The interactive attribution of school success in multi-ethnic schools

Haan, Mariëtte de; Wissink, Inge B.

doi:10.1007/s10212-012-0115-8

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…If parents' perceptions of their child's educational resilience contribute to their views of the child's educability and, subsequently, affect the child's achievements, we need studies to explore the reciprocal relationships between parents' resilience perceptions and their child's views of him/herself as a learner over the course of his/her schooling. Especially when we are dealing with learning difficulties, it is important to consider the teachers' accounts as part of the dynamics of these situations (Haan & Wissink, 2013). Research on the interactive processes involved in explaining a child's academic successes and failures would also throw light on changes in parental perceptions of resilience.…”

Section: Discussionmentioning

confidence: 99%

Educational Resilience from Parental Perspective

Räty

Kasanen

Rautiainen³

2013

JEDP

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In this study we explored the contribution of parents' perceptions of their child's resilience to their assessments of the child's abilities and academic proficiencies. We examined whether parents' perceptions of their child's resilience would predict, independently of the child's assessed competencies, their appraisals of the child's respective competencies across a four-year time span. A group of academically and vocationally educated parents (N = 326) evaluated their child's resiliencies (education-related, persistence, and confidence) when the child was in the fifth grade. The parents also assessed their child's competencies in various abilities and school subjects. They then repeated these assessments once the child had entered the ninth grade, i.e., at the end of his/her compulsory education. Linear regression analyses indicated that the parents' perceptions, especially those of their child's educational resilience, did have significant effects on their assessments of the child's verbal-cognitive competencies. In addition, the results suggested that perceptions of a child's resiliencies might be more pertinent for academically educated than for vocationally educated parents. Accordingly, even though parental assessments of their child's future competencies are closely associated with the respective assessments of his/her current competencies, the perceptions of the child's educational resilience may function as a separate basis for parents' appraisals of their child's competencies.

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Section: Discussionmentioning

confidence: 99%

Educational Resilience from Parental Perspective

Räty

Kasanen

Rautiainen³

2013

JEDP

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“…Importantly, attributions of failure are not always contained in private experience. Causal accounts of failure can surface in social interaction-they arise during teacher-student, parent-teacher, and peer-to-peer discourse about learning (de Haan & Wissink, 2013;Heyd-Metzuyanim, 2015), not just in thoughts elicited on surveys or interviews (e.g., Graham, 1991). When accounts of failure go public, people can argue about root causes (Ochs et al, 1992), demonstrating that stories about failure are negotiable, not absolute, and involve facets of power.…”

Section: Attributions Of Bugsmentioning

confidence: 99%

Art as a Point of Departure for Understanding Student Experience in Learning to Code

Dahn

DeLiema

Enyedy

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and failure. Purpose/Objective/Research Question/Focus of Study The purpose of our study is to understand how reflecting on and making art might support students’ emotional experience of learning to code. We focus our efforts on students’ experiences with debugging, the process of figuring out how to fix broken code. Our research questions are: How did students reflect on their experiences and emotions in the context of art making about debugging? How did students describe the potential for making art to shape their coding practice? Setting The setting is a two-week computer programming workshop at a non-profit organization focused on computer science education. Population/Participants/Subjects Participants are 5th through 10th grade students attending Title I schools or with demonstrated financial need. Intervention/Program/Practice Students participated in a visual arts class for an hour each day of the two-week workshop, in addition to three coding classes. Research Design Design-based research anchored our study. Data sources included students’ written artist statements, artifact-based interviews about artwork, and in-process conversations with the researcher-teacher leading the art class. We used a storytelling framework to make sense of how elements of our curriculum and instructional design supported student reflections on obstacles in coding, how they talked about debugging events over time, and the range of emotions they expressed feeling. Findings/Results Findings suggest that making and reflecting on art can support students in offering descriptive accounts of learning to code and debug. Students’ stories highlighted the range of ways they experienced failure in coding, the causes of those moments of failure, the flow of events through failure (what was disrupted, how the experience changed over time, and whether it was resolved), and the emotions (about emotions) that framed failure. Moreover, students described the ways that art making shaped their coding practice, including transforming how they understood themselves, set goals, relaxed after a stressful coding class, approached problem solving, and set expectations. Conclusions/Recommendations Our results have implications for the redesign of our intervention and more broadly for the design of learning environments and computer science pedagogy.

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“…Finally, while attributions are often thought of as being the beliefs and thoughts of individuals and groups, they are also argued to be part of a "co-constructed process" whereby conversational actors influence each other's attributions during ongoing discourse (Haan & Wissink, 2013). According to Haan & Wissink (2013), they are "both beliefs that reside in the minds of people and subjected to and formed by 'language in action'" (p. 299). As teachers seek out explanations for student ability through the development of attributions, they may be forming and simultaneously reinforcing their socially constructed notions of student ability.…”

Section: Literature Review Teacher Perceptions Of Student Abilitymentioning

confidence: 99%

Teacher Talk about Student Ability and Achievement in the Era of Data-Driven Decision Making

Datnow

Choi

Park

et al. 2018

Teachers College Record: The Voice of Scholarship in Education

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Background Data-driven decision making continues to be a common feature of educational reform agendas across the globe. In many U.S. schools, the teacher team meeting is a key setting in which data use is intended to take place, with the aim of planning instruction to address students’ needs. However, most prior research has not examined how the use of data shapes teachers’ dialogue about their students’ ability and achievement. Purpose This study examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the use of data within teams, their school contexts, and broader accountability systems. Research Design The study draws on interview and observational data gathered from teacher teams in four elementary schools. In each of these schools, teachers were expected to use data to inform instructional differentiation. Data collection efforts involved regular visits to each school over the course of one year to interview teachers and conduct observations of teacher team meetings. In the process of analysis, interview transcripts and field notes were coded, and themes were extracted within and across codes. Findings Across schools, teachers used common labels (e.g., “low,” “middle,” “GATE”) to describe students of different achievement levels and the programs they were involved in. The use of labels and student categories was relational and comparative and influenced by the accountability and policy contexts in which teachers worked. At the same time, regular meetings in which teachers jointly examined data on student learning provided a space for teachers to examine students’ strengths and weaknesses on a variety of measures and talk in terms of student growth. Teachers questioned whether assessment data provided an accurate picture of student achievement and acknowledged the role of student effort, behavior, and family circumstances as important factors that were not easily measured. These discussions opened up deeper inquiry into the factors that supported or hindered student learning. The implementation of the Common Core State Standards also led some teachers to question prior categorizations of student ability. Conclusions/Recommendations The findings from this study suggest that educational reforms and policies regarding data use influence educators’ conceptions of student achievement and ability. On the one hand, accountability policies can narrow the dialogue about students. On the other hand, educational reforms and policies could also lead to new ways of thinking about student learning and to an examination of a broader range of data, and provide opportunities for professional learning.

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The interactive attribution of school success in multi-ethnic schools

Cited by 7 publications

References 19 publications

Educational Resilience from Parental Perspective

Educational Resilience from Parental Perspective

Art as a Point of Departure for Understanding Student Experience in Learning to Code

Teacher Talk about Student Ability and Achievement in the Era of Data-Driven Decision Making

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