To LEARN or Not to LEARN: When Policy and Pedagogy Collide

Gutierrez, Priscilla

doi:10.9707/2168-149x.1795

Cited by 2 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In order to better understand the affordances of classrooms that recognize and value students' everyday language, we study these environments through the framework of Third Space [5].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Third space considers students' community as Space 1, where common and familiar registers are used; and the school classroom as Space 2, where technical/academic vocabulary is favored during teaching and learning. In the particular case of literacy, Gutierrez et al [5] suggest that literacy development is related to students' deployment of everyday language in the service of their trying and testing of formal literacy practices. At the same time, students' everyday language are generalized as students' apply them to the formal uses of language that are presented through schooling.…”

Section: Third Spacementioning

confidence: 99%

See 1 more Smart Citation

3rd grade English language learners making sense of sound

Suárez¹,

Otero²

2013

AIP Conference Proceedings

View full text Add to dashboard Cite

Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.Comment: 4 pages, PERC 201

show abstract

“…In order to better understand the affordances of classrooms that recognize and value students' everyday language, we study these environments through the framework of Third Space [5].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Third Spacementioning

confidence: 99%

3rd grade English language learners making sense of sound

Suárez¹,

Otero²

2013

AIP Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…Indeed, in conversations with educators, I caution against the practice of unquestioningly drawing from "successful" instructional and theoretical orientations. A hybrid or "mix and match" curriculum that does not consider or value the experiences and needs of individual students serves no good purpose (Gutierrez, Baquedano-Lopez, & Turner, 1997). My primary purpose is to stimulate discussion among those who are interested in developing a student-centered educational system in America.…”

mentioning

confidence: 99%

Assessment for School Success

Maaka¹

2022

JITP

View full text Add to dashboard Cite

This article examines a national educational system that is founded on the premise that the individual student is the center of all learning and teaching. By drawing on her first-hand knowledge and experiences, the author presents an overview of the New Zealand student-centered curriculum. Central to this overview is: (a) a brief discussion of the beliefs New Zealand educators and the community have about children’s learning, (b) an examination of the guiding principles that underlie the assessment of children’s learning and how these translate into practice, and (c) a discussion of issues of accountability at the local and national levels of the educational system.

show abstract

To LEARN or Not to LEARN: When Policy and Pedagogy Collide

Cited by 2 publications

References 6 publications

3rd grade English language learners making sense of sound

3rd grade English language learners making sense of sound

Assessment for School Success

Contact Info

Product

Resources

About