No abstract
The concept of voice permeates perspectives on reading and writing and has helped guide both literacy research and teaching. However, what voice is for scholars, researchers, and teachers takes many guises, some in apparent contradiction to others. We offer a theoretical perspective on the concept of voice, situating it within sociocultural accounts of language and literacy and, through a review of language and literacy research, arrive at a definition of voice. In doing so, we discuss the varied rhetorical, linguistic, and educational foundations of voice, exploring individual‐centered and social‐ and cultural‐centered perspectives, and two differing premises driving research: (1) that voice is a quality of language that reflects authorial choice and can be taught, and (2) that voice is a lens for understanding reading, writing, and learning processes. We discuss implications of our thinking about voice for literacy research and teaching. يتخلل مفهوم الصوت وجهات نظر بشأن القراءة والكتابة، وقد ساعد كمرشد للبحوث في مجاليْ القراءة والكتابة والتدريس على حد سواء. ومع ذلك، فإن الصوت بالنسبة للعلماء والباحثين يأخذ مظاهرعديدة متناقضة مع بعضها البعض. يقدم هذا المقال وجهة نظر نظرية بشأن مفهوم الصوت داخل حسابات سوسيوثقافية خاصة باللغة والقراءة والكتابة؛ من خلال مراجعة البحوث المتعلقة باللغة والقراءة والكتابة، بإمكاننا الوصول إلى تعريف للصوت. وبهذا فإننا نناقش أسس الصوت التربوية واللغوية والبلاغية، مستكشفين وجهات النظر المركزة على الفرد والمجتمع والثقافة، بالإضافة إلى مكانيْن مختلفين يوجهان البحث: أولا، إن الصوت ميزة اللغة تعكس اختيار الكاتب ويمكن تدريسها؛ ثانيا، هذا الصوت هو بمثابة عدسة لفهم القراءة والكتابة وعمليات التعلم. ونناقش كذلك الآثار المترتبة عن تفكيرنا فيما يتعلق بالصوت بغرض البحث في القراءة والكتابة والتدريس. 「心声表达」这个概念在有关阅读与写作的讨论中俯拾即是,亦曾有助于指导读写研究与读写教学。然而,心声表达这概念的意义,在许多学者、研究人员及教师的心目中却有多种,甚至大相径庭的体现形式。本文从语言及读写能力的社会文化角度,对心声表达这概念提出一个理论观点,并通过综述有关语言及读写能力研究之文献,给心声表达这概念作出定义。本文作者讨论有关心声表达在修辞学、语言学及教育学上的理论基础,探索以个人、社会及文化为中心的理论观点,以及两个驱动研究的不同大前题:心声表达就是反映写作者之选择的语言素质,是可以教授给学生的;心声表达就是帮助认识阅读、写作与学习过程的透视镜。本文作者亦讨论其对心声表达之想法给读写研究与教学所带来的启示。 Le concept de voix imprègne les perspectives de la lecture et de l'écriture et a servi de guide aussi bien dans l'enseignement que dans la recherche en littératie. Cependant, ce qu'est la voix pour les universitaires, les chercheurs et les enseignants revêt des formes différentes, parfois même à première vue contradictoires. Ce texte présente une perspective théorique sur le concept de voix, le plaçant dans le contexte socio‐culturel de la littératie et du langage et, au moyen d'une revue de la recherche sur la littératie et le langage, arrive à une définition de la voix. Procédant ainsi, nous débattons des différentes bases rhétoriques, linguistiques et pédagogiques de la voix, nous explorons les perspectives centrées sur l'individu, sur la société et sur la culture, et proposons deux prémisses pour diriger la recherche, à savoir que la voix est une propriété du langage qui reflète le choix de l'auteur et peut être enseignée, et que la voix est une loupe pour comprendre la lecture, l'écritu...
This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools, including the use of a category of “movers” to describe teachers who leave urban classroom teaching yet remain active in urban education. They conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings. Besides a state scholarship program, these include (a) a sense of mission, which was reinforced and developed by the teacher education program; (b) a disposition for hard work and persistence, which was reinforced and developed by the teacher education program; (c) substantive preparation that included both the practical and the academic and harmony between the two; (d) training in assuming the reflective stance of a teacher researcher; (e) the opportunity, given the high demand for teachers in high-poverty schools, to be able to change schools or districts yet still remain in their chosen profession; and (f) ongoing support from members of the cohort as well as other supportive professional networks across the years.
Good afternoon, everybody. Thank you. It's a special moment this afternoon, so I'm going to ask everyone to take their seats. Thank you so much. If you had said five years ago that 44 states in this country were going to come together and endorse a set of standards in their two critical core subjects of English Language Arts and mathematics, you could have had very, very long odds against that assumption. This country after all has a long history of very local educational initiatives. There are some proud parts of that history but there are also deep challenges of inequality of opportunity between different students exposed to radically unequal opportunities when it comes to the material they study and the quality of the teachers who are in front of them. No person in this country can claim to have done more to bring us to this moment than our guest who I'll introduce shortly. But let me remind us all how this extraordinary enterprise of the common core standards fits into the vision of educational reform for the 3 million students of this state. We speak now of a triangle of educational reform work. One part of that triad are the standards-based curriculum that we will be working on with our guest today. The next part of that triad is a radically new set of models of assessments. We need to move past what we could call assessment 1.0, the multiple choice bubble test that you all know so well. I'd never seen one until I came to this country at the age of 22 when I was asked to fill out in the GRE exam A, B, C, or D and D was "cannot be ascertained by the information given." I just put D all the way through my math exam. I hadn't done math since I was 16. I was not a beneficiary of the common core. But I think the future looks bright. We are speaking of interim assessments that probe for deep understanding through course work that we are going to work on together in the next few years again with our guest. And then the third part of the triad, a really fair but rigorous accountability system for the first time for our teachers and our principals, enshrined in state law and shortly to be acted on by the Board of Regents. This triangle cannot work unless at the core of it are extraordinarily well-prepared teachers and principals, and that's why this state has made a major commitment to a radically different model of teacher preparation based on clinical practice and work on the skills that clearly make a difference for children. Five years from now, I hope that someone in this room can look back and say, "Who could have imagined that we put that triangle in place, that we have moved the bar for our children in all of the directions that could have only been hoped for and dreamt of five years before." When the history of this period is written, I am convinced that David Coleman will be at the very center of the account of educational reform in this country. He has worked quietly through student achievement partners and earlier than that with the Grow Network, quietly but with extraordinary effectiveness as the archit...
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