Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis

Au, Kathryn H.; Mason, Jana M.

doi:10.2307/747251

Cited by 172 publications

(91 citation statements)

References 10 publications

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“…Qualitative approaches are ideally suited to answering questions about "how" and helping us to understand essential contextual variables that impact the effectiveness of an approach. A well-known example of this is the Kamehameha Elementary Education Program (KEEP) in Hawaii (Au, 1980;Au & Mason, 1981). KEEP was a research-and-development program that spanned more than a decade.…”

Section: Culturally Responsive Evidence-based Instructional Practicesmentioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

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In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

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Section: Culturally Responsive Evidence-based Instructional Practicesmentioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

View full text Add to dashboard Cite

show abstract

“…For example, Carr and Klassen (1997) found that racial minority teachers in Toronto were generally much more supportive than their White colleagues of their school districts' efforts to implement anti-racist policies, including efforts to diversify the curriculum. Teacher support for such changes is likely to have important implications for students, because curriculum materials and pedagogical approaches that are culturally relevant to students can stimulate student engagement and achievement (Au & Mason, 1981;Au, 1997;Cummins, 1986). For example, Allen and Boykin (1991), in a study designed to see whether matching aspects of a learning context to aspects of home culture promotes learning, discovered that African-American children learn word pairs better when moving to music than when sitting still.…”

Section: Less Pressure For System Changementioning

confidence: 99%

Culture and Race in Provider-Client Relationships

Schofield

Wang

Chew

2007

Social Work in Public Health

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Given that minority group members are underrepresented in the teaching, medical, and legal professions, minority group members often have White teachers, doctors, and lawyers. This is frequently the case even when students, patients and clients would prefer service providers similar to them in racial or ethnic background. This paper identifies possible cultural barriers to effective one-on-one relationships between White teachers, doctors and lawyers and those who receive their services, explores the potential for biased expectations to influence the services provided and outcomes attained, and contrasts the goals of White and minority educators, doctors, and lawyers, arguing that these differences have potentially negative implications for service recipients. Policy approaches to mitigating potential problems caused by the lack of match are considered, as are potential problems arising from an overly narrow emphasis on match.

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“…In one study, a teacher who had low cultural compatibility with her Hawaiian students used the "teacher question-student waitstudent respond one at a time" participation structure mentioned above (Au & Mason, 1981. But another teacher who had high cultural compatibility used the "talk story" participation structure.…”

Section: Descriptions Of What Goes On In Classroom Esl Reading Instrumentioning

confidence: 99%

“…This style of interaction contrasted sharply with the way in which parents interacted with their children over texts at home where mutual meaning building was predominant. In the aforementioned work by Mason (1981,1983), a teacher used a "teacher question, student wait, student respond one at a time" participation structure (Au & Mason, 1981, whereas common Hawaiian home events had been characterized as having a highly interactive "talk story" participation structure. In "talk story" discourse, individuals engage in joint performance or cooperative production of responses.…”

Section: Descriptions Of What Goes On In Classroom Esl Reading Instrumentioning

confidence: 99%

English-as-a-Second-Language Reading Instruction in the United States: A Research Review

Fitzgerald

1995

Journal of Reading Behavior

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The purpose of this review is to characterize research and portray findings on English-as-a-second-language (ESL) reading instruction in the United States. The spectrum of research on ESL reading instruction in the United States might best be characterized as having considerable breadth, but little depth. However, some tentative themes emerged. Among the most important statements that could be made were the following. First, some broad classroom parameters were discerned: Students may work mainly in small groups, stressing word recognition and oral reading; typical instructional discourse patterns may be incompatible with common home-discourse patterns; and teachers may work with lower ESL groups in different ways and stress lower level skills even more as compared to higher ESL groups. Second, research contributed little clarification on issues surrounding the role and timing of native-language reading instruction and ESL reading instruction for ESL reading achievement. Third, instruction targeting specific student knowledge, such as vocabulary knowledge, background knowledge, and text-structure knowledge, was generally effective. Fourth, there was a paucity of information about important issues related to ESL reading in teacher materials. Purpose, Definitions, and DelimitationsThe purpose of this article is to characterize research and portray findings from studies on English-as-a-second-language (ESL) reading instruction in the United States. The definition of United States ESL learners used for this review is individuals residing in the United States who meet the federal government's definition of "limited English proficient" (Public Law 100-297, April 28, 1988, 102 115 116 Journal of Reading BehaviorStatute 276, 20 USC 3283, Section 7003): ESL learners (a) are not born in the United States, (b) have native languages other than English, (c) come from environments where English was not dominant, or (d) are American Indian or Alaskan natives from environments where languages other than English impact their English proficiency levels. Recently, the government has also allowed program funding for Hawaiian-and Haitian-Creole speakers under the rubric of "limited English proficient." In this article, the term ESL learners is used as a special case of the phrase, "language minorities," which in general refers to individuals who are living in a place where they do not speak the majority's language.The focus on English reading in this review does not carry an implied author advocacy of an "English only" position.

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Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis

Cited by 172 publications

References 10 publications

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Culture and Race in Provider-Client Relationships

English-as-a-Second-Language Reading Instruction in the United States: A Research Review

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