“School-Based Epistemologies”?: Exploring Conceptions of How, What, and Why Students Know

1993 ◽  
Vol 16 (4) ◽  
pp. 299-315 ◽  
Author(s):  
Mary Bryson
Keyword(s):  
School Success ◽  
Learning Goals ◽  
Formal Schooling ◽  
Achievement Level ◽  
Academic Difficulties ◽  
Task Instructions ◽  
School Based ◽  
Task Strategy ◽  
School Learning ◽  
Theoretical Standpoint

The research reported here is concerned with children's relations both to knowledge and to learning. How are these relations constructed within the context of formal schooling? What is their significance for school success? And in particular, how might such relations be enhanced for students who manifest longstanding academic difficulties? These questions are addressed from a theoretical standpoint that construes such relations as situated “school-based epistemologies” which, furthermore, are continually construed and, therefore, sensitive to interventions aimed at ameliorative re/mediation. The methodology involved obtaining descriptive information contrasting children (grades 5/6) with varying learning histories in terms of their beliefs about knowledge and its enhancement. Additionally, children's actual on-task strategy use and the characteristics of resultant knowledge acquisition and organization were contrasted under two goals conditions (learning goals versus performance goals). Findings suggest that: (a) children with varying learning histories mediate in-school learning with qualitatively distinct epistemologies and (b) irrespective of actual achievement level, the “learning goals” task instructions significantly enhanced students' thinking.

School-Based Social Justice: The Achieving Success Identity Pathways Program

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Kimberly A.S. Howard ◽  
V. Scott H. Solberg
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Low Income ◽  
School Success ◽  
Success For All ◽  
School Based ◽  
Cognitive Framework ◽  
Career Opportunities ◽  
Diverse Backgrounds ◽  
Main Components

It is imperative that school counselors become actively engaged in promoting school success for all students. For youth from low-income and diverse backgrounds, future career opportunities are predicated on achieving educational success. Therefore, school counselors become agents for social justice when creating, implementing, and supporting school-based interventions designed to promote school success, especially culturally relevant interventions that target youth from low-income and diverse backgrounds. This article describes the Ecological Developmental Cognitive Framework designed to inform the development of curricula that improve school success for all youth. The Achieving Success Identity Pathways is described as an example of curricula derived from this framework and a program that incorporates the four main components of the ASCA National Model®.

The Promise of Building Equitable Ecosystems for Learning

2020 ◽  
pp. 004208592092623 ◽  
Author(s):  
Thomas Akiva ◽  
Lori Delale-O’Connor ◽  
Karen J. Pittman
Keyword(s):  
Educational Practice ◽  
Ecosystem Approach ◽  
Children And Youth ◽  
Formal Schooling ◽  
Out Of School Time ◽  
School Time ◽  
Learning Programs ◽  
School Learning ◽  
Learning Ecosystem ◽  
Out Of School

Children and youth learn across settings; however, U.S. educational practice and policy frequently equates learning with formal schooling. This perspective overlooks the growth in structured out-of-school learning programs and the opportunities they provide for addressing educational inequities for marginalized students. In this article, we link the literatures on out-of-school time and educator expertise with historical and contemporary understandings of disparities in urban educational contexts to argue for a learning ecosystem approach that addresses racial and economic inequities embedded across settings. Drawing from these literatures, we propose ways to disentangle learning and education from formal schooling to center and promote equity.

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

2001 ◽  
Vol 23 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David P. Baker ◽  
Motoko Akiba ◽  
Gerald K. LeTendre ◽  
Alexander W. Wiseman
Keyword(s):  
Mathematics Achievement ◽  
High Stakes Testing ◽  
Policy Implications ◽  
Shadow Education ◽  
Formal Schooling ◽  
High Stakes ◽  
School Activities ◽  
National Characteristics ◽  
School Learning ◽  
Cross National

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

scholarly journals Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 110-126
Author(s):  
Susan B. Palmer ◽  
Kandace K. Fleming ◽  
Eva M. Horn ◽  
Gretchen D. Butera ◽  
Joan A. Lieber
Keyword(s):  
Goal Attainment ◽  
School Success ◽  
Progress Monitoring ◽  
Individualized Education Program ◽  
Learning Goals ◽  
General Curriculum ◽  
Post Intervention ◽  
Preschool Classrooms ◽  
Monitoring Process ◽  
Curriculum Framework

