Showing papers in "Theory Into Practice in 1995"
TL;DR: The case for culturally relevant pedagogy is discussed in this article, where the authors present a case study of culturally relevant teaching in the context of teaching in a high-technology environment, and discuss its application in education.
Abstract: (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 159-165.
2,684 citations
TL;DR: In this article, the authors present an essential component of multicultural education: equity pedagogy: A Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 152-158.
Abstract: (1995). Equity pedagogy: An essential component of multicultural education. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 152-158.
461 citations
TL;DR: In this article, a culturally relevant approach to mathematics pedagogy is presented, which is based on returning to the root of the problem of mathematics education, i.e., the notion of culturally relevant teaching.
Abstract: (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 166-173.
307 citations
TL;DR: In this paper, the authors describe the school as a learning organization: Distant dreams, Theory Into Practice, Vol. 34, Creating Learner Centered Schools, pp. 230-235.
Abstract: (1995). The school as a learning organization: Distant dreams. Theory Into Practice: Vol. 34, Creating Learner Centered Schools, pp. 230-235.
236 citations
133 citations
TL;DR: In this paper, the authors bring Native American perspectives to mathematics and science teaching, and discuss the importance of Native American knowledge in mathematics education and science, and present a curriculum for culturally relevant teaching.
Abstract: (1995). Bringing Native American perspectives to mathematics and science teaching. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 174-185.
105 citations
93 citations
91 citations
TL;DR: The hidden variable: How organizations influence teacher responses to secondary science curriculum reform is discussed in this paper, where the hidden variable is the response of organizations to secondary education curriculum reform, rather than teachers themselves.
Abstract: (1995). The hidden variable: How organizations influence teacher responses to secondary science curriculum reform. Theory Into Practice: Vol. 34, Reforming Science Education, pp. 4-11.
82 citations
TL;DR: From remedial to gifted: Effects of culturally centered pedagogy as discussed by the authors Theoretical and practical applications of culturally relevant teaching in the context of pedagogical education. Butte et al.
Abstract: (1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 186-193.
TL;DR: In this article, the authors argue that most students yearn to have a voice in their own schooling, to be free and to construct their own vibrant lives in school, and that familiar school routines produce this alienation: teachertalk, passive instruction in pre-set materials, mechanical drills, denial of subjects important to them, exclusion of student co-participation in curriculum design and governance, and the outlawing of popular idioms in favor of correct usage.
Abstract: TUDENTS," WRITES IRA SCHOR (1986), "will resist any process that disempowers them .... Familiar school routines produce this alienation: teachertalk, passive instruction in pre-set materials . . . mechanical drills ... the denial of subjects important to them, the exclusion of student co-participation in curriculum design and governance, and the outlawing of popular idioms in favor of correct usage" (p. 183). Taken literally, this vision, which is common enough, implies that most students yearn to have a voice in their own schooling, to be free and to construct their own vibrant lives in school.
TL;DR: In this paper, the authors present challenges in understanding the learner's perspective in the context of learning from student voices, and propose a method to understand the perspective of a learner.
Abstract: (1995). Challenges in understanding the learner's perspective. Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 124-130.
TL;DR: In this paper, Daring the imagination: Unlocking voices of dissent and possibility in teaching is discussed. But the authors focus on the role of student voices and do not discuss their role in teaching.
Abstract: (1995). Daring the imagination: Unlocking voices of dissent and possibility in teaching. Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 107-116.
TL;DR: In this paper, what can we learn from students’ questions? Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 101-106. But the authors do not discuss the role of the student voice.
Abstract: (1995). What can we learn from students’ questions? Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 101-106.
TL;DR: In this paper, the authors discuss the professional development and the learner centered school in the context of creating Learner centered schools, and propose a learner-centered education model.
Abstract: (1995). Professional development and the learner centered school. Theory Into Practice: Vol. 34, Creating Learner Centered Schools, pp. 265-271.
TL;DR: In this paper, the authors discuss the importance of science education to include girls and the need to reform science education for girls in the 21st century, focusing on the following issues:
Abstract: (1995). Reforming science education to include girls. Theory Into Practice: Vol. 34, Reforming Science Education, pp. 74-79.
TL;DR: In this article, the authors listen to children and ask what could we possibly have in common with them, from concerns with self to participatory consciousness, and learn from student voices.
Abstract: (1995). Listening to children: “What could we possibly have in common?” From concerns with self to participatory consciousness. Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 117-123.
TL;DR: In this paper, school districts in many areas of the United States are involved in curricular content reforms generated by demands from local African American community members for changes in the quantity and quality of information that is taught about the African experience.
Abstract: school districts in many areas of the United States are involved in curricular content reforms generated by demands from local African American community members for changes in the quantity and quality of information that is taught about the African experience. In theory, if not in actual practice, these demands for change are also demands for culturally relevant teaching. School districts in Portland, Oregon, and Buffalo have instituted reforms that call for the infusion of African and African American content in all areas and at all levels of their curricula. These school districts have established African and African Ameri-
TL;DR: In this paper, Learner centered schools as a mindset, and the connection with mindfulness and multiculturalism are discussed, as well as the role of mindfulness in the creation of Learner Centered Schools.
Abstract: (1995). Learner centered schools as a mindset, and the connection with mindfulness and multiculturalism. Theory Into Practice: Vol. 34, Creating Learner Centered Schools, pp. 250-257.
TL;DR: The authors argue that the hallmark of intelligence is the ability both to seek out that which is doubtful and so to attempt to make sense of such problematic situations, and if the purpose of formal education is to cultivate human intelligence, then our schools must become places where uncertainty and ambiguity are cherished, rather than eschewed or merely tolerated.
Abstract: Intelligent individuals, Dewey asserts, do not mind a romp in the ambiguous or uncertain. Quite to the contrary, they are attracted to the doubtful as an occasion for learning: In the face of uncertainty, learning begins. Yet, how much uncertainty or ambiguity do we permit to seep into schools and classrooms? In the following pages, I explore the relationships among ambiguity and uncertainty on the one hand, and learning and school culture on the other. Specifically, I propose that if we accept with Dewey that the hallmark of intelligence is the ability both to seek out that which is doubtful and so to attempt to make sense of such problematic situations, and if the purpose of formal education is to cultivate human intelligence, then our schools must become places where uncertainty and ambiguity are cherished, rather than eschewed or merely tolerated. My comments are inspired by two rather distinct experiences. The first is a year-long study of an 11th grade U.S. history class in a 30-year-old public high school in the San Francisco Bay area, described
TL;DR: In this paper, a conversation with students about voice is described as "like having a metal detector at the door" and "it's like having a scanner at the front door".
Abstract: (1995). “It's like having a metal detector at the door”: A conversation with students about voice. Theory Into Practice: Vol. 34, Learning from Student Voices, pp. 138-144.