,23(2):83-99
The purpose of this study was to develop a profile of a sample of black urban elementary students based on motivational tendencies, self-perceptions, and achievement. The article explores the intrinsic motivation and self-perceptions of these students and seeks to find relationships among these qualities and academic achievement and attendance. The results of the study present a profile that reflects a lack of social acceptance of vocabulary skills and a lack of social acceptance of preferring challenging work. Perception of scholastic competence was related to behavioral conduct but not to global self-worth. The results supported previous research indicating that some black students perceive schooling and academic success as inconsistent with their racial-cultural goals. Implications for urban schools are presented.This is a revised version of a paper presented in April 1990 at the annual meeting of the American Educational Research Association, Boston, MA. 相似文献
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文学是语言的艺术,又是艺术的语言,是学生学习和模仿的最好语言材料。英美文学无疑是中国学生学习英语的最佳素材。在非英语专业的大学英语教学中融入英美文学不仅可以激发学生的学习兴趣,提高英语学习的效率,而且可以有效地推进大学英语教学改革。更重要的是,这一实践能培养学生的英美文学素养,这对于以"国际旅游岛"定位的海南来说尤为重要。将英美文学融入非英语专业的大学英语教学,有助于培养学生的国际视野,了解西方文化,更好地为"国际旅游岛"服务。同时,在非英语专业的大学英语教学中融入英美文学的做法也是切实可行的。 相似文献
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步国峥 《湖州职业技术学院学报》2012,10(1):69-71
《英美报刊阅读》是英语专业高年级学生的选修课,它对巩固学生已学知识和开阔视野具有重要意义。不过,该科的教学在实践中有被边缘化的倾向,影响了教学效果和质量。本文从内隐理论角度出发,探讨了网络时代,师生如何运用现代教学手段,充分利用课堂资源,激发学生的学习热情,在和谐的气氛中帮助他们进一步提高英语水平和能力,为良好的专业素质打基础。 相似文献
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陈述斌 《赣南师范学院学报》2013,(5):65-67
英美文学作为英语语言本体艺术加工产品的结晶,具备国际影响力,英美文学的社会功用也藉此彰显。英美文学的社会功用和其美学价值相生相立,通过影响大学生意识形态产生审美教育,同时,英美文学社会功用的发挥受到时代审美标准的影响。 相似文献
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陈明明 《湖南第一师范学报》2009,9(3):38-39,63
英美文学课是语言与文化一体化的教学。学生从中除了可以感受英美文化外,还可以在整个过程中锻炼提高听、说、读、写等语言交际能力。因此,英美文学课可以同时提高学生的语言能力和文学能力。 相似文献
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Linn Posey-Maddox Shelley McDonough Kimelberg Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927
A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families. 相似文献
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Suzanne Carrington Derek Bland Rebecca Spooner-Lane Emma White 《International Journal of Inclusive Education》2013,17(7):714-731
In this article we report on data analysed from a student project about attitudes to school and student perception of engagement and disengagement. The data were collected by students in an Australian study that employed the Young People as Researchers model. Middle year students devised and administered a questionnaire to students in grade 8, 9 and 10 at a secondary school in Australia. A total of 239 students completed the questionnaire. The students completed the initial analysis, which was followed by a more detailed analysis by the authors of this article. The findings support the work of American, British and Australian researchers about the factors that influence engagement and disengagement from schooling. The reported outcomes from the student work and the secondary analysis indicate that students do have the capacity to undertake valid and meaningful research and can make informed contributions to school improvement and student engagement. 相似文献
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英美文学文化"三源泉"语料库的构建,可以为英美文学爱好者及英美文学专业的师生提供背景知识和一个学术研究平台,以便更好地欣赏和研究英美文学名家、名作,该语料库的运用对提高学生的英语水平、文学、语言修养和审美情趣也会起到极大的促进作用。 相似文献
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Jennifer Booher‐Jennings 《British Journal of Sociology of Education》2008,29(2):149-160
Although high‐stakes tests play an increasing role in students’ schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high‐stakes testing, how students interpret and internalise these messages, and how student hierarchies develop as a result. I found that teachers located boys’ failure in their poor behavior and attitudes, while arguing that girls simply needed more self‐esteem to pass the test. Most boys accepted their teachers’ diagnosis of the problem. However, the boys who felt that they were already ‘doing their best’ and ‘working hard’ began to doubt that educational success is a function of merit and effort. I conclude that students learn about much more than the three Rs through their experiences with high‐stakes testing, and argue that future research should attend to the social dimensions of these experiences. 相似文献
