Dr. S. Marie McCarther, University of Missouri - Kansas City - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
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William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The interplay between gender and student classroom participation a case study...Dr.Nasir Ahmad
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A number of research studies have found differences between male and female studentsâ classroom participation. Some researchers link these differences to studentsâ gender, asserting that female studentsâ low participation is the result of male studentsâ active classroom participation. The purpose of this qualitative case study was to explore differences between studentsâ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students â both male and female â were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female studentsâ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
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Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
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PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
Â
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary facultyâs relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Facultyâs literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
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William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The interplay between gender and student classroom participation a case study...Dr.Nasir Ahmad
Â
A number of research studies have found differences between male and female studentsâ classroom participation. Some researchers link these differences to studentsâ gender, asserting that female studentsâ low participation is the result of male studentsâ active classroom participation. The purpose of this qualitative case study was to explore differences between studentsâ gender and their classroom participation and to investigate the ways through which students gender manifest itself in disadvantaging other students. Four students â both male and female â were interviewed using a semi-structured interview schedule; two classroom observations were conducted, having different classroom gender compositions. Apart from the students two teachers of the observed classes were also interviewed, for gaining a better understanding of the differences between male and female studentsâ classroom participation and the reasons that disadvantage a specific gender. Findings suggest and confirm that university climate presents less friendly environment to female students.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Â
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
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PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
Â
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary facultyâs relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Facultyâs literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
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The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
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William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
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This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
Assessing Intercultural Capability A ScarinoMLTA of NSW
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Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
Â
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
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William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
Â
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
Assessing Intercultural Capability A ScarinoMLTA of NSW
Â
Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
Chief Executive Officer (CEO) Presented by William Allan Kritsonis, PhDWilliam Kritsonis
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William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University â The Texas A&M University System. He was nominated by doctoral and masterâs degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books â Articles â Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonisâ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and masterâs levels.
In 2009, Dr. Kritsonisâ b
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
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CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a âtraditional, conventional even conservativeâ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: âToday cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their âelementââ.
Barnes (2012, p.239-240) argued that: ââŠneuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.â
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a âsharingâ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task â teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ââŠspurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.â This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piagetâs work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Childrenâs Minds â embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: âNarrative is a powerful tool for teaching a ...
School of Education and Human Development at the University of.docxanhlodge
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School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
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mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret studentsâ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
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Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
âClassroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occurâ
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., âdo nowâ), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
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Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
Reflective Practice, Vol. 4, No. 3, October 2003Bridging P.docxsodhi3
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Reflective Practice, Vol. 4, No. 3, October 2003
Bridging Perspectives of Parents,
Teachers and Co-Researchers:
methodological reflections on
cross-cultural research
SOYEON PARK
Department of Family Studies, 202 Pettee Hall, 55 College Road, University of New
Hampshire, Durham, NH 03824, USA; e-mail: [email protected]
MARIA K. E. LAHMAN
Department of Applied Statistics and Research Methods, Mckee Hall 518, University of
Northern Colorado, Greeley, CO 80639, USA; e-mail: [email protected]
ABSTRACT The purpose of this paper is to discuss how researchers situated themselves and
how they learned to effectively communicate each other throughout the process of collabora-
tive cross-cultural research. Co-researchers, with diverse cultural backgrounds (Korean and
Caucasian-American), reflect on the meanings and implications of their collaborative
experiences. The implications of multicultural collaboration in qualitative research, includ-
ing challenges and benefits, are presented. In the paper the authors introduce themselves as
researchers, overview the cross-cultural research that the authors collaborated on, detail the
method used to reflect on the collaborative research, and highlight areas or themes that
seemed particularly salient in the research experience.
By having real researchers tell their own stories of âmucking aroundâ ⊠in
qualitative research, we get a more realistic, human story of the process.
