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ИЗУЧЕНИЕ РУССКОГО ЯЗЫКА ИРАНСКИМИ БИЗНЕСМЕНАМИ ... : HOW DO IRANIAN BUSINESSMEN LEARN RUSSIAN LANGUAGE? ...
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ПРИМЕНЕНИЕ РЕФЛЕКСИВНОЙ ПРАКТИКИ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ В РАМКАХ УДАЛЕННОГО ОБУЧЕНИЯ ... : REFLECTION IN A LANGUAGE CLASS DURING THE PERIOD OF PANDEMIC ...
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The Effects of Implementing Mindfulness Into Teacher Pedagogy, and the Effects of Implementation on Stress, Student-Teacher Relationships and Classroom Climate
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Exploring English pronunciation teaching in Vietnam: time for a new approach?
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Vu, Hai Yen. - : Sydney, Australia : Macquarie University, 2016
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Pedagogia histórico-crítica e alfabetização: elementos para uma perspectiva histórico-crítica do ensino da leitura e da escrita
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Investigating communities of practice and ELT teacher research in Cambodia
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Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 17
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 10 of 13
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A perspectiva construtivista nos anos iniciais do ensino fundamental: estudo de caso de uma escola do interior paulista
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Contributions to a herpetological community of practice: funds of knowledge of Lumbee youth
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Abstract:
American Indian K-12 students comprise less than 1% of the student population in the US. In southeastern North Carolina, the largest North Carolina tribe of American Indians, Lumbees, live and attend schools where they often perform poorly on standardized tests. The Lumbee Indians generally live in areas that are rural and economically disadvantaged and they speak a dialect of English, which is seldom heard except near their homeland. Away from their homeland, Lumbee speech is often construed as non-Standard English. The Lumbees have close knit family relationships and where you come from and where you live are important facts to assess. Because Lumbees live in rural areas, they are often involved in outdoor activities such as hunting, fishing, and gardening. They have a strong sense of place, particularly regarding the Lumber River, which runs through their homeland. Historically, schools, community organizations and universities have not provided sufficient informal science education opportunities for Lumbee youth. The purpose of this study was to document the experiences of nine Lumbee youths at a residential, week-long herpetological education experience for Lumbee students and others. The Funds of Knowledge (FoK) that these students brought to this experience and how these FoK were integrated into the herpetology program’s Community of Practice (CoP) were examined. A mixed methods, ethnographically inspired, single case study was conducted and both qualitative and quantitative data were collected. Data collected included individual interviews, pre/post-tests, pre/post-surveys, observations and field notes. Analyses of qualitative and quantitative data demonstrated specific FoK of these Lumbee youths and the strategies they employed to be dynamic, contributing members of the informal science education herpetological CoP. As a result of the herpetology experience, significant positive changes in the attitudes of these Lumbee youths toward science and their understanding of related science concepts were apparent. The findings from this study suggest that these Lumbee youths have FoK from their rural ways of knowing and being that allow them to perform especially well in outdoor, environmental settings. Further, these youths are often reflective learners who do not put themselves forward in formal, classroom situations. Finally, their FoK serve them well as members of learning groups. For all of these reasons, outdoor informal environmental/science educational opportunities may provide favorable venues for Lumbee youth to demonstrate their abilities and interests in science.
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Keyword:
Communities of practice; Environmental education $x Study and teaching; Herpetology $x Study and teaching; Indians of North America $x Education; Lumbee Indians $x Education; Non-formal education; Place-based education; Science $x Study and teaching
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URL: http://libres.uncg.edu/ir/uncg/f/Ash_uncg_0154D_11808.pdf
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Consistencies and inconsistencies between science teachers’ beliefs and practices
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Zweisprachiger Schulunterricht für Migrantenkinder: Ergebnisse der Evaluationsforschung zu seinen Auswirkungen auf Zweitspracherwerb und Schulerfolg
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In: 2 ; AKI-Forschungsbilanz ; 77 (2012)
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The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms
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Evaluating textual diversity in perspective and practice: a case study
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能力が低くてやる気がない大学生に対して二つの学習アプローチをくらべる ; A comparison of two classroom approaches in low-level university compulsory English courses
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Toward collective praxis in teacher education: Complexity, pragmatism and practice
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