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“My life’s blueprint”: publishing critical youth narratives in community-based organizations “我的人生蓝图”:在社区组织中发表批判性青年叙事
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-12-16 DOI: 10.1108/etpc-05-2019-0069
C. Lee, Nina R. Schoonover
This paper aims to explore how currently underserved young adults engaged in a community-based organization (CBO), Bull City YouthBuild, wrote and published a book together, and how this work impacted them and their communities. Through a critical literacy framework, the research asked: How do students in a community-based writing project demonstrate self-empowerment and agency through narrative writing?,This qualitative case study examined the students’ published narratives. The researchers used ethnographic methods in data collection, and the qualitative data analysis approaches were developed through a critical conceptual framework.,The students’ narratives expressed self-empowerment and agency in the ways the young adults wrote against a dominant discourse; they wrote about repositioning their lives and redesigning their futures to reveal how they wanted to be externally perceived and to be leaders in their communities. The students expressed how the CBO offered them freedom to write their stories as they found new ways of using their historical and cultural backgrounds to collectively pursue success.,This work offers implications of how CBOs can meet the needs of currently underserved young adults through centering their voices. The authors see the writing process as crucial for student engagement in finding agency and self-empowerment with their words.,Critical literacy foregrounds the voices of young adults as they push back against dominant narratives and stereotypes. This research hopes to reveal the intersections between CBOs and the communities they serve to develop literacies that are relevant and meaningful to young adults’ lives.
本文旨在探讨目前缺乏服务的年轻人如何参与社区组织(CBO),公牛城青年建设,共同撰写和出版一本书,以及这项工作如何影响他们和他们的社区。通过批判性读写框架,该研究提出了这样一个问题:在一个以社区为基础的写作项目中,学生如何通过叙事写作来展示自我赋权和能动性?这个定性案例研究考察了学生发表的叙述。研究人员在数据收集中使用了民族志方法,并通过关键的概念框架开发了定性数据分析方法。学生的叙述以年轻人反对主流话语的方式表达了自我赋权和能动性;她们写了关于重新定位自己的生活和重新设计自己的未来的文章,以揭示她们希望外界如何看待她们,以及如何成为社区的领导者。学生们表示,CBO为他们提供了书写故事的自由,他们找到了利用自己的历史和文化背景共同追求成功的新方法。这项工作为cbo如何通过集中他们的声音来满足目前服务不足的年轻人的需求提供了启示。作者认为,写作过程对学生参与寻找代理和自我赋权至关重要。批判性读写突出了年轻人的声音,因为他们反对主流叙事和刻板印象。本研究希望揭示cbo与他们所服务的社区之间的交集,以发展对年轻人生活相关且有意义的识字能力。
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引用次数: 1
Community cultural wealth and literacy capital in Latin American communities 拉丁美洲社区的社区文化财富和扫盲资本
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-12-12 DOI: 10.1108/etpc-05-2019-0071
Lina Trigos-Carrillo
PurposeThe purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students’ identity and cultural values.Design/methodology/approachThis transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework.FindingsThe author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances.Practical implicationsThe findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities.Originality/valueThese findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.
本文的目的是调查拉丁美洲第一代大学生的家庭和社区的扫盲实践,以及社区和家庭扫盲如何影响对第一代大学生身份和文化价值观的理解。设计/方法/方法这项跨国人种学研究是在墨西哥、哥伦比亚和哥斯达黎加三所公立大学附近的当地社区进行的。参与者包括9名第一代大学生和50多名家庭和社区成员(即亲戚、父母和朋友)。数据收集发生在大学教室、家庭和社区等正式空间之外。数据是通过社区文化财富框架来解释的。作者发现,第一代大学生及其家庭和社区参与了丰富的扫盲实践,而这些实践在政策、研究和媒体中被忽视了。本文认为,要承认社区所从事的批判性读写实践,有必要使用识字资本这一概念。扫盲资本在这些社区中表现为保护文化传统,赞助扫盲活动,质疑和抵制不公正的社会政治环境。实践意义本研究的结果应为高等教育中学术素养的文化维持教学法提供信息。除了对拉丁美洲的学术素养采取基于资产的方法外,还需要对学术素养的教学和学习持批判性的观点,承认拉丁美洲的复杂性。原创性/价值这些发现意义重大,因为它们揭示了当地社区的人们如何了解影响甚至威胁当地文化的国内和国际社会政治动态,以及他们如何利用自己的识字资本对这些情况作出批判性反应。
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引用次数: 8
Monological practices, authoritative discourses and the missing “C” in digital classroom communities 一元实践、权威话语与数字课堂社区中缺失的“C”
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-12-05 DOI: 10.1108/etpc-05-2019-0067
Vicki A. Hosek, Lara J. Handsfield
PurposeThe purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments?Design/methodology/approachAuthoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving digital literacies.FindingsExamination of the teachers’ decisions showed monologic practices void of student opportunities to critically engage in digital environments. Dominant discourses imposed through protectionist and digital citizenship policies of schools as well as lack of opportunity through professional development to connect critical pedagogy to technology impacted the teachers’ decisions.Originality/valueCurrent research surrounding teachers’ digital literacies uses the TPACK framework to examine technology integration practices. Missing is a critical component that addresses and works to dismantle the dominant discourses and power structures in digital communities (Author, 2018). The authors build on research in critical digital literacies to argue for adding the critical missing “C” into the TPACK framework (C-TPACK) to move researchers and educators to consider pedagogies that examine ideologies at work in digital communities to provide opportunities for student voice.
