Conceptions of fair learning practices among low-income African American and Latin American children: Acknowledging diversity.

Thorkildsen, Theresa A.; Schmahl, Cindy M.

doi:10.1037/0022-0663.89.4.719

Cited by 7 publications

(1 citation statement)

References 36 publications

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“…The likelihood that our results reflect the particular school experiences of the students we interviewed is suggested by Thorkildsen and Schmahl's (1991) study of two types of urban schools. Students accustomed to direct teaching of noncontroversial information and much emphasis on test scores saw it as fair for them to be given tests on an almost daily basis.…”

Section: Discussionmentioning

confidence: 80%

Learning "facts" versus learning that most questions have many answers: Student evaluations of contrasting curricula.

Nicholls¹,

Nelson²,

Gleaves³

1995

Journal of Educational Psychology

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In interviews, urban African American students (Grades 1-8) were asked to compare the memorization of noncontroversial information with the learning and discussion of information designed to help students develop personal stances on controversial matters. Younger students did not clearly see one curriculum as more fair. Older students, more so than younger students, saw collaborative inquiry about controversial topics as fair and as likely to foster motivation. They also more strongly agreed that school should foster motivation and understanding, and they valued memorizing less than did younger students. That is, older students' views resembled the view of critics who argue that schools place undue emphasis on "fixed facts and skills to be acquired" (J. I. Goodlad, 1984, p. 209). Possible roles of student voice in curricula matters are noted. This is a study of grade differences in students' evaluations of the fairness of two different curricula and of certain purposes such curricula might serve. John Dewey (1938) indicated the importance of asking students about these matters when he emphasized that students should be involved in the formation of the purposes that govern their schooling. The need to consider the fairness of curricular practices and educational purposes was suggested by John Rawls (1971). In A Theory of Justice, he argued that a fair society should secure the development and expression of individual capacities. Rawls held that this was more effectively secured with complex tasks than with simple ones. McNeil (1986), on the other hand, reported that high school students evaluated history teachers as fair when they reduced the complexity of the subject to lists of simple, Special Note. I would like to acknowledge the professional support and, most importantly, the friendship of John Nicholls. Although many will remember John's work, I will most cherish his friendship.-J.

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Section: Discussionmentioning

confidence: 80%