{"title":"Active Participation","authors":"Shihkuan Hsu","doi":"10.1086/713613","DOIUrl":"https://doi.org/10.1086/713613","url":null,"abstract":"Active participation of learners has been viewed as the key to the learning process. To constructivists, challenging materials and cooperative activities where students participate and become engaged are essential in classroom instruction. In comparison, classrooms in Chinese heritage culture classrooms, where lectures are the main form of instruction, do not seem to actively motivate students. During classroom instruction, few questions are asked, and small-group activities are limited. Assumptions of learner passiveness, both from cultural tradition and current practice, misrepresent students who appear inactive. By reviewing the words from the Chinese teacher and philosopher Confucius, the assumption of learner inactivity is challenged. Analysis of an interview of a senior high school history teacher and discussion of the way lecture serves as an effective method to achieve student engagement offer a different view of active participation. These historical and contemporary quotes suggest that instruction in Chinese heritage culture classrooms emphasizes learner participation as much as constructivist classrooms. Moreover, in Chinese heritage classrooms learning is not just cognitive but also involves emotion and attitude. As a result, the lecture method needs to be reexamined to understand how it fosters active participation.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"209 2","pages":"86 - 106"},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41279522","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}
{"title":"Patrick Wachira and Jared Keengwe, eds. Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education. Hershey, PA: IGI Global, 2020. 324 pp. $265.00 (paper); $265.00 (e-book).","authors":"C. Lo","doi":"10.1086/713616","DOIUrl":"https://doi.org/10.1086/713616","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/713616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42035480","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}
{"title":"Lessons from My Correspondence with Vivian Gussin Paley","authors":"Yu-Ching Huang","doi":"10.1086/710943","DOIUrl":"https://doi.org/10.1086/710943","url":null,"abstract":"This article shares three main lessons the author learned from her correspondence with Vivian Gussin Paley. Early on, the author wrote Mrs. Paley about how she discovered the meaning of story acting for visually impaired children. The act of sharing her thoughts with Mrs. Paley showed her the power of writing to promote thinking. Equally important was learning Mrs. Paley’s storytelling and story acting (ST/SA) approach, which the author persisted in to find a way to combine with her English lessons. The process provided an opportunity to reevaluate what the author sought for her classroom. Finally, the author appreciated Mrs. Paley’s “gift” of providing the space to reach her own conclusions when they had differing views about communal add-on storytelling. Mrs. Paley’s reply led the author to discover the key of doing ST/SA: localization. In the end, the author concluded that the three lessons she learned from her mentor resulted from dialogue in context.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"187 - 213"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41973535","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}
Yonghee Suh, Brian Daugherity, Jihea Maddamsetti, Angela P. Branyon
{"title":"Experiences of African American Teachers in Desegregated PK–12 Schools","authors":"Yonghee Suh, Brian Daugherity, Jihea Maddamsetti, Angela P. Branyon","doi":"10.1086/710947","DOIUrl":"https://doi.org/10.1086/710947","url":null,"abstract":"This literature review reports findings from 19 empirical studies on the experiences of African American teachers in PK–12 desegregated schools. The research questions were: What do we know about the experiences of African American teachers in desegregated PK–12 schools? What are the challenges African American teachers experience in desegregated PK–12 schools? In response to these questions, the article first discusses school desegregation after the Brown v. Board of Education decision and its impact on African American teachers as a historical backdrop. Findings from 19 studies were analyzed through grounded theory. Two core themes were identified from our findings: persistent structural challenges and new challenges since Brown. Subthemes, such as intercultural conflicts, teacher experience as a social construct, and a gap in research, were also identified. These themes were discussed in comparison to challenges of African American teachers during the process of school desegregation after the Brown decision.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"271 - 293"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46640767","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}
{"title":"Fostering Critical Thinking and English Proficiency through Philosophy in ESL Classrooms*","authors":"Chi-Ming Lam","doi":"10.1086/710946","DOIUrl":"https://doi.org/10.1086/710946","url":null,"abstract":"Research reveals that although teachers in English as second language (ESL) classrooms are often good at teaching language forms and skills, many are less confident about the cognitive engagement required to develop critical thinking skills. However, little research has been done to examine the development of critical thinking in the context of second-language learning and teaching. In this article, I report the results of a study that assesses the effectiveness of a program called Philosophy in Schools (PIS) in developing students’ critical thinking and English proficiency in Hong Kong. In the study, I provided training and support for five teachers in two schools so that they could teach PIS to their secondary 3 and 4 ESL students during integrated humanities and English lessons respectively. I found that PIS played an important role in promoting the students’ critical thinking and enhanced the development of their English proficiency to a significant extent.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"255 - 270"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263774","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}
{"title":"African American Teachers in the South, 1890–1940","authors":"Michael Fultz","doi":"10.1086/710948","DOIUrl":"https://doi.org/10.1086/710948","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"294 - 320"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729947","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}
{"title":"Partnering with Families","authors":"Hillary Post, Cara E. Furman","doi":"10.1086/710945","DOIUrl":"https://doi.org/10.1086/710945","url":null,"abstract":"This article tells the story of a teacher and a teacher educator as they grappled, together and apart, with the same question: What does it mean to work well with families as elementary school teachers? Specifically, it interrogates what it means to partner with families. To do so they investigate how partnering with families has led to connections and disconnections when facing the particulars of daily work in an elementary school.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"234 - 254"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540327","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}
{"title":"The Elephant, the Diva, the Foot Fetishist, and the Teacher Hero*","authors":"John S. O’Connor","doi":"10.1086/710944","DOIUrl":"https://doi.org/10.1086/710944","url":null,"abstract":"It is difficult to capture the life of a classroom. Schools usually measure the performance of students and teachers alike through numbers, quantifying students’ attendance and test scores. But what of each individual student’s experience, their unique understanding and life concerns in and out of school? Building on the work of Vivian Paley, who encouraged teachers to become students of their students, John S. O’Connor tries to understand each of his students as individuals, even though he, like many high school teachers, has a “student load” of 125 students, each with their own unique intelligences and their own set of pressing personal concerns. Focusing primarily on a particularly “difficult” classroom, dominated by students with exceptional circumstances, O’Connor tries to understand the story of the unfolding classroom without reducing students to easy labels and without reducing himself to the common teacher stereotypes of teacher-hero or -martyr. This search, he argues, is as impossible as it is necessary.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"214 - 233"},"PeriodicalIF":0.7,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433701","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}
{"title":"Urban Classroom Rainforest Installation","authors":"Sumer Seiki, Pennie L. Gray","doi":"10.1086/708358","DOIUrl":"https://doi.org/10.1086/708358","url":null,"abstract":"This article describes the ways transformative curriculum making led to the creation of an immersive urban classroom ecosystem installation in a second-grade classroom. Both teachers and students engaged in science-based learning experiences through this immersive installation. Students’ sensory learning experiences yielded a robust ecological understanding of the rainforests and a sense of care and concern for the organisms that live within it. This research points to the ways immersive education can be a catalyst for students to use their imaginations when learning science content.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"92 - 114"},"PeriodicalIF":0.7,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41744817","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}