Using the Five Faces of Oppression to Teach About Interlocking Systems of Oppression     

Davey Shlasko 《Equity & Excellence in Education》2015,48(3):349-360

In social justice education a tension sometimes emerges between the complex ideas we want participants to grapple with and the relatively straightforward activities we use to communicate those ideas. We adapt learning activities to meet participants’ evolving needs and to communicate emerging theories and analyses, but sometimes adjusting an activity's content is not enough; the activity's very structure can contradict our stated frameworks and undermine the content we wish to convey. In this article I explore two activities commonly used for teaching about systems of oppression whose structures inadvertently support linear, single-issue thinking, and largely fail to account for intersectionality, despite educators’ best efforts to incorporate more complex content. I describe an alternative activity, structured around Iris Marion Young's The Five Faces of Oppression, that can be used to teach about multiple, interlocking systems of oppression while highlighting rather than obscuring the specificity of interrelationships among those systems.  相似文献   

Storylines in public news media about mathematics education and minoritized students     

Andersson  Annica  Ryan  Ulrika  Herbel-Eisenmann  Beth  Huru  Hilja Lisa  Wagner  David 《Educational Studies in Mathematics》2022,111(2):323-343

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...  相似文献   

Untangling Trustworthiness and Uncertainty in Science     

Covitt  Beth A.  Anderson  Charles W. 《Science & Education》2022,31(5):1155-1180

Science & Education - This article focuses on uncertainty—ways in which scientists recognize and analyze limits in their studies and conclusions. We distinguish uncertainty from...  相似文献   

Relationship of executive functioning and memory to autism symptomology and adaptive functioning: Implications for reducing future underemployment     

Maria E. Hernández Finch  Beth Trammell  Asia R. Hulse  William H. Finch  Aimee Wildrick  Elizabeth F. Floyd  Jenna Pittenger  David E. McIntosh 《Psychology in the schools》2023,60(2):282-294

Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes.  相似文献   

Instructional practices in secondary science: How teachers achieve local and standards-based success     

Beth A. Covitt  Elizabeth Xeng de los Santos  Qinyun Lin  Christie Morrison Thomas  Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.  相似文献   

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes          下载免费PDF全文

Andy Thorpe  Martin Snell  Sue Davey‐Evans  Richard Talman 《Higher Education Quarterly》2017,71(1):5-32

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.  相似文献   

Books, bias, and best practice     

Pauline Davey Zeece 《Early Childhood Education Journal》1997,24(3):173-177

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Best beginnings: Literature for the very young     

Pauline Davey Zeece 《Early Childhood Education Journal》1996,24(2):107-111

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Health informatics program design and outcomes: Learning from an early offering at a mid-level university     

Kevin R. Parker  Sankara Subramanian Srinivasan  Robert F. Houghton  Nima Kordzadeh  Karoly Bozan  Thomas Ottaway  Bill Davey 《Education and Information Technologies》2017,22(4):1497-1513

Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter.  相似文献   

A longitudinal examination of African American adolescents' attributions about achievement outcomes     

Swinton AD  Kurtz-Costes B  Rowley SJ  Okeke-Adeyanju N 《Child development》2011,82(5):1486-1500

Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth.  相似文献