Search results for: Socially disadvantaged populations
Page 2/2 17 items
A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; ect. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Māori and Pasifika children from low socio-economic status communities. The third group comprising all the primary schools in a rural and remote region of New Zealand.
Updated: Apr. 27, 2009
This article develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development.
Updated: Mar. 30, 2009
The article examines how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and economic inequalities among students. The result suggests that minimizing the social inequities that contribute to the adverse effects of poverty will play a greater role in closing the poverty score gaps in mathematics in elementary grades.
Updated: Mar. 18, 2009
Tracking In The Era of High Stakes State Accountability Reform: Case Studies Of Classroom Instruction In North Carolina
Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students.The central question is: What is the nature of curriculum and instruction for different groups of students in the new school reform context of high-stakes, statewide accountability programs, and what are the implications for equity? The author focuses on the nature of classroom instruction for students in the “regular” classes, which are disproportionately populated by students of color from low socioeconomic backgrounds, with that of their peers in “academically gifted” classes and considers the implications for equity in this new policy context.
Updated: Dec. 15, 2008
Alternative Mentoring of Street Girls in Bangladesh: New Identities and Non-traditional Opportunities
The article describes how mentoring and female role models enhance self-worth and for adolescent girls. The project involved low socio economic girls from Bangladesh. Qualitative data was collected from participant diaries, focus group discussions, and mentor and participant interviews were conducted.
Updated: Nov. 17, 2008
The paper offers a theory regarding the pattern of distribution of new teachers into the teaching field, and its effect on disadvantaged learners. The study follows two beginning teachers and examines the strategies that place them in particular schools and the reasons for their relocation following their first year of teaching.
Updated: May. 01, 2008
This paper reflects on a new pre-service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre-service teachers to work in challenging, hard-to-staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers.
Updated: Apr. 26, 2008