Search results for: Minorities
Page 2/2 18 items
In this article, the author has attempted to guide her students in critiquing and reconceptualizing the deficit view of students, particularly minority students, endemic to the American school system. Using a self-study methodology, this article analyzes ways in which adopting a pedagogy based on Bakhtin's notions of dialogism and polyphony has shifted the author’s own and her students' participation patterns and describes some of the challenges the author faces in the continuous process of reflection on and redesign of her own teaching practice.
Updated: Nov. 23, 2010
This research reflection explores a narrative pattern that emerged in participants' interviews on student differences. This reflection reveals tensions between participants' structural and deficit understandings of student differences of race, class, culture, and language. Framing participants' understandings of structural and deficit thinking, this reflection articulates three discursive contexts relating to participants' work.
Updated: Jul. 13, 2010
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school.Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences.Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
Updated: Nov. 02, 2008
The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools
This article argues that in Britain dominant educational discourses of ‘the ideal pupil’ exclude minority ethnic pupils and prevent them from inhabiting a position of authentic ‘success’. It suggests that ‘the successful pupil’ is a desired yet refused subject position for many minority ethnic young people – even for those who are (to some extent) performing educational success.
Updated: Mar. 23, 2008
Model for teacher mentoring of poor and minority children: a case study of an urban Israeli school mentoring program
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Updated: Mar. 20, 2008
The article describes a study into minority teachers teaching in Australian schools. The qualitative study that consisted of interviews with teachers searched for broad themes and patterns relevant to the project. The author suggests that minority teachers use their cultural knowledge and experiences to develop a deeper understanding of ethnic minority students, and empathize with them through understanding their out-of-school lives from perspectives not available to the dominant cultural majority.
Updated: Mar. 11, 2008
Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno-cultural diversity in teacher education robust
The article explores the problem of the education and retention of world English speaking student teachers due to the diversity of multiculturalism in Australia. The study explored issues concerning world English student teachers from minority (Asian Pacific) immigrant background and found that the student teachers experienced a pedagogical gap between their teacher education and being 'Australian teachers,' between the hopes and happening in their teacher education programs; their practicum; the complexities of student behaviour management; the English language difficulties of their teacher educators, and most importantly the marginalisation of their language and thus their knowledge of education.
Updated: Jan. 09, 2008