(Kathleen Bennett DeMarrais)
Collaborative research relationships involve a variety of challenges and barriers. In
qualitative studies, the researcher is the main research instrument in terms of
research design, data collection, analysis, and interpretation (Woods et al., 2000).
When this âmain instrumentâ is composed of co-researchers collaboration becomes
another issue that the researchers must be aware of including possible strengths and
challenges. Despite possible obstacles in collaborative research having more than
one researcher perspective when examining the research question offers an array of
benefits. In particular, successful collaboration of experts from different cultures in
a cross-cultural study may make the study more rigorous.
ISSN 1462-3943 print; 1470-1103 online/03/030375-09 ï 2003 Taylor & Francis Ltd
DOI: 10.1080/1462394032000112264
376 S. Park & M. K. E. Lahman
As a multicultural being in a multicultural society, we believe it is of vital
importance to be aware of the numerous influences surrounding human beings as
well as to try to understand ourselves in relations to these influences. Multicultural-
ism is the belief that there is no single right way to live and no single set of cultural
practices is predetermined as the superior or ârightâ way to be (Kimball & Garrison,
1999). Respect for other peopleâs experiences and their interpretation of those
experiences is fundamental in multicultural perspectives.
As Gates and Hinds (2000) point out, the triangulation of researchers with
different experiences or ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as âdistorted thinkingâ.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Digital Tools and AI for Teaching Learning and Research
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Dr. S. Marie McCarther, University of Missouri - Kansas City
1. Donavonâs Story:
One Urban High School Studentâs Voice â Many Lessons for
Improved Schools
S. Marie McCarther, EdD
University of Missouri-Kansas City
ABSTRACT
This article explores one studentâs understanding of teaching and learning in the place we
call school in an urban metropolitan district located in the heart of America. The
methodology drew upon video-taped interview and observation to identify instructional
best practice strategies that enhance what students love and dislike about school. Findings
suggested that students can contribute to meaningful discussion to improve learning,
increase achievement, and foster improved school climate and that students know good
instruction as active and engaging, building on their strengths and talents, and involving
them in making choices about what and how to learn.
Key Words: student voice, student-teacher relationships, culturally relevant instructional
practices
âI love school and the opportunity it gives to me.â (Donavon, 2008)
Many of the headlines in newspapers today tout educational reform that is devoted to
cognitive initiatives that focus on increasing the learning outcomes of students and give little
attention to affective efforts that seek to listen to the voices of students and hear their stories
about schools. This stuck state that emphasizes reform policies and programs that disregard the
very students they are intended to serve by denying the importance of relationships, emotions,
and feelings has not produced the achievements it sought (Davis, McCarther, Friend, &
Caruthers, 2010). While the federal legislation, No Child Left Behind Act, (NCLB) (2001)
increases the federal responsibility for student achievement, it assigns states responsible for
utilizing scientifically based research to develop curricula and assessments that reflect specific
standards identified by each state. Clearly, schools are directly accountable for cognitive reform,
rather than affective reform.
The parent study from which this exploration stems suggests that quality education and
improved academic achievement for students must also be supported by policies and practices
that encourage educators to connect to the lives of their students, to have high expectations of
them, and to interact with them in ways that build mutually supportive relationships which
29
2. promote learning (Davis, et.al., 2010). Learning is a recursive process dependent on both
cognitive and social productions that demand affective participation:
Feelings and actions are also important. We must deal with all three forms of learning.
These are acquisition of knowledge (cognitive learning), change in emotions or feelings
(affective learning), and gain in physical or motor actions of performance (psychomotor
learning) that enhance a personâs capacity to make sense out of their experiences.
(Novak, 1998, p. 9)
Theoretical and Conceptual Framework
Resilience
Students of color have not fared well in the present environment. An analysis of student
achievement, graduation rates, and other measures of academic performance have demonstrated
failure for students of all backgrounds, but most significantly children of Latino, African-
American, and Native American families, as well as poor European American families, and,
more recently, Asian and Pacific American immigrant students (Nieto, 2002). White students are
more likely to earn a high school diploma than their African-American and Hispanic peers (U.S.
