为小学黑人男孩的读写能力发展带来秩序

IF 1.4 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Reading Teacher Pub Date : 2023-11-03 DOI:10.1002/trtr.2259
Alfred W. Tatum
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引用次数: 0

摘要

在美国课堂上,关注黑人男孩读写能力发展和平等的讨论和实践需要认真思考和质疑,如果目的是让这些男孩达到阅读、写作、智力发展和人类发展的高级水平。因此,黑人男孩已经成为学校董事会认可的教育、规划和政策实验的对象,这导致了小学课堂教学和课程的缺陷。在这篇文章中,我呼吁有必要通过关注高级读写能力的结果和智力传统来给小学黑人男孩的读写能力发展带来秩序。我们需要秩序来对抗读写能力发展的随机性,这种随机性导致了混乱和无序,阅读结果证明了这一点,许多黑人男孩,无论是学习成绩好的还是学习成绩差的,在美国的课堂上都得不到充分的服务。
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Bringing Order to the Literacy Development of Black Boys in the Elementary Grades
Abstract Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes and the intellectual tradition. Order is needed to counter the random nature of literacy development that results in chaos and disorder as evidenced by reading outcomes and many Black boys, both high‐academically performing and low‐academically performing, being underserved in U.S. classrooms.
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来源期刊
Reading Teacher
Reading Teacher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.50
自引率
30.80%
发文量
86
期刊介绍: The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.
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