Building spaces of hope with refugee and migrant-background students     

Alison Wrench  Hannah Soong  Kathy Paige  Robyne Garrett 《International Journal of Inclusive Education》2018,22(11):1197-1212

Within the Australian context, research into schooling experiences of refugee and migrant-background students has tended to focus on developing English language proficiency with little attention given to initiatives that contribute more broadly to students’ social and educational resources. Whilst not denying the significance of English language acquisition, this paper explores strategies, implemented at one school, designed to enhance social, cultural and educational outcomes for refugee and migrant-background students. We draw on a relational view of space informed by Foucault and Lefebvre, and Fraser’s theorisation of justice, to explore the school context, connections to students’ life-worlds, moving beyond trauma and teachers as knowledge producers. Findings suggest that contextualised forms of knowing and practices can work to build connections and educational resources for refugee and migrant-background students. Where human spatiality, including as this relates to schools, produces advantages and disadvantages, we conclude in arguing for further research that incorporates the perspectives and voices of refugee and migrant-background students and their teachers.  相似文献   

Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction     

Joshua Premo  Andy Cavagnetto  Garrett Honke  Kenneth J. Kurtz 《科学教学研究杂志》2019,56(1):24-44

The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and scientific justifications of inheritance and evolution and how this varies based on how student learned the concept. Middle school students in a suburban northeastern district (N = 314) either learned about evolutionary change with a category construction task (with different levels of feedback support) or completed a worksheet. Three days later students responded to two free response scenarios (one where a physical change is acquired). Responses were coded based on student justifications for either science accuracy or intuitive nature. Specific reasons were coded by justification type with high inter-rater agreement (k > 0.93). Results showed that students were more likely to apply intuitive reasoning when a physical change was acquired (50%) than if the change was behavioral in nature (16%). Additionally, students who completed the category construction task provided significantly more scientifically accurate justifications about inheritance (M = 1.12) than control students (M = 0.47), and significantly less intuitive justifications (M = 0.67) than control (M = 1.13). Finally, category construction produced the most scientific reasoning when feedback was provided. Taken together, these results suggest that intuitive reasoning is differentially applied based on physical organismal changes, intuitive reasoning is less frequent when learning via category construction, and the category construction task is more effective for this population with the inclusion of feedback.  相似文献   

The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom     

Juan A. Freire  Verónica E. Valdez  M. Garrett Delavan 《Journal of Latinos & Education》2017,16(4):276-289

Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests. Implications for dual language education stakeholders are discussed.  相似文献   

Promoting Cultural Relativism in Counselors through the Cultural De-Centering Model     

Garrett J. McAuliffe  Tammi F. Milliken 《International journal for the advancement of counseling》2009,31(2):118-129

Counselors who are culturally encapsulated are likely to create client mistrust and to misinterpret clients’ cultural norms. This article presents the Cultural De-Centering Model (CDCM) as a constructive-developmental method for helping future counselors to be less ethnocentric in their work. The goal of the CDCM is to increase counselors’ cultural relativism. Through the CDCM counselors are asked to name and challenge their assumptions about race/ethnicity, gender, religion, sexual orientation, and social class. They are then asked to re-examine the foundations of those assumptions and begin constructing culturally de-centered perspectives.  相似文献   

Community Schools in 19th-Century Texas and School Choice Today     

Alan W. Garrett 《The Educational forum》2013,77(1):22-30

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II. RECRUITMENT OF THE FAMILY LIFE PROJECT SAMPLE     

Michael Willoughby  Margaret Burchinal  Patricia Garrett‐Peters  Roger Mills‐Koonce  Lynne Vernon‐Feagans  Martha Cox 《Monographs of the Society for Research in Child Development》2013,78(5):24-35

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Issues in science education: problem‐solving,creativity and originality     

R. M. Garrett 《International Journal of Science Education》2013,35(2):125-137

In this paper the author explores the concept of problem‐solving as generally employed in the science education literature and suggests that a useful distinction can be drawn between puzzles, for which solutions are known or assumed to exist, and problems, for which no solution may be possible. The ability to recognize a problem, it is suggested, is possibly more important than its solution and this is dependent upon the experience, knowledge and interests of the individual. Successful encountering of problems and puzzles and the relationship of this activity to originality and creativity is also discussed. It is proposed that both puzzle and problem‐solving activities are important to provide in school science but that too little attention is paid to real problem‐solving with the result that the specific skills required are not practised.  相似文献   

Before,after, in and beyond teacher education     

H. James Garrett 《Teachers and Teaching》2013,19(6):647-659

The author uses a trip to a Holocaust museum to explain and illustrate psychoanalytic concepts from Freud to Lacan in order to re-imagine persistent dilemmas in teacher education. The author suggests that psychoanalytic vocabularies provide an additional and productive lens to conceptualize productive possibilities in teacher education.  相似文献   

Principles of Self-Organization: Learning as Participation in Autocatakinetic Systems     

Sasha A. Barab  Miriam Cherkes-Julkowski  Rod Swenson  Steve Garrett  Robert E. Shaw  Michael Young 《学习科学杂志》2013,22(3-4):349-390

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The Stability of School Effectiveness Indices Across Grade Levels and Subject Areas     

Garrett K. Mandeville  Lorin W. Anderson 《Journal of Educational Measurement》1987,24(3):203-216

School effectiveness indices (SEIs) based on regressing achievement test performance onto earlier test performance and a socioeconomic status (SES) measure were obtained for eight subject–grade level combinations for a large sample of elementary schools. School means based on longitudinally matched student scores comprised the data set used in the analysis. The resulting SEIs were found to be somewhat unstable across subject areas (reading and mathematics) and very unstable across grade levels (1 through 4). Grade-to-grade correlations of the SEIs measuring mathematics performance, although small, tended to be statistically significant, whereas those measuring reading performance were generally nonsignificant. Thus, school effects may be more readily discernible in some subject areas than in others. Implications for research on effective schools and for the design of school recognition programs based on student test performance are discussed.  相似文献