Teachers, school reform and social justice: Challenging research and practice

Lingard, Bob; Mills, Martin; Hayes, Debra

doi:10.1007/bf03219733

Cited by 69 publications

(41 citation statements)

References 6 publications

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“…This is particularly relevant to my current work of identifying pedagogies that empower students to engage positively with school science (cf. "productive pedagogies, " Lingard, Mills, & Hayes, 2000). More specifically, it addresses my interest in identifying the tacit as well as explicit features of teacher talk (and accompanying nonverbal communication) that impact upon the kinds of relationships, affective responses, and identities that I believe are likely to enhance or limit the development of scientific literacy for all (Hanrahan, 1999a).…”

Section: Methodology: Critical Discourse Analysismentioning

confidence: 99%

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

Hanrahan

2005

Sci. Ed.

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Section: Methodology: Critical Discourse Analysismentioning

confidence: 99%

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

Hanrahan

2005

Sci. Ed.

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“…Cierto es que, en ocasiones se ha relacionado el enfoque de Evaluación Auténtica como la mejor aproximación evaluativa para una educación para la Justicia Social (p.ej., DarlingHammond, 1994;Lingard y Mills, 2007;Lingard, Mills y Hayes, 2000;Rennert-Ariev, 2005). Sin embargo, desde nuestra perspectiva esta aproximación es insuficiente por no contar con elementos claves en una enseñanza de verdad transformadora.…”

Section: A Modo De Cierreunclassified

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Hidalgo¹,

Murillo²

2016

riejs

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En este artículo se presenta una propuesta de Modelo de Evaluación de Estudiantes para la Justicia Social que busca avanzar un paso más en la construcción de una educación que contribuya a una transformación real y profunda de la sociedad. El modelo está basado en tres fuentes esenciales. Por un lado parte de un concepto de Justicia Social de carácter multidimensional, asentado en la Justicia social como Redistribución, como Reconocimiento y como Participación. La segunda fuente es una propuesta de Educación para la Justicia Social construida a partir del anterior concepto, que diferencia una educación en Justicia Social de una educación para la Justicia Social y que está conformada por tres ejes complementarios: una educación equitativa, crítica y democrática. Por último, la propuesta bebe y aprende de enfoques alternativos de evaluación de estudiantes: Evaluación Inclusiva, Auténtica, Culturalmente Sensible, Participativa, Democrático-Deliberativa y Crítica. Con todo ello se formula un modelo con tres dimensiones: evaluación equitativa, evaluación participativa y evaluación crítica. Esta propuesta pretende aportar ideas para empezar a transformar la evaluación de los estudiantes de tal forma que se configure como una pieza clave en una educación comprometida con la construcción de una sociedad más justa e inclusiva.Palabras clave: Evaluación de estudiantes, Educación para la Justicia Social, Justicia Social, Evaluación equitativa, Evaluación crítica, Evaluación participativa. This paper presents a proposal of a Model of Student' Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, DemocraticDeliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students' assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

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“…The emphasis on literacy skills is supported by theorists working in the field of the sociology of education who demonstrate how schools reproduce inequality. Students from low socio-economic and ethnic minority backgrounds tend not to have the linguistic and cultural capital valued within formal school contexts (Bourdieu and Passeron 1990;Teese and Polesel 2003;Lingard, Mills and Hayes 2000). Growing expectations associated with the role of teachers in improving equity outcomes are influencing teacher education programs.…”

Section: Knowledge About Language In Pre-service Teacher Education Prmentioning

confidence: 99%

Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

Fenwick

Humphrey

Quinn

et al. 2013

AJTE

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The development of deep understanding of theoretical knowledge is an essential element of successful tertiary-programs that prepare individuals to enter professions. This study investigates the extent to which an emphasis on the application of knowledge within curriculum design, teaching strategies and assessment methods developed deep knowledge about language within the first year of a tertiary-based teacher education program in Australia. Concepts of application from literature on tertiary-based learning informed the design of curriculum, teaching strategies and assessment within a unit on linguistics for preservice teachers. Questionnaires, provided to students at the end of the unit, and analysis of a final assessment task, provided insight into the extent to which the strategies designed to develop deep understanding were successful. The results indicate that an emphasis on the application of knowledge, within a discipline context, can support the development of understanding in units that do not have immediate links with professional practice.Keywords: knowledge about language; undergraduate education; teacher education; teaching methods Current research into tertiary teacher education programs emphasises the importance of developing deep knowledge. Pre-service teachers who do not have sophisticated understanding of abstract theory will struggle to apply ideas in practice (Darling-Hammond 2006). The most successful teacher education programs produce graduates who can engage with ideas and concepts and are then able to apply theory flexibly in a diverse range of contexts (Darling-Hammond 2006;Loughran 2006;Zeichner 2008;Milner 2005;Poplin and Rivera 2005). School teachers who will make a difference to student outcomes have developed 'deep and flexible knowledge of subject matter' that can be applied to assess 2 students' abilities and develop a range of appropriate teaching practices that support learning 5To be able to contribute to an equity agenda, teachers new to the profession will require a range of understandings and skills, including deep knowledge about language.Current research suggests that student learning in schooling is supported when teachers are explicit and clear about curriculum goals and they are then able to use a broad range of strategies to develop all students' learning (Hattie 2012;Darling-Hammond 2006; Abu ElHaj and Rubin 2009;Poplin and Rivera 2005). Part of this work involves teachers being able to analyse the linguistic requirements specified by curriculum and to facilitate student development of the language skills required in curriculum areas (Derewianka

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Teachers, school reform and social justice: Challenging research and practice

Cited by 69 publications

References 6 publications

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

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