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1.
It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context. 相似文献
2.
Shannon D. Snapp Hilary Burdge Adela C. Licona Raymond L. Moody Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. 相似文献
3.
Felicia Moore Mensah 《科学教学研究杂志》2009,46(9):1041-1066
This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer‐directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty‐three preservice teachers (PSTs) enrolled in a 16‐week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041–1066, 2009 相似文献
4.
This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and teacher, impacting how knowledge is created, processed and applied. LGBTQ literature integrated into the classroom curriculum invites opportunities for possibilities through windows and mirrors for exploration of the world and self. Heteronormativity, positioning and LGBTQ literature thereby become interactive catalysts that create and foreclose possibilities and impossibilities for student learning. Three themes emerged from the study that reveal positioning and possibilities when studying a text with a gay character: (1) the school environment and classroom context positioned students as heterosexual; (2) students and teacher positioned gender performance and sexual identity as other; and (3) while the text acted as both a window and a mirror, the teacher and students consistently framed different, and sometimes contradictory, views for each other. Together, these themes reflect a nested understanding of gender performance and sexual identity that subscribed to heterosexual norms and limited possibilities for LGBTQ students. 相似文献
5.
The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been paid to students who identify or are perceived as lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Informed by both their personal and professional perspectives, we expand the discussion on what it means to lead for social justice by focusing specifically on both changes that need to occur in the training (both preservice and in-service) of aspiring principals and specific strategies underlying the implementation of these changes, all of which are necessary if school leaders are to meet the needs of LGBTQ students. 相似文献
6.
Wilhelmina Van Rooy 《Research in Science Education》1993,23(1):317-326
A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine
their views on how controversial issues in science might be handled in the secondary school science classroom and whether
the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In
general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they
have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation
were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students
and to the school environment.
Specializations: controversial issues in human reproductive biology, teacher education. 相似文献
7.
Jie Y. Park 《Children‘s Literature in Education》2012,43(3):191-212
Reader-response has become one of the most influential literary theories to inform the pedagogies of middle and secondary English classrooms. However, many English and literacy educators have begun to advocate for more critical and culturally responsive versions of reader-response pedagogies, arguing that teachers move beyond valuing students’ personal responses to literature. This article, based on a yearlong qualitative study that explored how urban middle school girls participated in an after-school book club, presents a conceptualization of reading as critical and communal practice; and shows how early adolescent girls engaged with the young adult novel Speak and with one another. The adolescent girls, through reading communally, gained deeper understanding of the written text, and also encountered different ways of looking at themselves and others. 相似文献
8.
Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well-being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well-being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well-being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self-esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self-esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well-being did not differ by race/ethnicity. The findings provide an important first step in re-thinking and re-examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed. 相似文献
9.
Jocelyn Anne Glazier 《Teaching Education》2013,24(3):231-243
This article describes a year‐long professional development project that brought together a group of high school English teachers around multicultural literature they would be teaching to their students. The teachers all taught together in a culturally and economically diverse high school context in the USA. One objective of the project was to enable the teacher participants to explore their discourse patterns around the literature to discern their own subject positions with regard to one another and to the texts studied. In addition, the teachers together analyzed their own classroom discourse to determine how those subject positions carried over into their teaching, how they essentially taught who they were. Discussions of multicultural literature and teachers’ talk around that literature, accompanied by close interrogation of classroom practice, enabled the teachers to discern what (and who) they privileged in their teaching practice. These realizations led one of the two teachers highlighted to readily change her pedagogy and curriculum to better support the learning and empowerment of all students. 相似文献
10.
Roberto L. Abreu Lillian Audette Y'Londa Mitchell Ina Simpson Jessica Ward Lindsay Ackerman Kirsten A. Gonzalez Katherine Washington 《Psychology in the schools》2022,59(1):115-151
The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies. 相似文献
11.
12.
Kate E. Kedley 《Sex education》2013,13(4):364-377
Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms. 相似文献
13.
