Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners

This article highlights four qualitative studies that examine young diverse populations (i.e. middle-class African-American learners, Latinx immigrant children, emergent bilingual writers, and teachers of low-socioeconomic African-American learners) using culturally relevant and culturally sustaining pedagogies as our theoretical lens. The research questions are (1) What are the features of classrooms that support culturally sustaining learning for young children? (2) What social, cultural, and linguistic resources do learners draw upon when engaging in culturally sustaining spaces? Findings in this paper indicate that (a) children need critical safe spaces to foster CSP (b) children draw knowledge from varied resources and (c) teachers’ must be able to navigate policies to implement practices that utilize students’ cultural referents.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.     

Social representations of inclusion and stratification: ethnographic research within two Israeli elementary schools

Based on ‘Social representations theory’, this ethnographic research examines the processes by which two Israeli elementary schools represented some children, but not others, as ‘weak’ students and in need of remedial teaching. This approach differs from most current research regarding children with disabilities, which mainly deals with the opposite process of how to include, as equal school partners, those who have already been represented as in need of some kind of special education. Our findings show that school life is founded on a representational dichotomy: while inclusion is the declared school ideology, daily discourse and school activity mainly serve stratification. This dichotomy is tolerated partly because the meaning of this activity is incorporated within school routine and ignored and partly because it is represented as a response to a supposedly self‐evident reality of the unequal intellectual potential of students.     

The Impact of Self-Esteem Group Work Practice with Rural Elementary Male Students

The present pilot study examines the effect of a social work self-esteem group as a method for improving the self-esteem and classroom behavior of disruptive male students in an elementary school in rural Georgia. Teachers, educators, and administrators in school systems across the nation are continuously bombarded with a disproportionate number of students who fail to display acceptable standards for appropriate classroom behavior, particularly male students. Research efforts have been directed toward identifying effective social work practice interventions that will bring about meaningful proactive changes to elementary student populations who exhibit such behaviors. A validated outcome measure was included in an uncontrolled pretest–posttest design to determine quantifiable changes. Findings from this study show that after the social work group intervention, posttest scores tended to be lower than pretest scores, which would indicate that there was a notable improvement in elementary students’ self-esteem and class behavior between pretest and posttest assessments. Implications for social work practice are discussed.     

专业基础课教学改革思考

指出专业基础课目前存在的问题 ,并对专业基础课的教学内容、教学手段和教学方法进行研究 ,探讨了专业基础课教学改革的模式 ,进一步推进专业基础课程的改革     

试论明清时期散文体蒙学读物的编辑艺术

明清时期蒙学读物的编辑艺术焕发出旺盛的创新活力，表现在韵语、歌诀、偶句及散文体编辑方式等方面。在散文体蒙书编辑方面，“事类赋体”读物继承了前代类书及蒙书的编辑经验，且多有创新突破；散文故事类书借鉴类书编辑体例之长，又多有拓进。推动明清蒙书编辑艺术创新的动因有：社会教育发展及人民高涨的读书热情是终极动力；著名文士及鸿儒巨卿参与编写蒙书，促进了蒙书编辑质量的提高；民间出版业的发达和出版技术的进步为蒙书编辑艺术的创新提供了有力的技术支撑。     

自强不息 厚德载物——南京市夫子庙小学校长程钢个案研究

本个案采用社会科学研究中的质的研究方法,通过实地访谈和观察分析,描述了程钢成为名校长的历程,揭示了他成功的因素。     

新中国中小学课程教材建设五十年

在新中国５０年的发展历程中,我国中小学课程教材建设工作表现出了较强的连贯性,课程教材建设的组织制度、管理制度、发展机制以及课程教材的理论研究和实验研究等不断发展完善;它又呈现出明显的阶段性特征,具有鲜明的时代特色,有力地推动着社会主义教育事业的发展。回顾与反思这一历史历程,对于即将来临的新世纪的课程教材建设工作具有重要意义。     

构筑适应先进生产力发展的基础教育平台

本文系统分析了教育结构战略性调整的主要思路和加快普及普通高中教育的战略意义与对策 ,提出了“教育有机构成”、“基础教育平台”、“教育产业发展观”、“综合竞争观”、“人力资本运筹学”、“教育结构由‘丁尺型’向‘阶梯型’转变”、“良性教育发展体系”等一系列新观点 ,揭示和阐述了“教育阶段边际效应递增”的重要规律 ,提出了确立现代生产力结构、人力资本要素及教育有机构成基本观念和研究体系的理论创新任务     

一条建构有民族特色语法大厦的宏富之路--简评申小龙著《当代中国语法学》

本文从"视通东西、神贯古今"、"个案研究、以点带面"、"追问反思、史意浓烈"和"重言中旨、互文见义"等四个方面评述了申小龙著<当代中国语法学>不同于印欧系语言语法的汉语语法的民族性征,并对书中的一些论述提出了自己的看法.