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Viewing classroom discipline as negotiable social interaction: A communities of practice perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. A conventional view of learning is so deeply interrelated with schooling in the American culture it also drives the view of discipline, especially in urban contexts where students are disproportionately failed and excluded by the mainstream educational system. The purpose of this paper is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline. 相似文献
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龚晓睿 《商丘职业技术学院学报》2010,9(3):115-116
在英美文学教学中,教师应有意识地贯彻科学的认知策略,包括注意策略、编码与组织策略、精细加工策略、复述策略等。将认知策略有机运用于英美文学教学中,能显著提高教师的教学效果,促进学生的学习效率,实现师生之间信息交流的畅通,在拓宽学生知识视野的同时培养其创新思维能力。 相似文献
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Achieving equitable schooling outcomes for young people living in communities of low socio-economic status is a prominent issue that assumes focus in educational policy, theory and practice both in Australia and internationally. This paper draws upon the narratives of five secondary school students living in the northern urban fringe of Adelaide in South Australia, a region that is characterised by socio-economic challenge (Prosser et al. in Connecting lives and learning: Renewing pedagogy in the middle years, 2010). Specifically, the participants’ understandings and perspectives about community are used to examine their aspirations through the analysis of qualitative data obtained from a focus group, visual methods, a storying activity and semi-structured interviews. Discussion on students’ construction and pursuit of aspirations is framed by Appadurai’s (Culture and public action: 59–84, 2004, p. 67) conceptualisation of aspiration as a cultural capacity influenced by one’s social, cultural and economic contexts. This paper demonstrates that students from low socio-economic backgrounds have aspirations for their future which are influenced by their schooling experiences and the positive trust relationships they develop with teachers in community. As such, connections between place and learning are highlighted as critical factors in achieving more equitable schooling outcomes. The research identifies factors in ‘community’ that shape young people’s aspirations and ways in which young people can be supported in navigating toward their aspirations. 相似文献
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闫瑞娟 《临沂师范学院学报》2014,(1):130-133
中国文化背景下的英美文学教学中有必要引入比较文学教学内容。学生以已有的知识经验和审美价值观阅读英美文学作品时会自发地加以比较,而纯粹的英美文化的教学易导致学习者抛弃本民族文化价值,变成文化虚无主义。作为异质性的中英文学具有可通约性,二者间的比较有助于彼此的理解,化解文化冲突,实现文学的互识和互补。当然,英语专业英美文学教学中培养学生比较文学意识要有一定的方法以及教学指导原则。通过这种中英文学对比教学,可培养学生世界性胸怀,极大地促进英美文学教学的目的实现。 相似文献
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Barry S. Mitchell Qin Xu Lixian Jin Debra Patten Ingrid Gouldsborough 《Anatomical sciences education》2009,2(2):49-60
Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries, student learning was driven by assessment. Curriculum design differences may have contributed to the British view wherein students were less likely to feel time pressure and enjoyed studying anatomy more than their Chinese counterparts. Different teaching approaches resulted in British students being more likely to recite definitions to learn, and the Chinese students found learning from cross‐sectional images easy. Cultural differences may account for the observation that British students were more inclined to ask questions in class, and the preference of Chinese students to study in small groups. The findings give evidence to show how ‘cultures of learning’ influence students' approaches and indicate the importance of cultural influences as factors amongst international and home learner groups. Anat Sci Ed 2:49–60, 2009. © 2009 American Association of Anatomists. 相似文献