Student Knowledge, Engagement, and Voice in Educational Reform

Thiessen, Dennis

doi:10.1111/j.1467-873x.2006.00362.x

Cited by 20 publications

(7 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nearly all teachers are willing to use feedbacks from students to improve the implementation of RME. This is relevant to [32] and [33], and [28] who explained that students should be involved in implementing a change based on their maturity and the sophistication of the change done. This is supported by [34] who found that the success of a change is determined by the interaction between teachers and students.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Teachers' Concern about Implementation of Realistic Mathematics Education

Johar¹,

Zubainur²,

Ikhsan³

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

View full text Add to dashboard Cite

Abstract-Innovation is required in mathematics teaching in order to improve students' mathematics literacy. This means that students learn mathematics with the emphasis of common sense and application of knowledge in their daily life. Innovation can be conducted by employing the Mathematics Education (RME) approach. This is a developmental research which followed reference [1] model to measure the quality of learning using RME approach. The developed learning materials consisted of lesson plan, student's worksheet, observation sheet, achievement test, students' response, validation sheet, and video lessons. The quality criteria of the learning materials refer to validity, practicality, and effectiveness. This paper only discusses the effectiveness of innovation in terms of teachers' concern. The people who are impacted by the innovation may react differently. Ten primary school teachers were involved in the implementation of RME. They completed the questionnaire of teachers' concern after the implementation of RME in their own class. The results revealed that teacher are highly concern of the implementation of RME to develop students' character. Teachers are willing to review more of the approach including the change they should do related to the implementation of RME. Teachers are not concerned of the time constraint and more responsibility.

show abstract

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Teachers' Concern about Implementation of Realistic Mathematics Education

Johar¹,

Zubainur²,

Ikhsan³

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

View full text Add to dashboard Cite

show abstract

“…Students are struggling and are not always well served by schools because they generally do not fit in with what schools expect and value (Thiessen, 2006). They feel helpless based on their experiences and begin to accept failure.…”

Section: Chapter 3: Research Methodsmentioning

confidence: 99%

“…Furthermore, an extension of the label at-risk is high-risk youth who are the at-risk youth disconnected from school, family and community, 2 compounding the risks and challenges of their lives (Penn, Doll, & Grandgenett, 2008;Schonert-Reichl, 2000;Smith et al, 2007). Education systems previously have forgotten, marginalized, or misrepresented these students, which is why it is essential for teachers to look at the etiology of a student in order to effectively identify how a risk factor came into existence for each particular child (Hoffman, 2011;Thiessen, 2006).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

“…Teachers who teach in mainstream and alternative education settings face challenges they are not specifically trained to address (Aschroft, Price, & Sweeney, 1998). Due to lack of teacher training, knowledge, and time, at-risk students are 3 still taught using uniform teaching or blanket teaching (Cook-Sather, 2006;Hamblin, 2000;Thiessen, 2006). This uniformity demands that students be able to conform, to compete, to absorb knowledge, and to easily transmit knowledge that that is taught.…”

mentioning

confidence: 99%

“…Educators need to design complex and comprehensive interventions that take into consideration multiple contexts of functioning. Interventions need to focus on factors that lead to problematic functioning alongside strengths within the child and his or her social milieu (Schonert-Reichl, 2000;Thiessen, 2006). …”

mentioning

confidence: 99%

See 2 more Smart Citations

Identifying at-risk youth: strategies to help them succeed

Peters¹

View full text Add to dashboard Cite

Approximately 30-40% of Canadian children are deemed to be at risk of not completing high school and 1.2 million or 27.6% of Canadian children under the age of 11 can be considered vulnerable to emotional, behavioural, social, or academic problems. Through the use of unobtrusive research under a qualitative research paradigm, a democratic approach to education focusing on empowering members of the teaching community and students has been done. This research narrows the gap between traditional education practices and explores new ways of instruction in order to create a healthy learning environment where students are able to feel excited and empowered through their learning. This manual encourages educators to try, adapt, and adopt new methodologies in their teaching repertoire. Intervention strategies include physical literacy, adventure-based learning, strengths-based approach, and social justice.iii TABLE OF CONTENTSAbstract ii Chapter 1: IntroductionEducation is the primary factor that enables people to lead healthy, fulfilling lives. It plays a role in the healthy development of individuals by providing them with tools and skills to become productive members of society. When youth feel connected to school, they are more likely to report better health, above average marks, and engage in fewer risky activities than youth who feel less connected (Schonert-Reichl, 2000; Smith, Peled, Albert, MacKay, Stewart, Saewyc, & the McCreary Center Society, 2007). This connection to school provides a sense of belonging and enables youth to foster relationships with teachers and peers.Unfortunately, not all students thrive in mainstream schools. Young people today have many temptations and challenges such as violence, drugs, alcohol, sex, gambling, and numerous other potential distractions from healthy and productive lifestyles (Penn, Doll, & Grandgenett, 2008;Schonert-Reichl, 2000). Poverty, dysfunctional families, housing instabilities, and various forms of abuse are just some of the other crippling issues our youth face on a daily basis. These problems are what lead educators to identify youth as at risk or high risk.At-risk is a multifaceted label applied to particular youth in any educational setting on a daily basis. When educators use the term at-risk, they are referring to the multitude of issues mentioned above (Brownell, Roos, MacWilliam, LeClair, Ekuma, & Fransco, 2010;Schonert-Reichl, 2000;Smith et al., 2007;Wotherspoon, & Schissel, 2001). Students may also appear lethargic, withdrawn, or sad in addition to the behavioural characteristics. These issues play a major role in the psycho-social development of these students which adds to their characterization of at-risk. Furthermore, an extension of the label at-risk is high-risk youth who are the at-risk youth disconnected from school, family and community, 2 compounding the risks and challenges of their lives (Penn, Doll, & Grandgenett, 2008;Schonert-Reichl, 2000;Smith et al., 2007). Education systems previously have forgotten, marginalized, or misrepr...

show abstract