首页> 美国政府科技报告 >Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children. Report No. 44
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Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children. Report No. 44

机译:课堂文化生态:为低收入非洲裔美国儿童服务的学校课堂生活动态。第44号报告

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The purpose of this study was to gain descriptive insights into the routines, practices, perceptions, and interactions that constitute the everyday ecology of classrooms serving African American children from low-income backgrounds. The underlying theory guiding the study is that learning does not happen in a vacuum, but takes place in a broad context composed of a myriad of factors present in the classroom. A taxonomic conceptual scheme for examining the realities of what is occurring in classrooms was devised. The taxonomy identifies five dimensions of classroom life: (1) social/psychological relations, (2) technical core of instruction, (3) physical structure and organizational routines, (4) discipline and classroom management, and (5) attitudes, perceptions, and expectations. In this work, protocols were obtained from direct classroom observations of twenty-one (21) elementary school classrooms located in the Mid-Atlantic region of the United States. Fifty-two observation periods yielded one hundred fifty (150) hours of direct observations. These direct observations were equally dispersed among grades one through six. Thirty-seven (37) students from these classrooms participated in focus group discussions.

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