Accelerating Struggling Students’ Learning through Identity Redevelopment

Finnan, Christine; Kombe, Dennis

doi:10.1080/00940771.2011.11461769

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…Linking learning to at-risk students personal interests was also seen as important (Ewing, 2012;Finnan & Kombe, 2011;Sobel, 2004;Wootton, 2008). For teachers to know and use student prior-knowledge, learning outside of school and personal interests they need to take time and effort to listen and get to know individuals.…”

Section: Integrating Learning Across Curriculum Areasmentioning

confidence: 99%

Listening to the voices of struggling students as a way of finding out what works to help them through review of literature.

Blaauw¹

2016

tandc

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Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End NotesThese should be avoided where possible; the journal preference is for footnotes rather than endnotes. ReferencingReferences must be useful, targeted and appropriate. Acknowledgement of ReviewersThank you to the reviewers for their contribution to the process and quality of this issue. Many thanks to those who also helped with a review but the paper did not make it to this issue.

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Section: Integrating Learning Across Curriculum Areasmentioning

confidence: 99%

Listening to the voices of struggling students as a way of finding out what works to help them through review of literature.

Blaauw¹

2016

tandc

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“…As Markus and Nurius (1986) explained, "Individuals' self-knowledge of what is possible for them to achieve is motivation, as it is particularized and individualized; it serves to frame behavior and to guide its course" (p. 955). In experiencing college life in the middle grades, it is hoped that students begin to imagine a "possible self"-an identity as a confident student who can master challenging work (Finnan & Kombe, 2011) and find himself or herself beginning to prepare for college.…”

Section: Significance Of Academic Achievement In the Middle Gradesmentioning

confidence: 99%

Facilitating College Readiness through Campus Life Experiences

Schaefer¹

2014

RMLE Online

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In a program called "College Immersion," middle grades students spend up to one week on a local college campus, attending specially designed college classes and experiencing collegiate activities. This research study reports on findings related to two different college-middle school partnerships involved in a College Immersion program. Literature on college and career readiness suggests that the middle school years are critical for future academic success, especially for the kinds of vulnerable populations that are involved in this study. Taking middle grades students to college offers them authentic experiences that facilitate college readiness. After participation in a College Immersion program, students in both college-middle school partnerships demonstrated aspects of college readiness as outlined by Conley (2007). Following a weeklong experience of immersion in college life, students imagined a future that included post-secondary possibilities, developed college knowledge, and cultivated deeply positive feelings about college.

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Bella Here and There: Forming and Re-Forming Identities Across School Contexts

Jaeger

2018

Reading & Writing Quarterly

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Bella is perky, petite, and wide-eyed. The daughter of a beautician, she has long, dark hair which she manages with an assortment of colorful bands, some decorated with glitter. Yet Bella is no girly-girl. One day she came to school wearing new sport shoes but assured me that she had no interest in maintaining their tidy appearance if that meant she had to avoid the high-energy schoolyard games she enjoys. She was also quick to tell me that she struggled with English vocabulary and expected to learn many new words as we worked together. Excerpted from field notes taken soon after I met her, this is my most vivid memory of the nineyear-old girl whom I tutored throughout her fourth-grade year. But other distinctive aspects of her identity emerged in the various contexts in which I observed and interacted with Bella (pseudonym). Approaches to literacy development that assume a core identity across contexts are problematic, and the study on which this article is based, addresses this problem by tracking Bella's learning across school settings. There is much to be learned about children like Bella from an analysis of her experiences and responses to those experiences. As such, the purpose of this article is twofold: (a) to describe how Bella constructed and expressed her identities and affective states in the various school environments within which she was taught. The behaviors she demonstrated appeared to reflect her lived experience (Esteban-Guitart & Moll, 2014): thoughts, emotions, reactions to those around her, and the level of comfort-or discomfort-she felt in school spaces. (b) to link what is known about Bella to the education of other children who struggle with literacy Bella was both an emergent bilingual and a vulnerable reader and these attributes influenced her experience in important ways. I employ the term emergent bilingual rather than English learner because it emphasizes what these learners retain (their first language) as well as what they gain (additional

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Accelerating Struggling Students’ Learning through Identity Redevelopment

Cited by 5 publications

References 7 publications

Listening to the voices of struggling students as a way of finding out what works to help them through review of literature.

Listening to the voices of struggling students as a way of finding out what works to help them through review of literature.

Facilitating College Readiness through Campus Life Experiences

Bella Here and There: Forming and Re-Forming Identities Across School Contexts

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