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Le présent ouvrage porte plus spécifiquement sur ces enjeux en situation de stage. Il est conçu afin que les divers acteurs de la formation en milieu de pratique – stagiaires, enseignants et professionnels du milieu scolaire, superviseurs et formateurs universitaires – y trouvent des repères importants pour leur dialogue. Leurs perceptions et leurs attentes à l’égard de leurs rôles respectifs sont mis en lumière, à partir de résultats de recherches, de recensions d’écrits et de réflexions systématiques. Des aspects technologiques jusqu’aux dimensions éthiques, en passant par les enjeux relationnels et identitaires, les auteurs proposent au lecteur un riche questionnement sur les pratiques de supervision, des perspectives originales sur l’apprentissage en contexte de la profession et des pistes concrètes pour un accompagnement concerté des stagiaires en enseignement.
Pour s'approprier une réforme en éducation
Comment favoriser l'implantation d'un changement en éducation comme celui de la réforme québécoise actuelle ? Comment intervenir dans une approche socioconstructiviste de l'apprentissage ? Les auteures de ce livre proposent aux personnes intervenant auprès des enseignantes et des enseignants, aux directions d'école, aux services pédagogiques et à tout autre secteur engagé dans ce processus, un programme de formation à l'accompagnement socioconstructiviste illustré par 15 activités qui permettent de s'approprier un changement comme celui prôné par le programme de formation de l'école québécoise. Les activités présentées concernent autant le développement de bases conceptuelles que la réflexion sur des pratiques, le partage d'expériences et la modélisation de la démarche d'accompagnement.
The Impact on Deaf and Hard of Hearing Students
For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families. Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.
Changing Stories About Writing and Writers
Exploring Connections in Pedagogy of Japanese
Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese.
Bilingual Education and Dominican Immigrant Youth in the Heights
Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation’s secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperón High School works with the community to respond to those challenges. The staff at Luperón see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach. After offering a history of the school’s formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City’s educational reforms under Mayor Bloomberg have complicated the school’s efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and García also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.
Staughton Lynd and Cold War Dissent, 1945-1970
The story of an activist’s struggle for social change in the United States
Son of famous sociologists Helen and Robert Lynd, Staughton Lynd was one of the most visible figures of the New Left, a social movement during the 1960s that emphasized participatory democracy. His tireless campaign for social justice prompted his former Spelman College student, Alice Walker, to remember him as “her courageous white teacher” who represented “activism at its most contagious because it was always linked to celebration and joy.”
In this first full-length study of Lynd’s activist career, author Carl Mirra charts the development of the New Left and traces Lynd’s journey into the southern civil rights and anti–Vietnam War movements during the 1960s. He details Lynd’s service as a coordinator of the Mississippi Freedom Schools, his famous and controversial peace mission to Hanoi with Tom Hayden, his turbulent academic career, and the legendary attempt by the Radical Historians’ Caucus within the American Historical Association to elect him AHA president. The book concludes with Lynd’s move in the 1970s to Niles, Ohio, where he assisted in the struggle to keep the steel mills open and where he works as a labor lawyer today.
The Admirable Radical is an important contribution to the study of social history and will interest both social and intellectual historians.
“Some studies have emphasized the burnout of the 1960s generation or the conversion of former radicals to conservative politics; Lynd, however, has remained a steadfast, long-distance runner.” — from the Introduction
“A terrific, fascinating, and rich history of a great historian blended with the story of momentous social movements that changed his life and ours.” —Tom Hayden, lifelong activist and principal author of The Port Huron Statement (1962)
How Social Class Influences the Adjustment to Middle School
Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.
The Moonlight Schools and Americanization Programs