Census, 2003).
Educational resilience, defined as the ability to succeed academically despite adversity,
focuses on the protective factors within individuals, within school systems, and within the
environmental context that function to overcome risk factors (OâConnor, 2002; Davis, 2007).
Current educational reforms, centered on policies and programs tied to cognitive reform, deny
the impact of resilience and its importance in the educational process. Connecting curriculum
and instruction to the known, to the everyday lives of students, having high expectations, and
interacting in mutually supportive relationships with students are the experiences that negate
adversity and promote learning. These are the experiences that help students âovercome and even
become strengthened by experiences of adversityâ (Grotberg, 1997, p. 2).
Student Voice
Including each studentâs voice in the educational experience creates important
instructional opportunities to identify their strengths and for students to build upon existing
constructed meanings for active engagement in the learning process and the school community.
Britzmean (1990) defines voice as âthe individualâs relationship to the meaning of her/his
experience and hence, to language, and the individualâs relationship to the otherâ (p. 14).
Understanding the concept of voice in terms of traditionally silenced or marginalized groups in
schools, such as students of color or students from poverty backgrounds, values the lived
experience of others (affective), not the objective view of experience (cognitive). For this
exploration, the lived experiences of an urban high school student was expressed through his
voiced stories and captured through video-taped interview.
Capturing studentsâ voices as part of the research process of narrative inquiry âcarves out
spaces for the embodied voices of the silenced (the stress on the last two letters is important here,
since it signifies an active process of control, regulation, and policing) to be articulatedâ (Apple
1998, p. x). Hence, researchers discover the realities of studentsâ lives and the meanings they
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3. attach to these experiences. Sometimes thought of as stories people tell of their lives in
communities, organizations, schools and other spaces which they may occupy, narrative might
be both a methodology and the phenomenon of study (Clandinin & Connelly, 1994; Chase, 2005;
Creswell, 2007). Clandinin and Connelly (1994) explain the similarities and differences between
narrative inquiry and stories:
It is equally as correct to say inquiry into narrative as it is to say narrative inquiry. By this
we mean that narrative is both phenomenon and method. Narrative names the structured
quality of experience to be studied, and it names the patterns of inquiry for its study. To
preserve this distinction, we use the reasonably well-established device of calling the
phenomenon story and the inquiry narrative. Thus we say that people by nature lead
storied lives and tell stories of those lives, whereas narrative researchers describe such
lives, collect and tell stories of them, and write narratives of experience. (p. 416)
Shuman (2005) further described storytelling as âan aspect of the ordinary . . . . touted as a
healing art . . . a means for transforming oppressive conditions by creating opportunity for
suppressed voices to be heard or for creating opportunities to listen to those voicesâ (Shuman,
2005, p. 5). In other words, narratives are a mode of inquiry that, according to deMarrais and
Lapan (2004), is âboth a process, a narrator or participant telling or narrating, and a product, the
story or narrative toldâ (p. 104). Schools are one of the few remaining places where people from
diverse backgrounds can come together and make meaning of their lives through the sharing of
stories from unique voices.
Methodology
The methodology employed in this heuristic narrative inquiry drew upon video-taped
interview and observation to unlock the story of one urban high school senior. Listening to the
voice of the participant as he sought to make meaning of his schooling experiences in an urban
school is the essence of this inquiry. The interview format was semi-structured and consisted of
four questions that allowed for more focused, two-way conversation and communication
between the researcher and informant (Merriam, 1998): (a) What do you love about school? (b)
What do you hate about school? (c) What would you change if you were in charge of the school?
and (d) What would you like to say to teachers? As dialogue emerged, the interview became
more contextualized and reflected meaningful experiences of the participant. Guided by the
theoretical framework and research questions, the study led to the telling of the participantâs
experiences which served as data, leading to what Polkinghorne (1995) described as âanalysis of
narrativesâ (p. 12) to identify themes to inform the work of educators and other stakeholders in
the school improvement process.
