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The purpose of this study was to describe and interpret teacher decision-making with ethnically diverse students. A new paradigmatic theoretical framework formed through the confluence of constructivism, multiculturalism, the teacher-as-decision-maker, and semiology guided the research. The research site was a suburban middle school located in the Southeast with a highly diverse student body that included students from 62 different countries. The researcher conducted extensive case studies of a veteran white female life science teacher and a first year white male earth science teacher. The researcher obtained data from the participants through qualitative methods. The research analyzed data analytic induction, the constant comparative method, and semiology. The following insights were obtained: both teachers believed that their students' ethnic backgrounds should not be used as a resource in teaching; their students believed that they benefited from learning science in cooperative groups that included non-mainstreaming students; the majority of the teacher actions involving ethnically diverse students were practices that contained no consideration of pedagogical choice; and the researcher interpreted the school's communication as a Code of Contradiction. The students' diversity in the social sphere was extolled; in the academic sphere, it was excluded. Contains 128 references. (PR)

Descriptors: Blacks, Case Studies, Classroom Research, Constructivism (Learning), Cooperative Learning, Cultural Pluralism, Decision Making, Ethnic Groups, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Science Instruction, Science Teachers, Semiotics











Autor: McGinnis, J. Randy; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7927&id=ED363515



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