Student teachers report on the influence of cultural values on classroom practice and community involvement: Perspectives from the Navajo reservation and from abroad     

Laura L. Stachowski  Jayson W. Richardson  Michelle Henderson 《The Teacher Educator》2013,48(1):52-63

Abstract

Student teachers in schools on the Navajo Reservation and seven foreign nations reported on the influence of host culture values, beliefs, and traditions on their classroom practice and community involvement. Among the values they identified were traditional lifestyle, clan/family, sharing/reciprocity, superstitions/taboos, sports/competition, and education. Furthermore, the student teachers described their application of these values in a range of professional, social, and personal ways. The combined data demonstrate that cultural study and learning can and should be an integral part of teacher education programs, including the field‐based components. Requiring student teachers to examine the values operating in their placement communities and to seek ways in which they can incorporate these values into their own actions prepares them to become culturally responsive educators who will embrace the diversity in schools and communities.  相似文献   

Teaching and Learning Mathematics in a Non-native Language： Introduction of the CLIL Methodology in Italy     

Franco Favilli  Laura Maffei  Roberto Peroni 《美中教育评论》2013,(6):374-380

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The March of Spare Time: The Problem and Promise of Leisure in the Great Depression     

Laura Hapke 《Journal of American culture (Malden, Mass. : 2003)》2006,29(1):103-104

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Learner managed learning: managing to learn or learning to manage?     

Roger Harrison 《International Journal of Lifelong Education》2013,32(4):312-321

A central assumption behind innovations in education and training over the last 20 years has been that learners need to take greater responsibility for the direction and pace of their own learning. The rationale for this is provided by an analysis of the contemporary social and economic order which highlights instability and change as core conditions. A discourse of ‘learner-management’ has emerged, linked with techniques of personal development planning and recording achievement, which appears to offer learners the possibility for individual autonomy and control. The article examines some of the assumptions embedded in this discourse, questioning the relevance of the rational decision making model, and the origins of the ‘character’ of the self-managing learner. ‘Learner management’ is viewed as a discursive form of power, shaping subjective understandings of what it means to be a learner, a manager, a person. It is suggested that this is not the only discourse of learner management available, and that education has a role to play in mapping more creative and diverse forms of learner identity.  相似文献   

'Why don't you give the money back?' Questions of accounting and accountability in three accounts of educational research     

Julia Clarke  Roger Harrison  Fiona Reeve  Richard Edwards 《International journal of qualitative studies in education》2013,26(5):555-568

This paper explores questions of accounting and accountability through three accounts of an empirical study of flexibility in two UK further education colleges. In this study, conceptions of flexibility and lifelong learning are being interrogated primarily through the analysis of interviews conducted with students and staff during the autumn term of 1999. In three parallel representations of this research, the authors present an algorithmic tale, a tale of strategic improvisations and a reflexive tale. A discussion of the performative value, or validity, of each account is linked to questions of accountability - to funding bodies, to participants in the research process, to the authors themselves, their peers and other potential beneficiaries. The paper concludes that writing about empirical research from a poststructural perspective can be a risky undertaking.  相似文献   

The habitus of digital “strangers” in higher education     

Laura Czerniewicz  Cheryl Brown 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):44-53

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Transforming Library Service Through Information Commons: Case Studies for the Digital Age,by D. Russell Bailey and Barbara Gunter Tierney; Pop Goes the Library: Using Pop Culture to Connect with Your Whole Community,by Sophie Brookover and Elizabeth Burns; Web 2.0 for Librarians and Information Professionals,by Ellyssa Kroski     

Reviewed by Melissa Helwig  Reviewed by Melissa Aho  Reviewed by Laura Burt 《Public Services Quarterly》2013,9(1):49-53

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The development of a mentoring program for university undergraduate women     

Laura Putsche  Debbie Storrs  Alicia E. Lewis  Jennifer Haylett 《Cambridge Journal of Education》2008,38(4):513-528

The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.  相似文献   

I. Introduction     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):1-17

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VI. Narrative and Meta-Analytic Synthesis of Programs for Acceleration of Learning     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):80-83

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