Journal of Culture and Values in Education最新文献_第8页

Questioning the Problematic Nature of School Culture in Elementary Teacher Education 质疑小学教师教育中学校文化的问题性

Journal of Culture and Values in Education Pub Date : 2019-05-06 DOI: 10.46303/JCVE.02.01.3

Lori T. Meier

{"title":"Questioning the Problematic Nature of School Culture in Elementary Teacher Education","authors":"Lori T. Meier","doi":"10.46303/JCVE.02.01.3","DOIUrl":"https://doi.org/10.46303/JCVE.02.01.3","url":null,"abstract":"This essay seeks to serve as both commentary and plea to elementary teacher educators and gatekeepers. It first asks us to consider that the culture of elementary teacher education, while characteristically an honorable and moral vocation, can indeed function as an oppressive and marginalizing force in the development, humanization, and growth of aspiring new teachers. Second, it entreats those who work in teacher education to foster, seek out, and support those individuals who find themselves at the diverse, intellectual, creative, and aesthetic margins of traditional elementary teacher preparation norms. To its detriment, the cultural disenfranchisement of these seemingly unconventional new teachers limits the richness of curriculum possibilities, pedagogy, and identity development towards humanization (Freire, 2000). As Danielewicz (2001) suggests and this essay endeavors to make a central thesis, “Teaching is a moral act. A teacher education program should recognize, celebrate, and honor the intentions of prospective teachers who so often feel committed to improving the lives of others, alleviating social inequalities, and eradicating discrimination” (p. 194).","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131513295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Multicultural for who? A review of a comprehensive multicultural textbook 谁的多元文化?综合多元文化教科书之检讨

Journal of Culture and Values in Education Pub Date : 2018-12-21 DOI: 10.46303/JCVE.01.02.4

C. Halpern

引用次数: 6

A culture of equality? 平等的文化?

Journal of Culture and Values in Education Pub Date : 2018-12-21 DOI: 10.46303/JCVE.01.02.3

Douglas E. Carothers

{"title":"A culture of equality?","authors":"Douglas E. Carothers","doi":"10.46303/JCVE.01.02.3","DOIUrl":"https://doi.org/10.46303/JCVE.01.02.3","url":null,"abstract":"Race-based educational segregation has a long history in the United States and continues to exist even though prohibited by law. Recent manifestations of race-based educational discrimination are found in the overrepresentation of black students in special education programs, their subjugation to high rates of exclusionary discipline, and their underrepresentation in gifted programs. This study used the ProQuest Education database and selected search terms to retrieve records of publications and examine trends in professional literature during four decades. Patterns were found in scholarship related to disproportionate representation of black students in special education programs and the use of exclusionary suspension and expulsion with black students as well as the underrepresentation of black students in gifted programs. The most scholarship was found related to gifted programs, in which blacks were underrepresented, and the amount of scholarship progressively decreased as the level of segregation of black students increased from special education placement to suspension and expulsion. Further, the absolute amount of scholarship and the percentage of works published in scholarly journals were inversely related to the number of search terms with negative connotations used, including special education, minority, and poverty. Use of search terms with negative connotations was positively associated with the percentage of scholarship done by students in the form of dissertations and theses. Conclusions note scholarly findings of reduced adult outcomes caused by inequitable access to educational opportunities and encourage additional research into effective provision of culturally responsive teacher preparation and continuing education as alternatives to reliance on zero-tolerance and other policies that increase educational segregation of black students.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129742162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Don't Shut Up: Why Teachers Must Defend the First Amendment in Secondary Schools 不要闭嘴:为什么教师必须在中学捍卫第一修正案

Journal of Culture and Values in Education Pub Date : 2018-12-21 DOI: 10.46303/JCVE.01.02.2

James R. Moore

{"title":"Don't Shut Up: Why Teachers Must Defend the First Amendment in Secondary Schools","authors":"James R. Moore","doi":"10.46303/JCVE.01.02.2","DOIUrl":"https://doi.org/10.46303/JCVE.01.02.2","url":null,"abstract":"Don’t Shut Up: Why Teachers Must Defend the First Amendment in Secondary Schools \u0000Abstract \u0000Several recent judicial decisions and numerous reports from scholars, educators, legal experts, journalists, and advocacy groups suggest that the First Amendment protection of freedom of expression is being unconstitutionally abridged in American universities and secondary schools. Freedom of expression for university and secondary school students is essential to securing individual rights, protecting liberty, enhancing civic participation, and is a safeguard against government infringement on freedom of thought and expression. The First Amendment, along with other rights enshrined in the Bill of Rights, is the crucial underpinning of a pluralistic democracy. However, many universities and secondary schools have sought to restrict freedom of expression by establishing speech codes, safe zones, and institutional policies that prohibit and punish speech that is deemed controversial, hateful, radical, or offensive. These speech codes are designed to foster tolerance, respect, and sensitivity for individuals and groups; while this is a worthy goal, it must be achieved without violating the First Amendment. Teachers must resist unconstitutional attempts at censorship and instruct their students that the primary purpose of the First Amendment is to protect controversial, offensive, and radical speech. This article will examine the attacks on free speech and discuss how teachers can defend the First Amendment. \u0000 ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1973 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130097043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

"Won’t You be my Neighbor?" “你愿意做我的邻居吗?”

