Learning from our diverse students: Helping teachers rethink problematic teaching and learning situations

Greenleaf, Cynthia; Hull, Glynda; Reilly, Brian

doi:10.1016/0742-051x(94)90004-3

Cited by 13 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…All considered, the implications of these challenges for the literacy and science learning of diverse populations of students are profound. Increasingly, students in U.S. schools come from a variety of economic, linguistic, cultural, and ethnic backgrounds, bringing significantly different experiences and expectations about how to initiate and sustain conversations, how to interact with teachers and peers, how to identify and solve different types of problems, and how to go about particular reading and writing tasks (Greenleaf, Hull, & Reilly, 1994; C. D. Lee, 1995; Moje, Dillon, & O’Brien, 2000).…”

Section: Theoretical Background and Relevance To The Fieldmentioning

confidence: 99%

Integrating Literacy and Science in Biology

Greenleaf

Litman

Hanson

et al. 2011

American Educational Research Journal

115

View full text Add to dashboard Cite

This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers' instructional practices and students' achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.

show abstract

Section: Theoretical Background and Relevance To The Fieldmentioning

confidence: 99%

Integrating Literacy and Science in Biology

Greenleaf

Litman

Hanson

et al. 2011

American Educational Research Journal

115

View full text Add to dashboard Cite

show abstract

“…It is for reasons of the primacy nature of awareness that this study focuses on teacher candidates' intercultural awareness instead of the other two elements. As Greenleaf et al (1994) Proficiency or from different cultural backgrounds (Colombo, 2004) In order to achieve the above goals, professional development for teachers must be designed to raise the cultural awareness and better prepare them to differentiate their instructional practice for different students. This may also be the key element in closing the achievement gap.…”

Section: Teachers' Roles In Facilitating Diverse Students' Learningmentioning

confidence: 99%

Global mindedness and dispositions towards diversity in the classroom

Acolatse

View full text Add to dashboard Cite

This study examined global mindedness and dispositions towards diversity in the classroom between two groups of teacher candidates. One group had obtained a bachelors degree before starting the teacher education program while the other group started the teacher education program without a college degree. The global mindedness scale (GMS) and the Teacher Multicultural Attitude Scale developed by Hett (1993) and Ponterrotto (2004) respectively were used for the study. iii Dedication Daughter I dedicate this dissertation to my daughter, Nubuklenam, whose name literally and figuratively means a new day/era has dawned for me. May you grow in the wisdom and traditions of the great secrets of the cosmos: The Laws of Forgiveness and Attraction. Nieces/Nephews I also dedicate this dissertation to all of you for making Uncle Pee proud. May you continue to grow in grace and wisdom. Do not relent on your pursuit of intellectual and moral enlightenment. My Students I duly dedicate this dissertation to all my students from Mamrpobi North

show abstract

“…Various ways of grasping plurality and violence in turn have influenced what is seen as essential to pay regard to when subject matter is considered. Several studies have highlighted how both plurality and plural ways of comprehending subject matter are not fixed entities, but negotiable in relation to purposes of education (Greanleaf et al, 1994;Frederick et al, 2009;Frelin & Grannäs, 2010;Uzum, 2013).…”

Section: Research About Violence and Plurality In Relation To Subjectmentioning

confidence: 99%

Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

Edling

2014

Citizenship, Social and Economics Education

View full text Add to dashboard Cite

Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways, the logic of evidence-based research is insufficient when it comes to handling plurality.

show abstract

Learning from our diverse students: Helping teachers rethink problematic teaching and learning situations

Cited by 13 publications

References 8 publications

Integrating Literacy and Science in Biology

Integrating Literacy and Science in Biology

Global mindedness and dispositions towards diversity in the classroom

Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

Contact Info

Product

Resources

About