Berkeley Review of Education最新文献_第4页

SOLIDARITY FOREVER 团结永远

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Berkeley Review of Education Pub Date : 2020-01-04 DOI: 10.5070/b89146428

Bonnie Lockhart

引用次数: 0

WITHDRAWN: Winning in Baltimore: The Story of How BMORE Put Racial Equity at the Center of Teacher Union Organizing 撤回:巴尔的摩的胜利:BMORE如何将种族平等置于教师工会组织中心的故事

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Berkeley Review of Education Pub Date : 2020-01-04 DOI: 10.5070/b8randomtest

Jessica T. Shiller, Bmore Caucus

引用次数: 0

Emergent Bilingual and Multilingual Learners in California: Californians Together Passing the Torch to the Next Generation of Advocates (1996 to Present) 加利福尼亚州新兴的双语和多语言学习者：加州人一起将火炬传递给下一代倡导者（1996年至今）

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Berkeley Review of Education Pub Date : 2020-01-04 DOI: 10.5070/b89146421

T. Cheuk

{"title":"Emergent Bilingual and Multilingual Learners in California: Californians Together Passing the Torch to the Next Generation of Advocates (1996 to Present)","authors":"T. Cheuk","doi":"10.5070/b89146421","DOIUrl":"https://doi.org/10.5070/b89146421","url":null,"abstract":"I am an immigrant, born to formerly undocumented parents who left Hong Kong for the United States with barely a middle school education and a pair of tourist visas. Separated from my parents for four years, I later joined them at the age of seven. Upon arriving in the United States, I was one of three English Learners (ELs) in the entire elementary school. I had not known at the time what this label would signify until I became a classroom teacher in New York City 15 years later. In my current role as an assistant professor at California Polytechnic State University, part of a network of state universities that prepares approximately 6,000 California teachers annually for public school classrooms (California State University, 2019), my work centers on historical and contemporary perspectives of culturally, racially, and linguistically marginalized peoples and environments. In my daily work as a teacher educator, I prepare future teachers so that they can create more socially just classrooms through deepening their knowledge and practices toward greater civic engagement and advocacy for the most underserved students in their classrooms and schools. tears parents left their country because States excellent. The well created ways for me to engage meaningfully with disciplinary ideas I English.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89146421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41607977","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: 0

Editor's Introduction 编辑简介

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Berkeley Review of Education Pub Date : 2020-01-04 DOI: 10.5070/b89146426

The Editorial Board

引用次数: 0

Challenging the Relationship Between Settler Colonial Ideology and Higher Education Spaces 挑战移民殖民意识形态与高等教育空间的关系

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Berkeley Review of Education Pub Date : 2019-07-17 DOI: 10.5070/B80037547

Stephanie Masta

引用次数: 6

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework “没有意义”:英语语言艺术共同核心国家标准与国家教育进步评估阅读框架中青少年公民认同的概念辨证

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Berkeley Review of Education Pub Date : 2019-07-17 DOI: 10.5070/B88235831

Antero Garcia, Nicole Mirra

{"title":"“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework","authors":"Antero Garcia, Nicole Mirra","doi":"10.5070/B88235831","DOIUrl":"https://doi.org/10.5070/B88235831","url":null,"abstract":"Author(s): Garcia, Antero; Mirra, Nicole | Abstract: This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K–12 students. We engage in a thematic discourse analysis of two contemporary national policy documents—the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework—to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts—and potential outlets for civic action—that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B88235831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970930","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: 5

Choice Matters: Equity and Literacy Achievement 选择至关重要:公平和扫盲成就

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Berkeley Review of Education Pub Date : 2019-07-17 DOI: 10.5070/B80037656

Nicola A. McClung, E. Barry, Diana Neebe, Yvette Mere-Cook, Qi Wang, Millie Gonzalez-Balsam

{"title":"Choice Matters: Equity and Literacy Achievement","authors":"Nicola A. McClung, E. Barry, Diana Neebe, Yvette Mere-Cook, Qi Wang, Millie Gonzalez-Balsam","doi":"10.5070/B80037656","DOIUrl":"https://doi.org/10.5070/B80037656","url":null,"abstract":"Author(s): McClung, Nicola A.; Barry, Elaine; Neebe, Diana; Mere-Cook, Yvette; Wang, Qi; Gonzalez-Balsam, Millie | Abstract: Students’ freedom of choice is critical to promoting equity and literacy in the classroom. When students choose what they read, they are more likely to find books that represent their lives, interests, and personal desires and feel that they are autonomous and can self-regulate learning. Previous research suggests that offering choice during learning activities increases motivation. However, less is known about whether choice is related to reading performance and which factors predict choice. Examining data from fourth-grade students, we found that students’ perception of choice in their reading materials is associated with literacy achievement, even when accounting for the degree to which the teacher reports providing choice of texts in the classroom and student interest. These findings suggest that true choice (i.e., choice that resides within the student) is linked to greater learning than choice that a teacher determines externally. Further, we argue it may be especially important for educators to explore ways to expand the perceived options available to students with the lowest demonstrated in-school literacy competencies.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B80037656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42467014","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

Editors' Introduction 编辑的介绍

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Berkeley Review of Education Pub Date : 2019-07-17 DOI: 10.5070/b88244573

Bre Editors

引用次数: 0

Silencing Racialized Humor in Elementary School: Consequences of Colormuting and Whiteness for Students of Color 沉默小学的种族化幽默：有色人种学生的“变白”后果

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Berkeley Review of Education Pub Date : 2019-01-04 DOI: 10.5070/B88136900

Irene h. Yoon

引用次数: 3

Looking Backward to Go Forward: Toward a Kliebardian Approach to Curriculum Theory 回顾前进:克里巴德式的课程理论研究

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Berkeley Review of Education Pub Date : 2019-01-04 DOI: 10.5070/b88134612

Zachary A. Casey, Michael McCanless

{"title":"Looking Backward to Go Forward: Toward a Kliebardian Approach to Curriculum Theory","authors":"Zachary A. Casey, Michael McCanless","doi":"10.5070/b88134612","DOIUrl":"https://doi.org/10.5070/b88134612","url":null,"abstract":"Author(s): Casey, Zachary A; McCanless, Michael J | Abstract: This paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard’s discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard’s work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b88134612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574828","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