Journal of Culture and Values in Education Pub Date : 2018-12-20 DOI: 10.46303/JCVE.01.02.1

Kelsey Evans, W. Russell, Brian Furgione, A. Sheridan

引用次数: 1

The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya 肯尼亚学校课程及其对课程实施中教师动机的影响

Journal of Culture and Values in Education Pub Date : 2018-06-25 DOI: 10.46303/JCVE.01.01.2

J. Kagema

引用次数: 15

The Culture and History of Standards-Based Educational Reform and Social Studies in America 美国基于标准的教育改革与社会研究的文化与历史

Journal of Culture and Values in Education Pub Date : 2018-06-25 DOI: 10.46303/JCVE.01.01.3

Joshua L. Kenna, William B. Russell

引用次数: 8

Does higher education change value perceptions? 高等教育改变了价值观吗?

Journal of Culture and Values in Education Pub Date : 2018-06-25 DOI: 10.46303/jcve.01.01.1

M. Yiğit

引用次数: 20

Poetry in the Social Studies Textbooks in Turkey 土耳其社会研究教科书中的诗歌

Journal of Culture and Values in Education Pub Date : 2018-06-25 DOI: 10.46303/jcve.01.01.4

Bulent Tarman, Emin Kilinç

{"title":"Poetry in the Social Studies Textbooks in Turkey","authors":"Bulent Tarman, Emin Kilinç","doi":"10.46303/jcve.01.01.4","DOIUrl":"https://doi.org/10.46303/jcve.01.01.4","url":null,"abstract":"The purpose of this paper is to examine social studies textbooks to investigate the use of poetry in the social studies textbooks in Turkey. This paper also examines whose poets have been represented in the textbooks. The authors applied content analysis to evaluate social studies textbooks. Content analysis is a research method that uses a set of procedures to make valid inferences from text. It is also described as a method of analyzing written, verbal or visual communication messages. Content analysis allows the researcher to test theoretical issues to enhance understanding of the data. The results showed that very few poems were used in the social studies textbooks. The finding of the study revealed that poems in the 4th grade textbooks relate to topics that were interest to students the nature and humanism. Poem about Şavşat, described the beauty of Turkish homeland in the four seasons. Vetch Field poem in the 5th grade social studies textbook, described a bride who has to work in the field. This poem seems to be written for girls since the language indicates ‘girls’ several times. It emphasizes how hard to be a bride in the vetch field. Remaining poems were used to promote students’ patriotic values. These poems emphasizes flag, homeland, heroism etc.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132235271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Social worldviews and social attitudes: Examining the psychological correlates for other-concern 社会世界观与社会态度:检视他人关怀的心理关联

Journal of Culture and Values in Education Pub Date : 1900-01-01 DOI: 10.46303/jcve.2021.7

Tosin Tunrayo Olonisakin, Sulaiman Olanrewaju Adebayo, E. Idemudia

{"title":"Social worldviews and social attitudes: Examining the psychological correlates for other-concern","authors":"Tosin Tunrayo Olonisakin, Sulaiman Olanrewaju Adebayo, E. Idemudia","doi":"10.46303/jcve.2021.7","DOIUrl":"https://doi.org/10.46303/jcve.2021.7","url":null,"abstract":"Social inequality or inequity is existent in every society. As such, most societies dedicate efforts to ensuring fairness and justice for all its members. The university environment constitutes a miniature society on its own and everyday broader realities of the larger society are equally applicable within the university. The attitude that students hold with regards to social inequality could be a function of their worldviews which act as guiding principles for social conduct. In this study, the worldviews of self-transcendence and just-world beliefs were examined in relation to support for affirmative action and social dominance orientation among students. The study employed a survey approach with data collected through questionnaires from a sample of 331 (62.8% female) undergraduate students in a public university. The authors hypothesized that self-transcendence and just-world beliefs would be positively associated with support for affirmative action and negatively with social dominance orientation. Result of data analysis using structural equation modelling confirmed the hypotheses in this study. However, the relationship between just-world beliefs and social dominance orientation was not significant. Results were discussed for their implications for acceptance of social policies that try to bridge the gap between dominant and marginalised groups. The implication of findings for understanding and managing interaction between groups in an educational setting were emphasised. Recommendations were made regarding how policy makers can use knowledge of worldviews held by student in designing strategies geared towards acceptance of policies targeted at ensuring positive outcomes for members of disadvantaged groups. Suggestions for future research were given.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122255595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1