Identification of the participant was accomplished through the purposeful selection of one
urban high school in the Kansas City metropolitan area. A sampling procedure was open to
schools that provided, as Strauss and Corbin (1990) suggest, the âgreatest opportunity to gather
the most relevant data about the phenomenon under investigationâ (p. 180). The student returned
the consent form and was interviewed. The video tape was analyzed and common and/or
interesting themes and patterns were identified. Recurring themes related to student voice that
emerged included instructional experiences, multicultural content, relationships, and teacher
expectations for behavior and academics.
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4. Findings
The Importance of Student Voice
Siddle-Walker (2001) asserts that attention to the affective is an important dimension of
the teaching-learning process. It may be understated that for many children in todayâs urban
settings, academic achievement is most promising when there are strong adult-child relationships
in place and where children know and believe they are in an institution where people care about
them and all of their needs. Yet, it is often the case that the suppression of personal experiences
within schools and teacher education programs often contributes to the absence of reflective
practices, relationships, and overall caring which reproduces technocratic and corporate
ideologies that sustain the official narrative of culture (e.g., Irvine & York, 1995; Gay, 2003;
McLaren, 2003). It is within this environment that low expectations for academic success and
deficit thinking are likely to influence educatorsâ decisions about policies, programs, and
instructional focus.
This inquiry sought to determine the role of institutional caring on the part of an urban
high school and its effect on the perceptions of school by one urban high school student. With
this in mind, this study sought to give voice to one student through telling his specific âstories
about school.â Findings from the interview transcription, data coding, and analysis suggested
that this studentâs perceptions of one urban high school indicate a definite understanding of what
good instruction is to him. He wants instruction that is active and engaging, builds on his
strengths and talents, and includes him in choices about what and how to learn. He wants caring
teachers who have high academic expectations and a desire to connect with him within his lived
environment.
Donavonâs Story
The following is narrative from one urban high school student. The details in the case
study are factual and are based on an interview with an African-American senior high school
student named Donavon (The name has been changed to protect anonymity). The enrollment at
the high school that Donavon attended consisted of 98.3% African-American students in grades
9 through 12. The attendance rate was 67%, meaning that on average, on any given day, one-
third of the students may be absent from school. There was a high degree of poverty, with 73.9%
of the students eligible for free or reduced-price lunch. The drop-out rate for the 2007-08 school
year was 33.7% (DESE, 2008).
Through an analysis of narrative, such as in this case, findings demonstrated that the
stories the participant told about school were connected to resiliency. Here is Donavonâs story:
I come from a family where all my aunts and uncles are successful. They are CEOs and
professionals. And, well, my brothers and sisters kind of messed up. My uncle, who is
like my father to me, he really shows me the type of person who I want to be. My brother
got arrested, my sisters dropped out of school, and that made him sad. I see myself as the
last hope. School is more of life and changing the mentality of my family. We need to get
more people off the streets and staying in schools. I try and find ways to stay in school as
long as I can so I just go home to eat, study, and go to sleep. (Donavon, 2008)
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5. Donavon begins his story with evidence of both resources and risk factors in his life. According
to Swanson, Cunningham, and Spencer (2003), young African-American males may be impacted
by multiple risk factors:
The societal stereotypes, in conjunction with numerous social, political, and economic
forces, interact to place African-American males at extreme risk for adverse outcomes
and behaviors, and suggest clear implications for the continued structural conditions that
characterize life in the United States for ethnic minorities. (p. 609)
These risk factors may be overcome through supportive relationships, such as the one Donavon
describes with his uncle, who serves as a positive role model for âthe type of personâ Donavon
desires to become (Donavon, 2008). In addition, the school as an institution has the potential to
provide support for increasing resiliency in students. Henderson and Milstein (2003) provided
six strategies for schools to include in their programs to improve resilience among students:
(1) promote elements of a positive school culture; (2) set clear and consistent boundaries;
(3) teach life skills; (4) provide caring and support; (5) set and communicate high expectations,
and (6) provide opportunities for meaningful participation (p. 53-57).
