University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative     

Fleur Diamond  Graham Parr  Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284

Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.  相似文献   

A controlled video observational study of abused children     

Clare A. Hyman  Robert Parr 《Child abuse & neglect》1978,2(4):217-222

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Applying social production function theory to benefits of schooling: the concept of values of education     

Jan Scharf  Andreas Hadjar  Alyssa Grecu 《British Journal of Sociology of Education》2019,40(7):847-867

Abstract

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.  相似文献   

Examining the Relationship Between Parental Involvement and Student Motivation   总被引：1，自引：0，他引：1  

Alyssa?R.?Gonzalez-DeHassEmail author  Patricia?P.?Willems  Marie?F.?Doan?Holbein 《Educational Psychology Review》2005,17(2):99-123

Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented.  相似文献   

Kaleidoscope: Building an Arts-Infused Elementary Curriculum     

N. Carlotta Parr  Jan Radford  Susan Snyder 《Early Childhood Education Journal》1998,25(3):181-188

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Latinas/os succeeding in academia: the effect of mentors and multiethnic coursework     

Alyssa G. Cavazos 《Journal of Latinos & Education》2016,15(1):12-25

Academia often devalues diverse identities, cultures, and languages through emphasis placed on academic values. To ascertain how established and new Latina/o academics achieved success in academia, the author conducted interviews with ten Latina/o academics; they noted mentoring and multiethnic coursework as influential in their success as academics. The author suggests mentoring practices and multiethnic courses should be receptive and sensitive to the complexities and varieties of cultural and linguistic identities, thereby identifying a balance between recognizing diverse language and cultural practices in academia while avoiding generalizations and assumptions about ethnic groups. The author offers implications for practice and research.  相似文献   

(White) women on the move: Suffrage memory and the 1977 International Women’s Year Conference     

Alyssa A. Samek 《Quarterly Journal of Speech》2020,106(3):277-284

ABSTRACT

This essay examines how the 1977 International Women’s Year Conference (IWY), a historic gathering of women in Houston, Texas—tasked to put forward a series of policy recommendations, many informed by a feminist perspective—undercut its own intersectional impulse by leveraging collective memory of U.S. suffrage activism. I analyze the conference program, a document distributed to every conference attendee, that called up early woman’s movement history and suffrage memory in its language, ephemera, and image to constitute a certain narrative for the 1977 IWY audience. I argue that by linking the IWY conference to a specific narrative of women’s rights and suffrage activism, the planners made the conference more explicitly political and feminist, and imbued the event with historical significance and legitimacy. At the same time, the deployment of suffrage memory ultimately positioned white women as mobile and engaged in social movement while effacing Black women and women of color who had been involved in suffrage activism, thus rendering them immobile, invisible, silent, and locked in the past. I conclude by examining a concurrent counter-narrative, one not included in the program, as a productive, intersectional rupture in suffrage memory at IWY.  相似文献   

Assessment for Learning in the writing classroom: an incomplete realisation     

Eleanor Hawe  Judy Parr 《Curriculum Journal》2014,25(2):210-237

An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning.  相似文献   

The inefficient silent reader in college     

Frank W. Parr  Claude L. Nemzek 《Peabody Journal of Education》2013,88(5):299-303

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Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors     

Alyssa Friend Wise  Jennifer Speer  Farshid Marbouti  Ying-Ting Hsiao 《Instructional Science》2013,41(2):323-343

While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this study, these actions (how learners interact with the existing discussion; which posts they attend to, when, and how) are conceptualized as “online listening behaviors” and are studied in the context of a large undergraduate business course taught in a blended format. Clickstream data was collected for 96 participants from 3 week-long online discussions to solve organizational behavior challenges in groups of 10–13. Listening behaviors accounted for almost three-quarters of the time learners spent in the discussions, and cluster analysis identified three distinct patterns of behavior: (1) Superficial Listeners, Intermittent Talkers; (2) Concentrated Listeners, Integrated Talkers; and (3) Broad Listeners, Reflective Talkers. The clusters differed in the depth, breadth, temporal contiguity, and reflectivity of their listening as well as in their patterns of speaking. An illustrative case study of how the listening behaviors were enacted by one student from each cluster over time was used to deepen the characterization and interpretation of each cluster. The results indicate that online listening is a complex phenomenon and a substantial component of students’ participation in online discussions. Findings are compared to the previous work on student learning approaches and implications for practice and future research are discussed.  相似文献