In this article, we challenge the common liberal assumption that religious schooling undermines the goals of liberal civic education, making it impossible for children to acquire tolerance, critical reasoning skills, or personal autonomy. As a framework for this argument, we respond to some of the claims made by Harry Brighouse in his recent book, School Choice and Social Justice , arguing that the liberal fear of religious schooling, as reiterated by Brighouse, is largely unwarranted. Rather, religious parents and religious schooling can offer children an education that promotes tolerance and critical reflection and that encourages and supports their future autonomy. Key words: school choice, civic education, social justice, liberalism Dans cet article, les auteurs contestent l’hypothese liberale courante voulant que les ecoles confessionnelles nuisent aux buts de l’education civique liberale en empechant les enfants de devenir tolerants, capables de raisonnement critique ou d’autonomie. Dans le cadre de leur argumentation, les auteurs repondent a certaines des affirmations de Harry Brighouse qui, dans un recent ouvrage intitule School Choice and Social Justice , avance que la peur liberale de l’enseignement religieux est largement injustifiee. Au contraire, les parents qui ont des convictions religieuses et les ecoles confessionnelles offrent aux enfants une education qui prone la tolerance et la reflexion critique et qui encourage et favorise leur autonomie future. Mots cles : choix d’ecole, education civique, justice sociale, liberalisme
在这篇文章中，我们挑战了普遍的自由主义假设，即宗教教育破坏了自由公民教育的目标，使儿童不可能获得宽容、批判性推理技能或个人自主权。作为这一论点的框架，我们对哈里·布里格豪斯(Harry Brighouse)在他的新书《学校选择与社会正义》(School Choice and Social Justice)中提出的一些主张做出回应，他认为布里格豪斯重申的自由派对宗教教育的恐惧在很大程度上是没有根据的。相反，信教的父母和宗教学校可以为孩子们提供一种促进宽容和批判性反思的教育，鼓励和支持他们未来的自主权。关键词:择校、公民教育、社会正义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义、自由主义。作者的观点是，作者的观点是，哈里·布里豪斯(Harry Brighouse)的观点是，作者的观点是，最近出版的《学校选择与社会正义》一书是，作者的观点是，《自由主义的观点》是，作者的观点是，最大的不公正。与此相反，父母更倾向于信仰，宗教信仰，学校更倾向于忏悔，孩子更倾向于犯罪，教育更倾向于宽容，更倾向于反思，更倾向于批评，更倾向于鼓励，更倾向于自主的未来。格言:选择，公民教育，社会正义，自由主义
{"title":"AN UNWARRANTED FEAR OF RELIGIOUS SCHOOLING","authors":"Frances Kroeker, S. Norris","doi":"10.2307/20466635","DOIUrl":"https://doi.org/10.2307/20466635","url":null,"abstract":"In this article, we challenge the common liberal assumption that religious schooling undermines the goals of liberal civic education, making it impossible for children to acquire tolerance, critical reasoning skills, or personal autonomy. As a framework for this argument, we respond to some of the claims made by Harry Brighouse in his recent book, School Choice and Social Justice , arguing that the liberal fear of religious schooling, as reiterated by Brighouse, is largely unwarranted. Rather, religious parents and religious schooling can offer children an education that promotes tolerance and critical reflection and that encourages and supports their future autonomy. Key words: school choice, civic education, social justice, liberalism Dans cet article, les auteurs contestent l’hypothese liberale courante voulant que les ecoles confessionnelles nuisent aux buts de l’education civique liberale en empechant les enfants de devenir tolerants, capables de raisonnement critique ou d’autonomie. Dans le cadre de leur argumentation, les auteurs repondent a certaines des affirmations de Harry Brighouse qui, dans un recent ouvrage intitule School Choice and Social Justice , avance que la peur liberale de l’enseignement religieux est largement injustifiee. Au contraire, les parents qui ont des convictions religieuses et les ecoles confessionnelles offrent aux enfants une education qui prone la tolerance et la reflexion critique et qui encourage et favorise leur autonomie future. Mots cles : choix d’ecole, education civique, justice sociale, liberalisme","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using data from the reading component of the Ontario Secondary School Literacy Test (N = 113,050), the effects of gender and curricular track for nine sub ‐ scores of reading achievement were investigated. Only students indicating that they did not receive additional programming support were included in the analysis. Gender accounted for less than one per cent of variance in reading achievement. Gender differences for each