本研究的目的是考察教师在数字课堂社区中围绕学生声音、经验和信念的机会做出的决定。教师的决定反映了单一的而不是对话的教师教学法,这促使作者提出以下问题:是什么导致了这些以教师为中心的实践在数字环境中?设计/方法/方法学校政策中的权威话语和批判性教学法与教师技术实践之间缺失的联系,在教师决定从事单一和/或对话教学实践的情况下进行了检查。作者建议专业发展和研究,强调支持学生声音的教学法,作为涉及数字素养的实践的基础。对教师决策的检查表明,单一的实践缺乏学生批判性地参与数字环境的机会。通过学校的保护主义和数字公民政策强加的主导话语,以及缺乏通过专业发展将批判性教学法与技术联系起来的机会,影响了教师的决策。目前围绕教师数字素养的研究使用TPACK框架来检验技术整合实践。缺失是解决并致力于拆除数字社区中的主导话语和权力结构的关键组成部分(Author, 2018)。作者以批判性数字素养的研究为基础,主张将缺失的关键“C”添加到TPACK框架(C-TPACK)中,以推动研究人员和教育工作者考虑在数字社区中检查意识形态的教学法,为学生的声音提供机会。
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引用次数: 2
“These kids are rebelling”: a student-led transformation of community and critical literacy “这些孩子在反叛”:学生主导的社区和批判性素养的转变
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-25 DOI: 10.1108/etpc-05-2019-0072
S. Shelton, Kelsey H. Guy, April M. Jones
PurposeThis paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program.Design/methodology/approachThe qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding.FindingsOrganizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students.Research limitations/implicationsAs this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy.Practical implicationsThis research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success.Social implicationsStudents have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom.Originality/valueFirst, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.
本文旨在考虑学生被塑造和塑造社区和批判性素养的方式,以及社区在美国高中暑期充实课程中为学生提供英语课授权的方式。设计/方法/方法定性方法是一种基于叙述的描述性案例研究。为了提供一个详细的、基于叙述的讨论,作者将民族志观察叙述和对话访谈摘录结合起来,并通过归纳编码分析数据。我们将这些发现分为两个部分,“这些孩子在反叛”和“我们相信他现在会教得更好”,我们首先检查了学生领导的反叛重塑课堂社区的方式,然后检查了教师的反应如何重新定义批判性读写方法以及他与学生的互动。研究的局限性/意义由于这是一个定性的案例研究,是在夏季强化课程中设置的,其意义并不完全适用于中学英语教育。然而,这项研究确实表明学生代理在考虑社区和批判性素养方面的重要性。实践意义本研究强调了承认和探索学生日常互动和代理塑造教育空间的方式的重要性。此外,这项研究表明社区和批判性素养对所有教师的重要性,无论他们的经验水平或成功程度如何。社会影响学生不仅具有塑造和定义学习环境的巨大潜力,而且能够改变教学方法和教师关系。本研究强调了承认和探索这些影响的重要性,特别是在暑期高中英语课堂上改变社区和批判性素养。原创性/价值首先,本文将学生社区作为学校日常结构中的代理和反叛影响进行了研究,作者断言,批判性读写教学法可能是学生驱动的,是社区行动主义的一部分。其次,本文试图探索“社区”和“批判性素养”作为将学生定位为有影响力和有能力重塑教育的利益相关者的关键概念。
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引用次数: 1
Opening spaces of restoration for youth through community-engaged critical literacy practices 通过社区参与的批判性读写实践,为青年开辟恢复空间
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-23 DOI: 10.1108/etpc-05-2019-0068
H. Hadley, K. Burke, W. Wright
The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic conversations about race, juvenile justice and school discipline inequities to enact change within their community.,This qualitative study used ethnographic methods such as interviews and observation to collect data from youth, community members and adults who run the youth center. Data were analyzed using constant comparative analysis.,Youth created spaces of restoration by reclaiming historicized narratives about themselves, their families and their community. Youth engaged critical literacy practices to explore their own identity, critique inequality in their community and work as community organizers to lead adults in conversations for change.,This paper explores how critical literacy practices have restorative value when youth use them in authentic ways to research community problems and work for change.
