Becoming Teachers for Social Justice: Raising Critical Consciousness     

Mary E. Styslinger  Jennifer Stowe  Nicole Walker  Kayla Hyatt Hostetler 《Clearing house (Menasha, Wis.)》2019,92(1-2):9-14

This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change.  相似文献   

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students     

Judith Bennett  Lynda Dunlop  Kerry J. Knox  Michael J. Reiss  Rebecca Torrance Jenkins 《International Journal of Science Education》2018,40(14):1755-1773

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.  相似文献   

What starts to happen to assessment when teachers learn about their children’s informal learning?     

Roseanna Bourke  John O’Neill  Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices.  相似文献   

College Student Responses to Web and Paper Surveys: Does Mode Matter?   总被引：4，自引：0，他引：4  

Carini  Robert M.  Hayek  John C.  Kuh  George D.  Kennedy  John M.  Ouimet  Judith A. 《Research in higher education》2003,44(1):1-19

We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology.  相似文献   

Reconsidering assessment: From checklist to dialectic     

Judith Halden-Sullivan 《Assessing Writing》1996,3(2):173-195

When composition teachers evaluate student essays, how well-aligned is their grading practice with what those teachers profess is important about writing? How do instructors discover this alignment? This article describes the consequences of inadvertent misalignment by analyzing a document typically found in many writing programs—an instructor's essay evaluation checklist. A critique of this common assessment instrument reveals that, in trying to promote evaluative consistency, the checklist privileges product over process, the authority of academic discourse over the autonomy of students' own voices, and an analytic predisposition to student writing as opposed to an instructor's reader-response. In so doing, the checklist undercuts the kind of composition pedagogy instructors claim to espouse in their classroom practice. Perhaps these conflicts cannot be overcome, but, in response to this precarious predicament, this essay poses this question: Can assessment find its direction and vitality by acknowledging such conflicts? A dual heuristic, of sorts, is proposed for locating assessment techniques that directly address the conflicts inherent in the checklist. This heuristic seeks out in assessment what the checklist clearly lacks: dialogic and dialectic dimensions. Defining which assessment methods best fulfill this heuristic—and in so doing more honestly align pedagogy with evaluation—is the purpose of the concluding remarks in this essay.  相似文献   

The paradox of administrative control in fostering teacher professional development   总被引：1，自引：0，他引：1  

Judith Haymore Sandholtz  Samantha Paredes Scribner   《Teaching and Teacher Education》2006,22(8):1104-1117

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.  相似文献   

Race is nowhere and race is everywhere: narratives from black and white South African university students in post‐apartheid South Africa     

Melanie Walker 《British Journal of Sociology of Education》2005,26(1):41-54

This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post‐apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity and self are employed to examine their accounts. Three framing discourses, comprising the official storyline of a rainbow nation and new higher education policies, the formal storyline of institutional change, and the informal space of relationships and interactions are used to analyse student narratives in terms of how they produce, reproduce and transform race and identity. What emerges is a complicated picture in which identities cannot be simply read off either from the official discourse or from colour and culture as the levels of discourse articulate and collide with a history of racial separateness and context and setting, with particular identity effects.