curricular track were in the close ‐ to ‐ zero and small range. The results suggest that any observed differences may be of little practical consequences, and that the notion of under ‐ achievement of boys’ reading achievement has been greatly overstated. Key words : reading achievement, gender, curricular track, Ontario Secondary School Literacy Test Utilisant des donnees tirees du volet lecture du Test de competences linguistiques de l’Ontario au secondaire (N = 113 050), l’auteure analyse les effets du genre et de la repartition en classes homogenes sur neuf sous ‐ scores ayant trait a la lecture. Seuls les eleves ayant indique qu’ils n’avaient pas recu un soutien supplementaire ont ete inclus dans l’analyse. Le sexe representait moins de 1 % de l’ecart dans les resultats. Les differences selon le sexe pour chaque groupement selon les aptitudes s’approchaient de zero ou etaient tres faibles. Les resultats semblent indiquer que toute difference observee peut n’avoir que peu de consequences pratiques et que la notion de sous ‐ performance des garcons en matiere de lecture a ete grandement exageree. Mots cles : rendement en lecture, genre, repartition en classes homogenes, ecoles secondaires de l’Ontario
使用安大略省中学读写能力测试阅读部分的数据(N = 113,050)，研究了性别和课程轨迹对阅读成绩的九个分的影响。只有表明他们没有得到额外编程支持的学生才被包括在分析中。性别对阅读成绩差异的影响不到1%。每个课程的性别差异都接近于零，而且范围很小。结果表明，任何观察到的差异可能都没有什么实际影响，而且男孩阅读成绩不足的概念被大大夸大了。关键词:阅读成绩、性别、课程,安大略省中学文化水平测试中使用des数据轮胎嘟气讲座嘟测试de能力linguistiques de l 'Ontario盟secondaire (N = 113 050), l 'auteure杜雷斯运用体裁分析et de la重新分区en类齐次苏尔九个苏分数ayant特质la讲座。Seuls的数据显示，这些数据不包括单独的数据，也不包括需要分析的数据。男性代表1%的运动，而女性代表较少的结果。少差异，少性别，少群体，少倾向，少接近，少个性，少失败。结果是相似的，个体是不同的，观察是不同的，观察是不同的，结果是不同的，实践是不同的，概念是不同的，表现是不同的，表现是不同的。Mots cles:渲染的讲座，类型，重新划分的班级同质性，ecoles secondary de l 'Ontario
{"title":"Are Girls Better Readers Than Boys? Which Boys? Which Girls?","authors":"Bozena White","doi":"10.2307/20466650","DOIUrl":"https://doi.org/10.2307/20466650","url":null,"abstract":"Using data from the reading component of the Ontario Secondary School Literacy Test (N = 113,050), the effects of gender and curricular track for nine sub ‐ scores of reading achievement were investigated. Only students indicating that they did not receive additional programming support were included in the analysis. Gender accounted for less than one per cent of variance in reading achievement. Gender differences for each curricular track were in the close ‐ to ‐ zero and small range. The results suggest that any observed differences may be of little practical consequences, and that the notion of under ‐ achievement of boys’ reading achievement has been greatly overstated. Key words : reading achievement, gender, curricular track, Ontario Secondary School Literacy Test Utilisant des donnees tirees du volet lecture du Test de competences linguistiques de l’Ontario au secondaire (N = 113 050), l’auteure analyse les effets du genre et de la repartition en classes homogenes sur neuf sous ‐ scores ayant trait a la lecture. Seuls les eleves ayant indique qu’ils n’avaient pas recu un soutien supplementaire ont ete inclus dans l’analyse. Le sexe representait moins de 1 % de l’ecart dans les resultats. Les differences selon le sexe pour chaque groupement selon les aptitudes s’approchaient de zero ou etaient tres faibles. Les resultats semblent indiquer que toute difference observee peut n’avoir que peu de consequences pratiques et que la notion de sous ‐ performance des garcons en matiere de lecture a ete grandement exageree. Mots cles : rendement en lecture, genre, repartition en classes homogenes, ecoles secondaires de l’Ontario","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the relationship between the number of students with special needs (designated as exceptional or receiving special education services) in grade‐3 classrooms in 1997‐1998 and their achievement scores in reading, writing, and mathematics on Ontarioʹs provincial assessment with their peers without special needs. When the variance due to differences in class size and socio‐economic status was removed, the correlations between the number of students with special needs and the average class achievement scores were slightly, but significantly, positive (.05 to .07), suggesting that the presence of students with special needs does not adversely affect achievement of other students.
