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The	  Nature	  of	  	   Schools	  and	  Schooling	  	  in	  the	  Developing	  World	                      JEFFRA	  FLAITZ...
School	  View	  assumptions       expectations understandingspossibilities     probabilities   interpretationsrules       ...
The	  Nature	  of	  	   Schools	  and	  Schooling	  	  in	  the	  Developing	  World	                      JEFFRA	  FLAITZ...
Classrooms, School BuildingsRecurrent              & School Grounds Themes     Curriculum            Learning & Teaching P...
Classrooms,	  School	  Building	  &	  Grounds	   •  overcrowded, in disrepair, maintained by    students and parents      ...
Classrooms,	  School	  Building	  &	  Grounds	   •  no health rooms,                                   Burma	      gymnasi...
Curriculum	   •  free, compulsory education from 6 to 14 years    of age •  few pre-school or kindergarten programs •  rec...
Curriculum	   •  academic and vo-tech tracks •  high academic standards, heavy homework,    regular accountability, high s...
Learning	  &	  Teaching	  PracFces	   •  teacher-centered methodology •  copious note-taking,    memorization,            ...
Learning	  &	  Teaching	  PracFces	   •  little praise                           Eritrea	   •  strict discipline •  cheati...
Teachers	   •  primary certification obtained in high school •  lowest paid professionals •  revered, respected, feared • ...
Students	   •  positive attitudes toward education •  stable cohort from year to year •  male enrollment higher than femal...
Parents	  &	  Family	   •  reluctant to “co-manage” children’s education    with teachers •  few teacher-parent conference...
Outside	  of	  Class	   •  childcare, housework, fieldwork •  few extra-curricular activities •  long distance between hom...
Flaitz The Nature of Schools and Schooling in the Developing World
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Flaitz The Nature of Schools and Schooling in the Developing World

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Part 1 of the TESOL 2012 Colloquium on Promoting Excellence: Perspectives on ELLs with Limited/Interrupted Schooling
Jeffra Flaitz discusses the importance of valuing the prior school experience and “school view” of learners whose education has been limited or interrupted to facilitate their transition to U.S. schools.

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Flaitz The Nature of Schools and Schooling in the Developing World

  1. 1. The  Nature  of     Schools  and  Schooling    in  the  Developing  World   JEFFRA  FLAITZ  TESOL  *  Philadelphia,  PA  *  March  29,  2012  
  2. 2. School  View  assumptions expectations understandingspossibilities probabilities interpretationsrules opinions beliefsideas / ideals norms perceptions Frame of Reference
  3. 3. The  Nature  of     Schools  and  Schooling    in  the  Developing  World   JEFFRA  FLAITZ  TESOL  *  Philadelphia,  PA  *  March  29,  2012  
  4. 4. Classrooms, School BuildingsRecurrent & School Grounds Themes Curriculum Learning & Teaching Practices Students & Teachers Parents & Families Outside of Class THE     HIDDEN   CURRICULUM  
  5. 5. Classrooms,  School  Building  &  Grounds   •  overcrowded, in disrepair, maintained by students and parents Eritrea   •  plainly decorated •  chronic shortage of school supplies Russia  
  6. 6. Classrooms,  School  Building  &  Grounds   •  no health rooms, Burma   gymnasiums, computer labs, cafeterias, libraries Dem.  Rep.  of  Congo   •  private schools better equipped than public schools
  7. 7. Curriculum   •  free, compulsory education from 6 to 14 years of age •  few pre-school or kindergarten programs •  recent national Somalia   educational reform plan
  8. 8. Curriculum   •  academic and vo-tech tracks •  high academic standards, heavy homework, regular accountability, high stakes •  infrequent exams Iraq   Dem.  Rep.  of  Congo  
  9. 9. Learning  &  Teaching  PracFces   •  teacher-centered methodology •  copious note-taking, memorization, Cuba   recitation, use of copybooks Iraq  
  10. 10. Learning  &  Teaching  PracFces   •  little praise Eritrea   •  strict discipline •  cheating •  “helping” Vietnam  
  11. 11. Teachers   •  primary certification obtained in high school •  lowest paid professionals •  revered, respected, feared •  may have more Vietnam   authority than parents •  teachers’ day celebrations
  12. 12. Students   •  positive attitudes toward education •  stable cohort from year to year •  male enrollment higher than female enrollment •  bilingual or multilingual Iran   Somalia  
  13. 13. Parents  &  Family   •  reluctant to “co-manage” children’s education with teachers •  few teacher-parent conferences •  oral tradition Bhutan  
  14. 14. Outside  of  Class   •  childcare, housework, fieldwork •  few extra-curricular activities •  long distance between home and school India   Bhutan  

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