本文的目的是探讨社区青年计划中的批判性识字实践如何为青年的恢复打开空间。反过来,青年们发起了关于种族、少年司法和学校纪律不平等的公民对话,在他们的社区内推动变革。本定性研究采用访谈、观察等民族志方法,从青少年、社区成员和经营青年中心的成年人中收集数据。数据分析采用恒常比较分析法。青年通过重新获得关于他们自己、他们的家庭和他们的社区的历史化叙述,创造了恢复的空间。青年参与批判性读写实践,探索自己的身份,批评社区中的不平等,并作为社区组织者领导成年人进行变革对话。本文探讨了当青年以真实的方式使用批判性读写实践来研究社区问题和为变革而工作时,批判性读写实践如何具有恢复价值。
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引用次数: 2
Critical literacies on the university campus 大学校园里的批判性素养
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-22 DOI: 10.1108/etpc-05-2019-0066
A. Boyd, J. Darragh
The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies.,This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies.,Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials.,While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.
本文的目的是探讨职前教师如何构思和实施与青年成人小说中选定的社会问题相关的大学校园社会行动,并研究社会行动项目如何培养教师候选人的批判素养。本定性探索性多案例研究(Stake, 2005)调查了两所大学校园的70名职前教师,他们在两个学期内参与了社会行动项目。研究人员通过批判性素养的理论视角进行了层层开放和主题编码。职前教师参与了一系列直接和间接的行动,因此经历了不同程度的自我效能感和影响。虽然大多数人认为他们的努力是成功的,但那些开展宣传活动的人指出,他们无法衡量他们对社区的影响。他们通过社会行动培养了批判性素养,这在他们建立的跨校园伙伴关系以及他们与同龄人和当地官员的接触程度上得到了证明。虽然在文献中,在中学课堂上与青少年开展社会行动的结果已经得到了很好的确立,但鲜为人知的是如何让职前教师参与到这种努力中来。这项研究不仅说明了教师候选人如何参与与青少年文学相关的社会行动,而且还提供了从这些过程中获得的见解。
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引用次数: 2
Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy 英国小学课程政策中的规定主义、语言主义和教学强制
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-18 DOI: 10.1108/etpc-05-2019-0063
I. Cushing
This paper is a critical reflection on the linguistic conservatism as found within current curriculum policies and assessment regimes in the UK, arguing that they represents a form of linguicism which serves to entrench linguistic social injustices. This paper aims to trace the “trajectory” of policy across different levels, discourses and settings, with a particular focus on how linguicism is conceptualised, defended and resisted by teachers. The author draws connections between language ideologies within policy discourse, language tests and teacher interviews.,This study adopts a critical approach to examining educational language policies and assessments. It begins with the assumption that policies and tests are powerful political and ideological tools, which can steer teachers into making certain decisions in the classroom, some of which they may not believe in or agree with. Data are drawn from policy documents, test questions and teacher interviews, with a focus on how teachers talk about language and pedagogies in their classrooms. In total, 22 teachers were interviewed, with this data being transcribed and thematically indexed.,The findings reveal how linguicism is embedded within UK education policy, and how this comes to be replicated within teachers’ discourse and practice. There are three main findings: that teachers can come to operate under a form of “pedagogical coercion”, whereby language policies and tests have a powerful hold on their practice; that teachers see current policy as championing standard English at the expense of non-standardised varieties, and that teachers often see and talk about language as a proxy for other social factors such as education and employability.,This study provides a critical perspective on language education policies in the UK, arguing for greater awareness about the nature and dangers of linguicism across all levels of policy. Data generated from classroom interaction would be a useful avenue for future work.,This paper offers an original, discursively critical examination of language education policy in the UK, with a particular focus on the current curriculum and using original data generated from teacher interviews and associated policy documents.
