Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning     

Brittney Jones  Jacqueline Lynch 《Literacy》2023,57(3):209-220

It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.  相似文献   

Reproduction in Education: an elaboration of current neo‐marxist models of analysis     

Kathleen Lynch 《British Journal of Sociology of Education》1988,9(2):151-168

This paper represents an attempt to develop current understanding of reproduction in education.

Commenting on current neo‐Marxist models of analysis, we argue that more attention needs to be given to the universalising practices of schools if reproduction is to be fully understood. Drawing on evidence taken from a national study of Irish [1] schools, we show how the state's intervention in schooling can have universalising effects. However, we argue that the state has only intervened in the realm of educational provision, not in the realm of consumption, hence inequalities persist.

The second part of the paper tries to explain why state intervention in education is largely limited to provision. In effect, this means examining the processes of universalism and particularism within the context of the capitalist state. Here we argue that actions by state managers (particularly in response to resistances developing in schools) are restricted by an array of vested interest groups within the educational site. While contradictions lead to resistances in school, these resistances generate counter‐resistances from those class and/or status groups, which have their own agenda within the educational system. The managers’ need to reproduce both the skills and attitudes necessary for the capital accumulation which funds the state machinery is, of course, another powerful controlling force.  相似文献   

“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process     

Shrehan Lynch  K. Andrew  R. Richards  Colin Pennington 《Studying Teacher Education》2018,14(2):194-211

In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own development whilst also forging recommendations for others in publications. In this self-study, we worked to understand the experiences of Shrehan, a teacher from England beginning doctoral study in the USA. Shrehan had no experience teaching at the college level prior to moving to the USA, and she saw self-study as an opportunity to understand her development and acculturation into an unfamiliar system of higher education. Data were collected through journaling, critical-friend discussions, and artefacts, as well as student data in the form of surveys, exit slips, and focus-group interviews. Qualitative data analysis of Shrehan’s experiences was guided by the four stages of acculturation theory – honeymoon, culture shock, adjustment, and recovery. Shrehan’s journey emphasizes the importance of getting to know undergraduate students and building rapport as key aspects of teaching at the college level. Self-study provided Shrehan with a heightened personal-identity awareness that increased her cultural sensitivity and broadened her worldview. Results are discussed with reference to acculturation theory and future directions for research are provided.  相似文献   

The language of science and the high school student: The recognition of concept definitions: A comparison between hindi speaking students in India and english speaking students in Australia     

P. P. Lynch  H. H. Chipman  A. C. Pachaury 《科学教学研究杂志》1985,22(7):675-686

Sixteen concept words (mass, length, area, volume, solid, liquid, gas, element, compound, mixture, electron, proton, neutron, atom, molecule, and ion) associated with the theme, the nature of matter were described as simple text book definitions after examination of classroom notes and school texts of the last three decades. Sixteen multiple-choice items all of the same form were constructed for each of the concept definitions. The English version of the sixteen item test was given to 1635 high school students in Tasmania (where the language of instruction and the home language is English) and the Hindi version of the test was given to 826 students from the Bhopal/Barwani region of India where the medium of instruction is Hindi. The English and Hindi speaking data are compared from the point of view of development, performance for individual items, and overall performance at grade 10. A number of linguistic hypotheses are examined and reported upon. Although the overall score at grade 10 was identical (10.8/16) for both groups there are differences in development overall and for individual items which are of interest. Overall, the science specificity of the Hindi words does not appear to confer any clearly defined advantage or disadvantage though again there are some interesting individual anomolies.  相似文献   

The Colonisation of Social Class in Education     

Kathleen Lynch  Cathleen O'neill 《British Journal of Sociology of Education》1994,15(3):307-324

The purpose of this paper is to explore the dilemmas posed by the analysis of working class issues in education by professional sociologists. There are two central themes in the paper. First it suggests that the inequalities experienced in the education system by working class people has been colonised by middle class academics for their own professional purposes. This colonisation has been greatly facilitated by the nature of the scholastic context itself. To globalise one's point of view in academic writing requires both freedom from the urgency and necessity of survival, and intellectual legitimacy. Working class people lack both. The paper also suggests that working class people occupy a struturally contradictory role in relation to education: on the one hand, social mobility generally requires that they be well educated. Yet if they are to succeed in the education system they have to abandon certain features of their class background. They cease to be working class at least to some degree. Other oppressed or marginalised groups in education, do not lose their defining minority identity or status by being educated: an educated woman never ceases to be a woman, an educated black person never ceases to be black, and a physically disabled person who is educated never ceases to be disabled. The structural relationship between social class and education, is fundamentally different therefore to that of gender, race and ethnicity and this issue needs to be re‐assessed in educational analysis. Finally, the paper suggests that the failure to incorporate a working class perspective on educational inequalities leads to the impoverishment of academic analysis as the interests of professional academics rather than working class people dominate the agenda.  相似文献   

Exploring the position of curriculum studies across the continuum of teacher education in Ireland     

Raymond Lynch  Orla McCormack  Jennifer Hennessy 《Irish Educational Studies》2017,36(4):439-456

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.  相似文献   

Parents’ self‐efficacy beliefs,parents’ gender,children’s reader self‐perceptions,reading achievement and gender     

Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67

This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement.  相似文献   

Self-Efficacy,Stress, and Academic Success in College   总被引：2，自引：0，他引：2  

Anna?Zajacova  Scott?M.?Lynch  Thomas?J.?EspenshadeEmail author 《Research in higher education》2005,46(6):677-706

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.  相似文献   

Childminder—a study in action research: Brian and Sonia Jackson. Routledge & Kegan Paul, London. Henley and Boston, 282 p., $19.95, £7.95     

DR. Margaret A. Lynch 《Child abuse & neglect》1980,4(4):291-292

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Multi-agent Systems Design for Novices     

Simon Lynch  Keerthi Rajendran 《Computer Science Education》2013,23(1):41-57

Advanced approaches to the construction of software systems can present difficulties to learners. This is true for multi-agent systems (MAS) which exhibit concurrency, non-determinacy of structure and composition and sometimes emergent behavior characteristics. Additional barriers exist for learners because mainstream MAS technology is young and design methodologies are still evolving.

This paper considers the benefits and difficulties associated with teaching/learning agent technology and recommends an approach used by the authors. The paper examines Agent UML - a set of proposed extensions to UML to facilitate MAS design but suggests that simpler design tools are more appropriate for novice MAS programmers. A small suite of preferred tools are presented.  相似文献