{"title":"THE INFLUENCE OF STUDENTS WITH SPECIAL NEEDS INCLUDED IN GRADE‐3 CLASSROOMS ON THE LARGE‐SCALE ACHIEVEMENT SCORES OF STUDENTS WITHOUT SPECIAL NEEDS","authors":"Henk Demeris, R. Childs, Anne Jordan","doi":"10.2307/20466655","DOIUrl":"https://doi.org/10.2307/20466655","url":null,"abstract":"This study investigates the relationship between the number of students with special needs (designated as exceptional or receiving special education services) in grade‐3 classrooms in 1997‐1998 and their achievement scores in reading, writing, and mathematics on Ontarioʹs provincial assessment with their peers without special needs. When the variance due to differences in class size and socio‐economic status was removed, the correlations between the number of students with special needs and the average class achievement scores were slightly, but significantly, positive (.05 to .07), suggesting that the presence of students with special needs does not adversely affect achievement of other students.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Set in the context of international concerns about boys’ achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large ‐ scale analysis of the linguistic characteristics of secondary ‐ aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys’ writing, mirroring parallel patterns in able writers. The findings are discussed light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing. Keywords: linguistic development, writing processes, identity Dans le droit fil des inquietudes que suscite le rendement scolaire des garcons en ecriture, cet article presente une recherche sur les differences et les similitudes selon le sexe quant a l’aptitude a ecrire. Analysant les resultats d’une vaste etude portant sur les caracteristiques linguistiques d’eleves du secondaire, les auteurs tiennent compte des differences selon le sexe dans l’echantillon. Ils expliquent les differences limitees qu’a revelees cette analyse tout en soulignant le profil repetitif des differences dans les ecrits des garcons, faisant en cela echo a des caracteristiques paralleles chez les eleves ayant une aptitude a ecrire. Les auteurs discutent des conclusions a la lumiere du discours sur la difference partout present dans les considerations pedagogiques, professionnelles et politiques sur le genre et l’ecriture. Mots cles : developpement linguistique, processus d’ecriture, identite
{"title":"Discourses of Difference? Examining Gender Differences in Linguistic Characteristics of Writing","authors":"Susan Jones, D. Myhill","doi":"10.2307/20466646","DOIUrl":"https://doi.org/10.2307/20466646","url":null,"abstract":"Set in the context of international concerns about boys’ achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large ‐ scale analysis of the linguistic characteristics of secondary ‐ aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys’ writing, mirroring parallel patterns in able writers. The findings are discussed light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing. Keywords: linguistic development, writing processes, identity Dans le droit fil des inquietudes que suscite le rendement scolaire des garcons en ecriture, cet article presente une recherche sur les differences et les similitudes selon le sexe quant a l’aptitude a ecrire. Analysant les resultats d’une vaste etude portant sur les caracteristiques linguistiques d’eleves du secondaire, les auteurs tiennent compte des differences selon le sexe dans l’echantillon. Ils expliquent les differences limitees qu’a revelees cette analyse tout en soulignant le profil repetitif des differences dans les ecrits des garcons, faisant en cela echo a des caracteristiques paralleles chez les eleves ayant une aptitude a ecrire. Les auteurs discutent des conclusions a la lumiere du discours sur la difference partout present dans les considerations pedagogiques, professionnelles et politiques sur le genre et l’ecriture. Mots cles : developpement linguistique, processus d’ecriture, identite","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Conciliator's Final Report: \"The Nunavut Project\"","authors":"Kelly Gallagher-Mackay, T. R. Berger","doi":"10.2307/20466680","DOIUrl":"https://doi.org/10.2307/20466680","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69234712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience. Key