本文是对英国当前课程政策和评估制度中发现的语言保守主义的批判性反思,认为它们代表了一种有助于巩固语言社会不公正的语言主义形式。本文旨在追踪不同层次、话语和环境下的政策“轨迹”,特别关注语言主义是如何被教师概念化、捍卫和抵制的。作者将政策话语、语言测试和教师访谈中的语言意识形态联系起来。本研究采用批判性的方法来审查教育语言政策和评估。它首先假设政策和考试是强大的政治和意识形态工具,可以引导教师在课堂上做出某些决定,其中一些他们可能不相信或不同意。数据来自政策文件、试题和教师访谈,重点关注教师如何在课堂上谈论语言和教学法。总共采访了22位教师,这些数据被转录并按主题索引。研究结果揭示了语言是如何嵌入英国教育政策的,以及这是如何在教师的话语和实践中得到复制的。有三个主要发现:教师可以在一种“教学强制”的形式下工作,因此语言政策和测试对他们的实践有强大的控制力;教师们认为当前的政策是以牺牲非标准化的变体为代价来支持标准英语,教师们经常把语言视为教育和就业能力等其他社会因素的代表。这项研究为英国的语言教育政策提供了一个批判性的视角,主张在各级政策中提高对语言主义的本质和危险的认识。课堂互动产生的数据将是未来工作的有用途径。本文对英国的语言教育政策进行了原创的、话语式的批判性考察,特别关注当前的课程,并使用了从教师访谈和相关政策文件中产生的原始数据。
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引用次数: 3
Centering Black mothers’ stories for critical literacies 以黑人母亲的故事为中心进行文学评论
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-18 DOI: 10.1108/etpc-05-2019-0078
Elaine B. Richardson
The purpose of this paper is to mine Black mothers’ stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them.,To generate a mother’s narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general?,The author found that the mother’s narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother’s experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal capitalism, through the privatization of public goods and the lack of adequate social services penalizes Black working mothers and obstructs their ability to mother their children adequately.,Critical literacies of Black motherhood and girlhood should be harnessed for holistic approaches to the literacy education of Black girls, with a focus on improving their life outcomes, enhancing potential for them to realize their gifts, and ending the many forms of violence against them.,Centering the voices of Black mothers as critical literacy education has the potential to thwart oppressive reproductive politics and practices and promote social justice.
本文的目的是挖掘黑人母亲的故事,以突出她们为自己和女儿所做的批判性读写工作,改变对她们的刻板印象,并阐明她们如何在性别、性、种族和阶级实践等交叉结构中进行谈判,以维持和提升她们。为了产生一个母亲的叙述,作者提出了以下研究问题:你认为黑人女孩在课外俱乐部或教育中需要什么,或者一般情况下需要什么?作者发现,母亲的叙述可以在生殖司法框架内进行富有成效的背景化,从而深入了解母亲在种族、阶级、性别和性方面的社会身份方面同时受到多重压迫的经历。这些经历反过来又使她对黑人母亲和少女时代有了批判性的理解。作者发现,白人异性父权资本主义制度通过公共物品私有化和缺乏适当的社会服务惩罚了黑人职业母亲,阻碍了她们充分照顾子女的能力。应利用黑人母亲和少女时期的批判性识字能力,对黑人女孩进行全面的识字教育,重点是改善她们的生活成果,提高她们实现自己天赋的潜力,并结束针对她们的多种形式的暴力。将黑人母亲的声音作为关键的扫盲教育的中心,有可能挫败压迫性的生殖政治和实践,促进社会正义。
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引用次数: 3
Like a conductor: whole-class discussion in English classrooms 像指挥一样:在英语课堂上进行全班讨论
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-04-2019-0053
Todd Reynolds
PurposeAfter interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions.Design/methodology/approachThe author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to move beyond the value-laden dichotomy between monologic and dialogic discussion, and to better understand what teachers are doing.FindingsThe majority of class sessions were classified as convergent-active but teachers used a variety of discussions. In particular, teachers were concerned about control, so they used three techniques to keep procedural control as follows: taking over the discussion, creating specific procedures and using the Initiation-Response-Evaluation format in different ways.Originality/valueInstead of focusing on a dichotomy this method of analysis opens up the possibility for labeling different kinds of dialogic instruction, like the teacher-as-conductor form of convergent-active discussions. This can help teachers understand that addressivity and purpose matter as they create their discussions but also that various forms of discussion are necessary in the classroom. Incorporating dialogic instruction has been difficult for teachers; this method can help describe what they are doing while not devaluing the kinds of discussion that are taking place.
