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Class advantage: Social class and knowledge production in elementary classrooms under the new accountability.

机译:班级优势:在新的问责制下,小学班级的社会班级和知识生产。

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摘要

This study interrogates the relationship between social class and academic achievement. It examines the ways in which racial class and the new accountability policy influence teachers' and students' co-production of knowledge in the elementary school classroom. The study analyzes student and teacher talk in two elementary school reading classrooms in a mid-Atlantic state. The first school is categorized as middle-class, having less than 5% of its student body receiving Free and Reduced-price Meals (FARMs). The second is classified as working-class, having more than 60% of its students receiving FARMs.; The study draws upon the work of the British sociolinguist, Basil Bernstein. Bernstein's theory of symbolic control provides both theoretical base and method for the inquiry. Using Bernstein's frameworks for classification and framing, language data on teacher-student pedagogical interaction was collected by note-taking during classroom observation in the Spring of 2004. These data were analyzed using a priori codes, including 'visible' (explicit or traditional) and 'invisible' (implicit or constructivist) practice.; The study finds that pedagogical practice in the middle class school incorporated both visible (traditional) and invisible (constructivist) practices, while pedagogy in the working class school is of the purely visible type. In addition, the middle class school also achieves a faster pace of learning than does the working class school. Faster pace is indicated by syntactical (elaborated) text whereas in the working class school a lexical (brief utterances) text is produced.; The study concludes that social class has unanticipated consequences for academic achievement under the new accountability. By providing identical policy tools to local schools, irrespective of student class location, the new accountability promotes a visible (traditional) pedagogy. Differences in family cultural, social, and economic capital mean that the working class school does not meet the social assumptions of a visible pedagogy and these differences manifest themselves in differentials in achievement.
机译:这项研究询问了社会阶级与学业成就之间的关系。它研究了种族课堂和新的问责政策如何影响小学课堂中师生知识的联合生产。该研究分析了大西洋中部两个州的两个小学阅读教室中的学生和老师谈话。第一所学校被归类为中产阶级,只有不到5%的学生接受免费和减价膳食(FARM)。第二类被归为工人阶级,其学生中有60%以上接受FARM。该研究借鉴了英国社会语言学家罗勒·伯恩斯坦(Basil Bernstein)的工作。伯恩斯坦的符号控制理论为研究提供了理论基础和方法。使用伯恩斯坦(Bernstein)的分类和框架框架,在2004年春季的课堂观察过程中通过记笔记收集了有关师生教学互动的语言数据。这些数据使用先验代码进行了分析,包括“可见”(显性或传统)和“隐形”(内隐或建构主义)实践。该研究发现,中产阶级学校的教学实践结合了有形(传统)和无形(建构主义)两种实践,而工人阶级学校的教育学则是纯有形的。此外,中产阶级学校的学习速度也比工人阶级学校更快。句法(精巧的)文本表示较快的步伐,而在工人阶级学校,则产生了词汇(简短的话语)文本。研究得出结论,在新的问责制下,社会阶层对学业成就产生了意料之外的后果。通过为本地学校提供相同的政策工具,而不考虑学生上课的地点,新的责任制促进了可见的(传统的)教学法。家庭文化,社会和经济资本的差异意味着工人阶级学校不符合可见教学法的社会假设,这些差异表现为成就差异。

著录项

  • 作者

    Aaron, Philbert.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Education Curriculum and Instruction.; Education Sociology of.; Education Reading.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 361 p.
  • 总页数 361
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;社会学;教育;
  • 关键词

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