words: false generosity, critical literacy, democratic learning Dans cet article, les auteurs analysent les modeles de litteratie qui ressortent des politiques, programmes et imperatifs actuels en matiere de formation au choix d’une carriere au secondaire en Ontario. Les politiques ontariennes que les auteurs ont etudiees pronent toutes un modele de litteratie fonctionnel qui privilegie la reproduction sociale, modele qui entrave l’action democratique des apprenants. Tenant compte de cette preoccupation, les auteurs proposent l’introduction de la litteratie critique dans les initiatives en matiere de formation au choix de carriere en vue d’encourager les eleves a participer democratiquement a leur orientation professionnelle. Mots cles : fausse generosite, litteratie critique, apprentissage democratique
{"title":"CRITICAL LITERACY FOR DEMOCRATIC LEARNING IN CAREER EDUCATION","authors":"E. Hyslop-Margison, L. Pinto","doi":"10.2307/20466632","DOIUrl":"https://doi.org/10.2307/20466632","url":null,"abstract":"In this article, we explore the models of literacy conveyed by contemporary secondary career education policies, programs, and imperatives in the province of Ontario. The Ontario career education policies we reviewed uniformly advance a functional and socially reproductive model of literacy that undermines the democratic agency of learners. In response to these concerns, we propose that critical literacy should be introduced into Ontario secondary career education initiatives to encourage the democratic participation of students in shaping their vocational experience. Key words: false generosity, critical literacy, democratic learning Dans cet article, les auteurs analysent les modeles de litteratie qui ressortent des politiques, programmes et imperatifs actuels en matiere de formation au choix d’une carriere au secondaire en Ontario. Les politiques ontariennes que les auteurs ont etudiees pronent toutes un modele de litteratie fonctionnel qui privilegie la reproduction sociale, modele qui entrave l’action democratique des apprenants. Tenant compte de cette preoccupation, les auteurs proposent l’introduction de la litteratie critique dans les initiatives en matiere de formation au choix de carriere en vue d’encourager les eleves a participer democratiquement a leur orientation professionnelle. Mots cles : fausse generosite, litteratie critique, apprentissage democratique","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eight non‐Aboriginal school counselors, who temporarily lived in Nunavut to provide services to Inuit clients, were interviewed regarding changes in their sense of self and their racial/cultural identity as a result of cross‐cultural immersion. They were also engaged in an arts‐based exercise where they pictorially represented perceived self‐changes. Analysis of counsellors’ narratives of their experiences in Nunavut and their art work revealed an increasing awareness of their “Whiteness” and their participation in the colonizing culture. The counsellors also displayed changes in cultural worldview that directly paralleled the socio‐centric and eco‐ centric nature of the Inuit culture, precipitating culturally sensitive counselling practice.
{"title":"RACIAL/CULTURAL IDENTITY: TRANSFORMATION AMONG SCHOOL‐BASED MENTAL HEALTH PROFESSIONALS WORKING IN NUNAVUT","authors":"C. Wihak, Noorfarah Merali","doi":"10.2307/20466636","DOIUrl":"https://doi.org/10.2307/20466636","url":null,"abstract":"Eight non‐Aboriginal school counselors, who temporarily lived in Nunavut to provide services to Inuit clients, were interviewed regarding changes in their sense of self and their racial/cultural identity as a result of cross‐cultural immersion. They were also engaged in an arts‐based exercise where they pictorially represented perceived self‐changes. Analysis of counsellors’ narratives of their experiences in Nunavut and their art work revealed an increasing awareness of their “Whiteness” and their participation in the colonizing culture. The counsellors also displayed changes in cultural worldview that directly paralleled the socio‐centric and eco‐ centric nature of the Inuit culture, precipitating culturally sensitive counselling practice.