Science education in recent years has increasingly emphasized the connections between knowledge and matters of social importance. Socioscientific issues (SSIs)—complex, often controversial issues linked to the development of science and technology—are widely recognized as a valuable arena for the school curriculum to foster students’ scientific literacy. This paper reviews the research literature on how science teachers teach socioscientific issues with 25 empirical studies published between 2004 and 2019. The results show that teachers generally hold a partially informed understanding of SSI-based teaching. Multifarious challenges facing teachers in teaching SSIs are mainly at the teacher, student, and policy levels. However, our findings suggest that teachers lack explicit strategies to cope with these challenges and that SSI-based teaching should not rely on individual teachers alone. We argue for more support for teachers to improve the quality of their implementation of SSIs. This review has implications for education policymakers, teacher educators, school leaders, and teachers to respond to the challenges facing teachers in teaching SSIs collaboratively. Potential directions for further research are also discussed. 相似文献
14.
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing in and out of schools. We consider how CPB clinical experiences served as mediating spaces that address the disconnect between universities, schools, and communities (Zeichner, 2010). Data analysis suggested there are numerous tensions and benefits associated with CPB clinical experiences for PSTs, teacher educators, and school-based teachers and students. We draw on the findings from this study to make recommendations for future iterations of such work. 相似文献
15.
Chin Ee Loh 《Changing English: An International Journal of English Teaching》2012,19(2):221-235
In this paper, I argue for the deparochialising of the International Baccalaureate Diploma Programme (IBDP) English A1 curriculum where teachers as curriculum-makers would critically assess text choice and where students have the opportunities to make critical readings and engage in conversations about issues raised by the text. Through the case study of the implementation of one English A1 curriculum in a Singapore school, I demonstrate the possibilities for a cosmopolitan literature curriculum that is attentive to both the global and the local. 相似文献
16.
Woong Lim Ji-Won Son Dong-Joong Kim 《International Journal of Science and Mathematics Education》2018,16(3):519-538
This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world. 相似文献
17.
Schools may be places of learning, but a great deal of learning occurs outside of school. A growing body of literature investigates how school field trips allow rural students to make real-life connections with their school curriculum. This paper contributes to that area of research by describing how students from five middle schools in the United States responded to a travelling museum exhibition hosted at a non-museum site. The authors explore the impact of the exhibition on students from poor, rural backgrounds, discussing how it helped them to engage with themes such as freedom of expression, democracy, citizenship and Holocaust education. The results show that, by connecting curricular content with real-life situations, field trips such as this have the potential to change not only students’ understanding of the curriculum, but also their teachers’ estimation of their abilities. 相似文献
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19.
Shannon D. Snapp Jenifer K. McGuire Katarina O. Sinclair Karlee Gabrion Stephen T. Russell 《Sex education》2013,13(6):580-596
There is growing attention to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) issues in schools, including efforts to address such issues through the curriculum. This study examines whether students’ perceptions of personal safety and school climate safety are stronger when curricula that include LGBTQ people are present and supportive. LGBTQ and straight middle and high school students from California (1232 students from 154 schools) participated in the 2008 Preventing School Harassment survey. They reported their experience of LGBTQ-inclusive curriculum, its level of supportiveness and perceptions of safety. Multilevel methods allowed for an examination of differences between individuals in the same school while controlling for differences between schools. LGBTQ-inclusive curricula were associated with higher reports of safety at the individual and school levels, and lower levels of bullying at the school level. The amount of support also mattered: supportive curricula were related to feeling safer and awareness of bullying at the individual and school levels. The implications of school- versus student-level results for educational policy and practices are discussed. 相似文献
20.
Daron Benjamin Loo Ritha Maidom Nakhon Kitjaroonchai 《Asia-Pacific Journal of Teacher Education》2019,47(4):414-431
This study examined borderland discourse emergent from the practicum experiences of non-native English speaking pre-service teachers (PSTs) in a Thai primary school. Borderland discourse is defined as a space where personal and professional constructs intersect, which is often in a state of dissonance. Over a ten-week practicum period, the PSTs narrated their experiences through a dialogic reflective journal with their teacher-educator. A main issue was the dissonance between PSTs’ expectations with the reality of their teaching context. Some of which were the Thai students’ inability to communicate in English and the use of a syllabus that did not reflect the students’ language abilities. This led to a renegotiation of PSTs’ pedagogical approaches. This study also highlighted potential challenges that non-native English speaking PSTs may face if teaching in a context that is linguistically or culturally different from theirs, as well as a brief account of English language education in Thailand. 相似文献