2,350 research outputs found

    Cultural Responsiveness, Racial Identity and Academic Success: A Review of Literature

    Get PDF
    Commissioned by the Heinz Endowments, this paper reviews the literature on "culturally responsive pedagogy" and the arts. Academic success among African Americans is correlated with education that incorporates racial identity and socialization and a focus on resiliency and culturally relevant concepts. The arts are an ideal venue for such educational programs

    Promises, Promises: The National English Curriculum in Context

    Get PDF
    This thesis locates the Australian National English Curriculum in its political, pedagogical, intellectual and historical contexts. It argues that the tripartite structure of the Curriculum into language, literature and literacy is the result of a flawed pedagogy pointing to wider ideological conflicts over curricula and that this structure undermines a coherent and pedagogically sound approach to the teaching of English in schools

    DRAMA PEDAGOGY AND POSSIBILITY: BUILDING COMMUNITY AND CRITICAL LITERACY IN THE CLASSROOM THROUGH ARTISTIC MEANS

    Get PDF
    This thesis investigates the role of drama pedagogy in facilitating both critical literacy and community in the classroom. To achieve this objective, I provide a theoretical overview of several theorists in the areas of classroom community, critical literacy, and aesthetic and experiential learning and compare their research findings to my own experiences with drama pedagogy, both as a student and teacher. These experiences are structured using narrative, and it is hoped that this personalized format will reveal the lived experience behind facts and events, and better illuminate how aesthetically-based, experiential learning might contribute to the development of both critical literacy and engaged learning communities. Ultimately, I hope to bring together the traditionally disparate fields o f the aesthetic and critical literacy through drama pedagogy, and suggest possible pedagogical implications for today’s classrooms. This thesis incorporates some discussion of feminist theory, and instances of feminist advancement are highlighted as they arise

    Doctor of Philosophy

    Get PDF
    dissertationSecrete/d Pedagogy: Body Languaging and the Navigation of Traumatizing and Traumatized Space in the First-Year Composition Classroom, is an interdisciplinary exploration into the multimodal, multisensory phenomenon of languaging in and for schools. Beginning with an exploration into the forces that move, shape, and texture the writing classroom, this text steps into the phenomena of literacy, language, and the body, paying particular attention to the enfolded and unfolding histories of conquest through practices of language standardization that live within the bodies being schooled. By foregrounding bodily memory, emotion, felt sensation, and somatic stimuli, we can begin to see the role of the body in the design and disruption of language. I claim that the languaging body acts with agentic force within the first-year composition (FYC) classroom, re/citing, re/spawn/ding and trans/forming the inheritances of violence sculpting institutional affect and the standardization of particular linguistic forms. As this dissertation moves into the force of the body in language and expression, the expressions and sensations of the bodies who participated in this multivocal videocued ethnography will move the text as it attempts to answer the following questions: What body languaging practices are occurring within the first-year composition (FYC) classroom? And, how are teacher, students, and researcher making sense of body-based meaning- making resources, or not, within the FYC classroom? Poetry, oration, film, and scene headings will work together to fashion a text held together by the experiences of thebeings (writing students, writing teacher, and researcher) who composed the study. This text will do its best to be reflective and response(able) to the multimodal, multisensory phenomenon this is writing... in and for schools

    Signposts on the Path to Learning: A Phenomenological Case Study

    Get PDF
    The purpose of this study was to describe the phenomenon of learning among high school educators engaged in an on-line learning community studying the application of reader response theory across the curriculum following a two-day professional development (PD) workshop. The theoretical framework both for the design and content of the workshop and for the design of the study was social constructivism. The specific research question to be answered with respect to the participant, Ariel, was, what is the teacher\u27s experience in an on-line learning community? For this phenomenological case study, the methods for data collection included two semi-structured interviews and a series of on-line communications with the teacher. Interview and email transcripts were parsed into meaning units, followed by theme analysis uncovered by a detailed reading approach (van Manen, 1990, p. 3). Three themes were threaded together to provide an impression of the teacher\u27s experience, lending itself to description. Following a hermeneutic process, I used these themes to weave an image of the teacher\u27s experience, and then consulted my own experiences, research and theoretical literature, and a work of young-adult literature as sources for interpretation (van Manen, 1990). I worked to ensure trustworthiness through bracketing, prolonged engagement, triangulation of multiple data sources, member checking, peer debriefing, and thick description to support transferability. Analysis of Ariel\u27s experience led to a description of her as a teacher committed to professional growth, influenced by her analysis of opportunity, motivation to learn, and her response to conditions that supported her growth: time for talk, time for practice, freedom of choice, and appropriate challenge. Reflection on her experience in light of my experiences and the literature on adult learning and development led to two conclusions. First, there are critical actions that foster teacher development and learning. And second, individuals who influence continuing education for teachers have a responsibility to act through an ethic of care. Implications of this research for designers of PD are that they need to keep in mind that teachers have specific needs that must be met by their learning environment, including flexibility, activities designed for adult learning and development, sustained engagement, support for collaborative learning, and obvious benefit to students. Recommendations for research growing out of the present study include exploring the relationships among student learning and teacher participation in professional development of this type, further investigations in the possibilities of online learning communities, including teachers as co-researchers in such projects, and in-depth discourse analysis of the transcripts and online communications to explore issues of power and hegemony

    UTPA Graduate Catalog 2002-2004

    Get PDF
    https://scholarworks.utrgv.edu/edinburglegacycatalogs/1080/thumbnail.jp

    CAREER AND TECHNICAL EDUCATION AS AFFINITY SPACES: PERSPECTIVES FROM STUDENTS WITH AND WITHOUT SPECIAL NEEDS

    Get PDF
    The purpose of this phenomenological qualitative study is to explore the extent to which a career and technical education (CTE) setting offers students with and without special needs what they need to be successfully engaged. This study will be positioned within James Paul Gee’s affinity spaces theory as it is viewed from the perspectives of students. Participants in this study are 11th and 12th grade high school students with and without special needs. This study will follow a heuristic approach to phenomenological research and make use of comparative analysis to simultaneously generate themes and theory. Phenomenology is an approach that makes determinations about what an experience means for those who have “lived” it. Manen (2016) refers to phenomenology as investigating the “originary emergences” of human experience and meaning. Learners’ experiences are often a reflection of the degree to which they are free to exercise choice in their learning according to their needs and interests. The freedom to choose, says Covey (2016, p. 77) is one of those “endowments that make us uniquely human.” Success often lies in the results. Consequently, the degree to which the learning environment responds to the needs of students is always being examined. When a learning environment is nurturing as it is defined by Gee (2013b), it can assist in the successful engagement of a high school CTE student. Gee (2013b) writes that learning is a “conversation” so meaningful that we react and reflect with the world. Perhaps what is most important, says Gee, is that the learner needs the world to respond. This also describes the very nature of learning in career and technical education (CTE). A CTE education is one that keeps skills in their contexts of application and meaning in the world (Gee, 2017)
    corecore