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on issues related to boys, literacies, and schooling as played out in the Australian context. It reflects on the swathe of populist discourse centring on boys, and on literacy, that drives a potentially divisive education agenda. In providing more nuanced analyses of the debates surrounding the disputed territory of boys, literacies, and schooling, the article offers examples of disaggregated literacy test data to demonstrate the importance of adopting a “which boys” and “which girls” approach to the issues. The article also provides brief coverage of the Success for Boys program, introduced in Australia in 2006, that encourages teachers to swim against the tide of populism by embracing the agenda in all of its complexity. Key words : gender, literacy achievement, schooling Cet article porte sur des questions reliees aux garcons, aux litteraties et a l’ecole dans un contexte australien. L’auteure etudie les multiples discours populistes sur les garcons et la litteratie susceptibles d’entrainer une approche fractionnelle en education. Tout en fournissant une analyse nuancee des debats entourant le territoire conteste des garcons, les litteraties et l’ecole, l’article fournit des exemples de donnees de tests de litteratie non regroupees qui demontrent l’importance de distinguer de « quels garcons » et de « quelles filles » il s’agit. En outre, l’article presente brievement un programme lance en 2006, Success for Boys, qui incite les enseignants a nager a contre ‐ courant du populisme en adoptant un point de vue qui tient compte de toute la complexite de l’education. Mots cles : genre, rendement en litteratie, education
这篇文章的重点是在澳大利亚的背景下与男孩、文化和学校教育有关的问题。它反映了以男孩和扫盲为中心的一系列民粹主义话语，这些话语推动了一个可能造成分裂的教育议程。在对围绕男孩、读写能力和学校教育的争议领域的辩论进行更细致的分析时，文章提供了分类的读写能力测试数据的例子，以证明采用“哪些男孩”和“哪些女孩”的方法来解决这些问题的重要性。这篇文章还简要介绍了2006年在澳大利亚推出的“男孩成功”计划，该计划鼓励教师通过接受所有复杂的议程来对抗民粹主义的潮流。关键词:性别，读写成绩，学校教育，Cet文章，提问，解题，解题，解题，解题，解题，解题文艺学研究多元话语、民粹主义、古典主义、文学易受影响，而文艺学研究则是一种分数式教育。兜售en fournissant一个分析nuancee des讨论entourant le territoire conteste des男生,les litteraties并,l 'article fournit例子数据de测试de litteratie不regroupees demontrent重要德高尚的德«紧密相连男生»和«哪些女生»需要年代。此外，我在2006年的一篇文章中介绍了一项名为“男孩的成功”的项目，该项目在很大程度上鼓励了一些学生，比如管理者，以及一些受欢迎的人，以及一些接受教育的人，这些人的价值在很大程度上决定了教育的复杂性。格言:体裁、文学渲染、教育
{"title":"Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story.","authors":"Nola Alloway","doi":"10.2307/20466651","DOIUrl":"https://doi.org/10.2307/20466651","url":null,"abstract":"This article focuses on issues related to boys, literacies, and schooling as played out in the Australian context. It reflects on the swathe of populist discourse centring on boys, and on literacy, that drives a potentially divisive education agenda. In providing more nuanced analyses of the debates surrounding the disputed territory of boys, literacies, and schooling, the article offers examples of disaggregated literacy test data to demonstrate the importance of adopting a “which boys” and “which girls” approach to the issues. The article also provides brief coverage of the Success for Boys program, introduced in Australia in 2006, that encourages teachers to swim against the tide of populism by embracing the agenda in all of its complexity. Key words : gender, literacy achievement, schooling Cet article porte sur des questions reliees aux garcons, aux litteraties et a l’ecole dans un contexte australien. L’auteure etudie les multiples discours populistes sur les garcons et la litteratie susceptibles d’entrainer une approche fractionnelle en education. Tout en fournissant une analyse nuancee des debats entourant le territoire conteste des garcons, les litteraties et l’ecole, l’article fournit des exemples de donnees de tests de litteratie non regroupees qui demontrent l’importance de distinguer de « quels garcons » et de « quelles filles » il s’agit. En outre, l’article presente brievement un programme lance en 2006, Success for Boys, qui incite les enseignants a nager a contre ‐ courant du populisme en adoptant un point de vue qui tient compte de toute la complexite de l’education. Mots cles : genre, rendement en litteratie, education","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation.
