Teaching Strategies:<i>Empowering Teachers, Empowering Children</i>

Stone, Sandra J.

doi:10.1080/00094056.1995.10522625

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…While the concept of empowerment is well established in social work practice (Saleeby, 1997), it has received much less attention in research on teaching (Huff & Johnson, 1998;Michaud, Sontag, & Smiar, 1996). Involving students in this initial decision-making establishes both ownership and choice among students, which are important aspects of classroom empowerment (Stone, 1995).…”

Section: Class Presentations and Evaluationmentioning

confidence: 98%

Engaging Students in Community-Based Research

Anderson

2002

Journal of Community Practice

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Section: Class Presentations and Evaluationmentioning

confidence: 98%

Engaging Students in Community-Based Research

Anderson

2002

Journal of Community Practice

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“…One of the most significant outcomes developed out of and across the multi-age experience was the children's empowerment for learning (Stone, 1995). There were many happenings in the classrooms which empowered the children as learners.…”

Section: Empowering the Children For Learningmentioning

confidence: 99%

Project friends: A multi-age learning community

Adams¹,

Harmon²,

Reneke³

et al. 1997

Early Childhood Educ J

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Project Friends is a learning community based on our confidence in the multi-age classroom as a valuable and viable vehicle for teaching young children. Our three multi-age classrooms of kindergarten, first-and second-grade children were the served as the setting for Project Friends. In this article, we share our beginnings, significant features and outcomes of the learning community, and our reflections on a year ended in Project Friends. Our experiences and the experiences of the children in the multi-age classrooms continue to provide rich contexts for teaching and learning in the elementary school.

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“…Empowered children make decisions that count; consequently, they display increased independence, thoughtfulness and originality. Children learn how to make decisions by making decisions, not by following directions (Kohn, 1993 as cited in Stone, 1995).…”

Section: D) Decision-makingmentioning

confidence: 99%

Empowerment in Madrasah: What English Teachers Have to Say

Misdi¹

2017

AJP

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Empowerment is often defined by impact, competence, and meaningfulness (Frymier, Shulman, & Houser, 1996). In order to empower students, English teachers have to be empowered themselves. However, research indicates teachers of English in madrasahs is still underperformance. Thus, this paper is attempted to explain the aspects and factors relating to empowerment issues in the contexts of the madrasahs in Indonesia. Despite of small number of madrasah that have high qualified performances in instructional practices, public madrasahs still sound unsatisfying comparing to the secular schools. The issue of teachers and learners' voices are still lack of attention in both school and instructional decision making. As the results, participation and engagement in English learning are still remaining less appreciation in term of meaningful learning both for teachers and students.

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Teaching Strategies:Empowering Teachers, Empowering Children

Cited by 12 publications

References 1 publication

Engaging Students in Community-Based Research

Engaging Students in Community-Based Research

Project friends: A multi-age learning community

Empowerment in Madrasah: What English Teachers Have to Say

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