Donavon described the activities that he engaged in after the regular school day ended,
including participation in extra-curricular activities, such as the Future Business Leaders of
America (FBLA) and the Debate Club, and seeking teachers who needed extra help in their
classrooms after school so that he could remain in the building as long as possible. When asked
to further explain what he loved and hated about school, Donavon said:
I love the teachers. Itâs all about the teachers at this school. I donât think they get enough
credit for what they do here. Theyâre more like parents than teachers. They get paid less
to work here than if they worked somewhere else. Iâm lucky to have teachers who want
to be here and teach. They could go someplace else, but they choose to stay here to help
me and other kids like me.
I hate the environment. The students disrupt learning â every 20 minutes the teacher has
to yell at a student or they have to kick them out. We may only get 45 minutes of learning
out of a 90 minute class. When the kids who want to learn canât learn, it destroys the
fabric of the school. (Donavon, 2008)
Donavon went on to describe programs that are not offered in his urban high school and
community perceptions that revealed discrimination against students who attend his school.
At this school, we have less than what other schools have. Other schools have a band. I
used to play in the band at my other school. I was really very good . . . very good at
playing clarinet â in 7th grade I was playing with the high school band. We were forced to
move here off of income, and my senior year is the first year this school has had a band. I
didnât have the chance to be where I should be right now. Thatâs very disappointing.
I would change how people see us as a school â based on what a percentage of students
do in this school. I was in FBLA for a state competition â I placed third. I had three
judges scoring me, and I scored a15 out of 15 from two of the judges, and one judge gave
me a zero. One of my sponsors got upset and asked how that could happen. People said â
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6. itâs your school name. Itâs the school you have labeled on your business plan. That got
me frustrated, but I donât accept that. As long as I know I did well, in my heart, I know it
could have gone to state [competition]. (Donavon, 2008)
Conclusion: Significance to the Field
Resiliency theory is clearly illustrated in Donavonâs story. However, more than this, his
story echoes those of so many who came before him, were with him, and remain after him. For
Donavon, the place called school is where he finds hope, promise, and meaning in his life.
Donavonâs story revealed him seeking desperately to find reasons to stay on the school campus
and off of the streets, and most critically, he expressed a deep personal connection to the adults
in the school house, even though his urban high school is not exemplary by most standards.
Donavonâs story demonstrates that much can be learned working in schools and listening
to student voices. School improvement and educational reforms can benefit from including
student voices in problem identification and problem solution. In her book, Student Voice in
School Reform: Building YouthâAdult Partnerships That Strengthen Schools and Empower
Youth (2008), Mitra explores the emergence of student voice and its impact on school culture and
the learning environment. She proposes a list of advantages that result from including student
voice in schools, including the bolstering of student confidence and sense of belonging,
improving learning, and enhancing school climate. As urban public school leaders continue to
search for winning strategies to turn troubled schools around, Donavonâs story suggests a lesson
of value for consideration: listening to the voices of their students can bring an important and
unique perspective. Joining in partnership with their students, bringing student voices to the table
to problem solve solutions for the improvement of teaching and learning in their schools can
strengthen the bond between teachers, students, and administrators; improve the culture, climate,
and achievement within their schools; and increase studentsâ self-confidence and feelings of
belongingness (Mitra, 2008). The purpose of this investigation and sharing Donavonâs story is to
examine the lessons from student voices traditionally silenced, in hopes they will be heard today
and benefit tomorrowâs student.
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Author
S. Marie McCarther, EdD is Assistant Professor in the Division of Urban Leadership and Policy
Studies in Education, School of Education at the University of Missouri â Kansas City, Kansas
City Missouri.
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