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In this qualitative study, that took place in a coeducational government school in Western Australia, I adopt a social ‐ constructivist perspective of learning (Rogoff, 1990; Vygotsky, 1986) to examine reading in an elementary classroom. The focus of this article is Nicholas, a grade ‐ 7 boy, who was identified as challenged by the literacy curriculum. The analysis utilizes a multiliteracies framework (The New London Group, 2000) and the four resources reading model (Luke & Freebody, 1999) to interpret Nicholas’ progress during reading circles. Results suggest that multiliteracies, which interweave scaffolding, diverse texts, and meaningful tasks, can encourage agency for student learning. Key words: literacy identity, scaffolding, reading, pedagogy of multiliteracies, reading resources model, socio ‐ economically disadvantaged students, school literacy ‐ assessment Dans cette etude quantitative, qui a ete menee dans une ecole gouvernementale mixte en Australie ‐ Occidentale, l’auteure adopte un point de vue socioconstructiviste sur l’apprentissage (Rogoff, 1990 ; Vygotsky, 1986) en vue d’analyser l’aptitude a la lecture dans une classe du primaire. L’article porte essentiellement sur Nicholas, un garcon de 7e annee, aux prises avec des difficultes par rapport au programme de litteratie. L’analyse fait appel a un cadre de multilitteraties (The New London Group, 2000) et a un modele de lecture axe sur quatre ressources (Luke & Freebody, 1999) en vue d’interpreter les progres de Nicholas au cours des cercles de lecture. Les resultats donnent a penser que les multilitteraties, qui combinent soutien a l’apprentissage, textes divers et tâches interessantes, peuvent encourager les eleves a apprendre. Mots cles : litteratie, soutien a l’apprentissage, lecture, pedagogie des multilitteraties, eleves defavorises, evaluation de la litteratie a l’ecole
在这项定性研究中，我在西澳大利亚的一所男女同校的公立学校进行了研究，我采用了社会建构主义的学习视角(Rogoff, 1990;维果斯基(Vygotsky, 1986)对小学课堂阅读的研究。本文的焦点是尼古拉斯，一个七年级的男孩，他被认定为识字课程的挑战。该分析利用多元素养框架(The New London Group, 2000)和四资源阅读模型(Luke & Freebody, 1999)来解释尼古拉斯在阅读圈中的进展。研究结果表明，多种读写能力，包括脚手架、多种文本和有意义的任务，可以促进学生学习的能动性。关键词:文化身份、脚手架、阅读、multiliteracies教育学、阅读资源模型,地理社会经济弱势的学生,学校地理素养评估在这个定量,练习曲,疾病menee在一个学院gouvernementale mixte en Australie高Occidentale l 'auteure adopte观点socioconstructiviste联合国关于l 'apprentissage(罗格夫,1990;维果斯基(1986)在《分析者的能力》一书中说:“我的能力是一种阶级性。”文章描述了尼古拉斯的基本要素，他说:“我认为这是一件非常困难的事情，我认为这是一件非常困难的事情。”L 'analyse fait appel a un cadre de multilitites (The New London Group, 2000)和a un modele de lecture axe sur quatres resources (Luke & Freebody, 1999) en vue d 'interpreter les progress de Nicholas au courses des cles de lecture。“多语”是“多语”，“多语”是“多语”，“多语”是“多语”，“多语”是“多语”，“多语”是“多语”，“多语”是“多语”。关键词:文学，学生，讲座，多文学教学法，高等教育，文学评价，学院
{"title":"Scaffolding, Multiliteracies, and Reading Circles.","authors":"W. Cumming-Potvin","doi":"10.2307/20466647","DOIUrl":"https://doi.org/10.2307/20466647","url":null,"abstract":"In this qualitative study, that took place in a coeducational government school in Western Australia, I adopt a social ‐ constructivist perspective of learning (Rogoff, 1990; Vygotsky, 1986) to examine reading in an elementary classroom. The focus of this article is Nicholas, a grade ‐ 7 boy, who was identified as challenged by the literacy curriculum. The analysis utilizes a multiliteracies framework (The New London Group, 2000) and the four resources reading model (Luke & Freebody, 1999) to interpret Nicholas’ progress during reading circles. Results suggest that multiliteracies, which interweave scaffolding, diverse texts, and meaningful tasks, can encourage agency for student learning. Key words: literacy identity, scaffolding, reading, pedagogy of multiliteracies, reading resources model, socio ‐ economically disadvantaged students, school literacy ‐ assessment Dans cette etude quantitative, qui a ete menee dans une ecole gouvernementale mixte en Australie ‐ Occidentale, l’auteure adopte un point de vue socioconstructiviste sur l’apprentissage (Rogoff, 1990 ; Vygotsky, 1986) en vue d’analyser l’aptitude a la lecture dans une classe du primaire. L’article porte essentiellement sur Nicholas, un garcon de 7e annee, aux prises avec des difficultes par rapport au programme de litteratie. L’analyse fait appel a un cadre de multilitteraties (The New London Group, 2000) et a un modele de lecture axe sur quatre ressources (Luke & Freebody, 1999) en vue d’interpreter les progres de Nicholas au cours des cercles de lecture. Les resultats donnent a penser que les multilitteraties, qui combinent soutien a l’apprentissage, textes divers et tâches interessantes, peuvent encourager les eleves a apprendre. Mots cles : litteratie, soutien a l’apprentissage, lecture, pedagogie des multilitteraties, eleves defavorises, evaluation de la litteratie a l’ecole","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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