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Bernice Raveche Garnett Lance C. Smith Colby T. Kervick Tracy A. Ballysingh Mika Moore Eliaquin Gonell 《International Journal of Research & Method in Education》2019,42(3):305-316
ABSTRACTThis paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a methodological orientation to legitimize, illuminate, and prioritize perspectives from marginalized youth that may be undervalued, decontextualized, and oversimplified in traditional quantitative and qualitative research methodologies. Furthermore, the authors suggest that YPAR and RP align with Critical Theory and Quantitative Criticalism, which are theoretical and methodological frameworks consistent with the transformative paradigm. The integration of these various theoretical, methodological and applied frameworks provides researchers opportunities to flatten hierarchies and actively engage marginalized youth to address the structural and programmatic inequities they experience in schools. Informed by the authors’ multi-year university-school district action research partnership, this paper explores how the alignment of YPAR, RP, and transformative mixed methods may promote critical consciousness amongst students, families, staff, and administration in schools. Finally, we also demonstrate how social science researchers can blend YPAR, RP, and transformative mixed methods design to partner with school districts to address structural societal problems, such as racism and inequity. 相似文献
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Bernice Y.L. Wong Maureen Hoskyn Debbie Jai Patty Ellis Kim Watson 《Contemporary educational psychology》2008,33(4):757-784
Children in sixth grade randomly assigned to a teacher-made writing procedure anchored in the self-regulated strategy development (SRSD) model and training procedures were predicted to surpass children assigned to the comparison condition on dependent measures of writing clarity, organization, and cogency. The prediction was generally substantiated. The results suggest that the rate of change among individual children in the SRSD condition was faster than among children in the comparison condition on measures of clarity and organization. On the measure of cogency, findings showed that the rate of change among individuals in the SRSD condition compared to the comparison condition approached but did not reach statistical significance. Variance in growth parameters on the measure of writing clarity was statistically significant; however on the measure of organization, there was no substantive variation in individual growth parameters. Social validity data from all the children and teachers indicated the training was well received. The results are taken to support the efficacy of the SRSD model and training procedures. 相似文献
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In post-conflict and fragile contexts, one central aim of education is to prepare citizens to rebuild society and manage conflict. In this paper, we discuss the ways that citizenship education, students’ civic attitudes, and student civic practices vary across two post-conflict contexts in Africa: Liberia and Rwanda. First, we consider the historical and current complexities of citizenship education in these countries drawing on a post-colonial framework and Osler and Starkey’s three dimensions of citizenship. Next, we discuss survey and interview data from secondary students based on separate multi-level case studies in the respective countries. We note differences and similarities in student conceptions of good citizenship, civic identity, classroom climate, and civic engagement across the two countries, as well as variation by school type and gender. Some notable findings included less active conceptions of citizenship and openness to discussing controversial issues in Rwanda than in Liberia, and less participation in out of school activities among young women than young men. These and other results highlight differing contextual values of development, security, freedom of speech, and civic action and the overall importance of citizenship education in a post-conflict context. 相似文献
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This article examines Holocaust education in secondary school social science textbooks around the world since 1970, using
data coded from 465 textbooks from 69 countries. It finds that books and countries more connected to world society and with
an accompanying emphasis on human rights, diversity in society and a depiction of international, rather than national, society
are more likely to discuss the Holocaust. Additionally, textbooks from Western countries contain more discussion of the Holocaust,
although the rate is increasing in Eastern European and other non-Western countries, suggesting eventual convergence. We also
find a shift in the nature of discussion, from a historical event to a violation of human rights or crime against humanity.
These findings broadly support the arguments of neo-institutional theories that the social and cultural realms of the contemporary
world are increasingly globalized and that notions of human rights are a central feature of world society. 相似文献
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This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations are significantly less likely to emphasise a rights-based discourse, while more recently published textbooks from more democratic countries are more likely to emphasise a rights discourse. Our findings have ramifications for curricular reform and rights-based education in conflict-affected nations. 相似文献
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R. Bruce Thompson Maryann Corsello Samuel McReynolds Bernice Conklin-Powers 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):378-391
In this study, we explored socioeconomic status (SES) and family structure as predictors of resiliencies among at-risk youth before and after participating in schools-based mentoring programs. Twenty-four youths (13 girls) aged 13–18 (M = 16.21, SD = 1.76) participated. Youths completed pre- and post-test Developmental Assets Profile questionnaires, which assessed internal (e.g. social competence) and external (e.g. support) assets. Partial correlations (age, number of siblings controlled) indicated gains in internal and external assets were associated with lower family SES. These associations were predominantly due to links between maternal occupational status and child outcomes. Maternal education was not a unique predictor of risk among youth, suggesting that more proximal factors may impact the efficacy of youth mentoring. 相似文献