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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2075-2076
Reading and Writing - 相似文献
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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献
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Ramona E. Archer-Bradshaw 《Research in Science Education》2017,47(1):67-93
This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers’ demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers’ display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados. 相似文献
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Ramona Fruja Amthor Kevin Roxas 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):155-176
In this article, we draw attention to the discourses and practices of multicultural and culturally relevant education as curricular contexts with long-lasting implications for newcomer youth. To best serve immigrant and refugee students and more explicitly include them in the field's discourse, we argue for a conceptual move to widen the scope of multicultural education and culturally relevant pedagogy. We highlight the tremendous contributions multicultural education approaches have made to equitable education, while also examining the ways in which some of their widespread theoretical framing have yet to address the particular needs of immigrant and refugee youth. We then suggest conceptual shifts to widen their scope to include newcomer youth's varied experiences and identity positions. These shifts are (a) advancing the role of genuine cross-cultural relationships over traditional forms of cross-cultural competence in multicultural educational spaces and (b) abdicating the search for cultural authenticity implied in some multicultural education practice in favor of facilitating cultural agency for newcomer youth. 相似文献
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The influence of locus of control, diagnosis, and remediation on immediate and retained achievement and attitudes of middle school science students was the focus of this study. Subjects in the experiment were assessed for locus of control and experienced one of three treatments: no diagnosis or remediation; diagnosis with no remediation; or, diagnosis and remediation. Immediate achievement was measured at two points during the experiment, and retention was measured 30 days following the experiment. Diagnosis and remediation proved to be significantly effective in increasing retained achievement. Internal locus of control subjects out-scored external subjects in the areas of both immediate and retained achievement. Whites achieved higher than blacks in retention. Attitudes of all groups tended to be positive. These findings suggest that diagnostic or diagnostic and remedial instruction is an effective means of increasing the retention level of middle school students. 相似文献
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Ramona Fruja Amthor 《Multicultural Perspectives》2017,19(4):193-206
In order to bring forth the specific intricacies of the migration experience among comparatively understudied immigrant and refugee youth, this article bridges an intersectionality framework with multicultural education scholars’ calls to flexibility and fluidity in conceptualizing culture and identity. Drawing on in-depth interviews, the analysis is anchored by two pervasive themes: (a) the dynamic nature of identity positions whose intersections make the adaption of youth irreducibly nuanced and (b) the need for self-definition in the process of adaptation. Racial and ethnic positioning, national origin, class, legal status, and religion intersected in the participants’ lives in important ways, but they did not fulfill the same role across the cases. Attention to how these social locations intersect offers insight into the importance of context-based examinations of immigrant youth positioning, in addition to the centrality of structural analyses. Taking on an intersectionality lens, educators can engage both with the need to examine newcomer youth's situations structurally, while also tuning in to their interpretations, local contexts, and how various structural positions are foregrounded or obscured in their immigrant and refugee students’ paths. 相似文献
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This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献