目的在采访了教师对讨论的看法后,作者观察了四位英语教师领导课堂讨论的情况。本研究的目的是了解发生了哪些类型的讨论,以及教师正在做些什么来促进这些讨论。设计/方法/方法作者观察了六堂以讨论为技巧的英语课,并将每堂课都记录下来。为了分析讨论事件,笔者将重点放在教师评论的称呼性上,并将讨论事件绘制在四象限分析系统上。象限有助于超越一元和对话讨论之间的价值二分法,并更好地理解教师在做什么。研究结果:大多数课堂被归类为趋同型,但老师们使用了各种各样的讨论。教师特别关注控制,因此他们使用了三种技术来保持程序控制:接管讨论,制定具体的程序,以不同的方式使用发起-反应-评估格式。原创性/价值这种分析方法不是专注于二分法,而是为标记不同类型的对话教学开辟了可能性,比如教师作为引导形式的聚合积极讨论。这可以帮助教师理解,在他们创建讨论时,称呼和目的很重要,但在课堂上,各种形式的讨论是必要的。对教师来说,融入对话教学一直很困难;这种方法可以帮助描述他们正在做什么,而不会贬低正在进行的各种讨论。
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引用次数: 6
The language of teacher agency in an eighth grade ELA classroom 教师代理在某八年级ELA课堂中的运用
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-11-11 DOI: 10.1108/etpc-12-2018-0122
Adam J. Loretto
PurposeThis paper aims to apply ecological models of agency to understand factors influencing how an eighth grade English language arts (ELA) teacher enacted agency in four moments in the classroom. It focuses on how his language in relation to his instructional choices reflected messaging to his students regarding the learning he intended from his ELA instruction.Design/methodology/approachThe paper applies an existing framework (Biesta et al., 2015, 2017), adding Bakhtin (1981) understandings of language, to classroom discourse supplemented by teacher interviews and other data sources. In looking across these data sources, the paper traces the influence of past factors (i.e. the teacher’s personal and professional history) and future orientations (i.e. goals established in standards and the teacher’s goals for his students) on present instructional decisions. The teacher’s language in the classroom becomes a primary focus for this study, as it reveals the ways in which he drew on specific resources in the messages in his instruction.FindingsIn each moment, the teacher’s language could be shown to have motivation in a variety of factors. While influenced by external factors such as the common core standards and standardized assessments, the teacher often enacted agency out of his personal beliefs about making learning personally meaningful for students as grounded in his personal and professional history. Exceptions to this pattern, especially regarding preparing students for writing tests on state assessments, less frequently relied on the language of finding meaning in the learning.Originality/valueThis paper builds on studies of ELA teacher agency through the development of methodology related to an ecological model of agency and Bakhtinian concepts of language focused on the discourse of the classroom. It contributes to understanding the factors at study in an ELA teacher’s instructional agency, which can help teachers and researchers further develop frameworks for describing and assessing the practice of agency in the profession.
目的运用代理的生态模型,了解八年级英语语言艺术教师在课堂四个时刻的代理行为的影响因素。它的重点是他的语言如何与他的教学选择相关联,向他的学生反映他想从他的ELA教学中学习的信息。设计/方法论/方法本文采用现有框架(Biesta等人,2015年,2017年),将巴赫金(1981年)对语言的理解添加到课堂话语中,并辅以教师访谈和其他数据源。在查看这些数据来源时,本文追踪了过去因素(即教师的个人和职业历史)和未来方向(即标准中确立的目标和教师对学生的目标)对当前教学决策的影响。教师在课堂上的语言成为本研究的主要焦点,因为它揭示了他在教学信息中利用特定资源的方式。在每个时刻,教师的语言都可以显示出多种因素的动机。虽然受到共同核心标准和标准化评估等外部因素的影响,但教师往往出于个人信念而制定代理,即基于他的个人和职业历史,使学习对学生个人有意义。这种模式的例外,特别是在为学生准备州评估的写作考试时,较少依赖于在学习中寻找意义的语言。原创性/价值本论文建立在ELA教师能动性研究的基础上,通过发展与能动性生态模型相关的方法论和关注课堂话语的巴赫蒂尼语言概念。这有助于理解ELA教师教学代理的研究因素,有助于教师和研究人员进一步开发描述和评估专业代理实践的框架。
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English Teaching-Practice and Critique
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