Cultivating Ecological Generosity and Sustainability in Elementary Youth and Student Teachers via Children's Books

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-9348-5.CH015

Laura B. Liu

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Abstract

Teacher candidates enrolled in a Civic Science for Elementary Schools course at a public university in a Midwestern state developed children's books on ecological diversity and sustainability. The children's books were analyzed qualitatively using constant comparative analyses that involved analyzing each book's images and text for evidence of key themes. Analyses demonstrated children's book creation as an instructional pedagogy and ecological diversity and sustainability as curricular content powerful to enhance ENL student engagement, identification, and learning in a new cultural, linguistic, and ecological setting. Book creation involves narrative and visual explanation of key concepts accessible to ENL learners. Ecological diversity and sustainability are values shared across regions and can enhance ENL student identification with a new school context, while valuing their knowledge funds. The public library emerged as a supportive glocal civic space to build pedagogical bridges among teacher candidates, elementary schools, and the shared community resource of children's books.

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通过儿童读物培养小学生和学生教师的生态慷慨和可持续发展

在美国中西部某州的一所公立大学，参加小学公民科学课程的教师候选人编写了有关生态多样性和可持续性的儿童书籍。对儿童读物进行定性分析，使用持续的比较分析，包括分析每本书的图像和文本，以寻找关键主题的证据。分析表明，儿童图书创作作为一种教学方法，生态多样性和可持续性作为课程内容，有力地提高了ENL学生在新的文化、语言和生态环境中的参与、认同和学习。书籍创作包括对英语学习者可理解的关键概念的叙述和视觉解释。生态多样性和可持续性是跨区域共享的价值观，可以增强ENL学生对新学校环境的认同，同时重视他们的知识基金。公共图书馆作为一个支持性的全球公民空间出现，在教师候选人、小学和儿童图书共享社区资源之间建立了教学桥梁。

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Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students

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