AbstractProgress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of 73 children on these dimensions. Children's progress monitoring data were analyzed within groupings based on instructional need level (i.e., low, medium, or high) in academic content and social domains. Progress monitoring findings for both the academic and social support level of need groups showed significant progress pre- to posttest on most academic outcomes, but some variation with less consistent gains within the social emotional domain. Goal attainment scaling data demonstrated children's gains toward achieving their social goals (individualized education program [IEP] or specific learning goals) were at the expected level between 50% and 71% of the time. Academic-focused goal attainment was at or above the expected level of between 54% and 76% of the time, based on the learning grouping. Teacher implementation of CSS+ Curriculum Framework appeared to impact change in classroom and instructional practices pre-post intervention.

An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care

2020 ◽  
pp. 002205742090437
Author(s):  
Marcia J. Watson-Vandiver ◽  
Greg Wiggan
Keyword(s):  
African American ◽  
Family Environment ◽  
Learning Climate ◽  
Effective School ◽  
High Performing ◽  
Caring Teachers ◽  
School Based ◽  
Cultural Care ◽  
School Learning

Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely characterized by a family environment, caring teachers, and individualized student attention. The results of this study are crucial given the lack of research on effective school-based practices that promote high achievement in African American urban students.

scholarly journals Definitional Skills as a Bridge towards School Achievement

2021 ◽  
Vol 14 (1) ◽  
pp. 286
Author(s):  
Caterina Artuso ◽  
Paola Palladino ◽  
Perla Valentini ◽  
Carmen Belacchi
Keyword(s):  
Primary School ◽  
Opposite Direction ◽  
School Achievement ◽  
Scientific School ◽  
Formal Schooling ◽  
School Subject ◽  
School Subjects ◽  
School Learning ◽  
Scientific Results

The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling.

scholarly journals Studi komparatif reformasi pendidikan di Singapura dan Indonesia

2020 ◽  
Vol 7 (1) ◽  
pp. 70-79
Author(s):  
Miftahus Sa'adah
Keyword(s):  
International Education ◽  
Educational Reform ◽  
School Level ◽  
Young Generation ◽  
Excellent Model ◽  
School Based ◽  
Educational Framework ◽  
Number Of Factors ◽  
Educational Decentralization ◽  
School Learning

Perubahan zaman menuju era globalisasi menuntut dunia pendidikan untuk berkiprah secara aktif mempersiapkan generasi muda dalam menyongsong tantangan zaman. Kerangka pendidikan yang selama ini diterapkan juga harus beradaptasi dengan tuntutan zaman. Dalam menghadapi tantangan ini, sejumlah Negara telah menginisiasi diberlakukannya reformasi pendidikan. Artikel ini membahas tentang program-program refomasi pendidikan di dua Negara dengan latar belakang dan kondisi serta ideologi yang berbeda yaitu  Singapura dan Indonesia. Diantara program refomasi pendidikan di Singapura adalah Teach less, Learn More; Thinking School, Learning Nation, dan School Excellent Model. Sedangkan kebijakan refeormasi pendidikan di Indonesia diantaranya diselenggarakan dengan desentralisasi pendidikan dalam kerangka manajemen berbasis sekolah, Kurikulum Tingkat Satuan Pendidikan dan Kurikulum 2013, serta program sertifikasi guru. Dari hasil pembahasan, dapat diketahui bahwa Singapura telah berhasil menyelenggarakan reformasi pendidikan. Hal ini dapat dilihat dari kualitas pendidikan Singapura yang masuk dalam ranking teratas Negara-negara dengan pencapaian standar pendidikan internasional. Sementara itu, Indonesia nampak masih harus berjuang untuk mencapai tujuan reformasi pendidikan. Hasil implementasi pendidikan yang berbeda di kedua Negara ini tentu dikarenakan perbedaan latar belakang, serta kondisi sosial, ekonomi, politik budaya dan geografis kedua Negara tersebut. Dengan demikian, dapat  disimpulkan bahwa banyak factor yang mempengaruhi keberhasilan penyelengaraan reformasi pendidikan di sebuah Negara.  AbstractGlobalization requires education to actively take part in preparing the young generation to face the challenges. The educational framework which has been implemented should also adapt to the existing new challenges. To deal with this, a number of countries have initiated the implementation of educational reform. This article discusses educational reformation programs conducted in two countries which have a different background as well as different ideology, social, economic, political, and geographical circumstances i.e., Singapore and Indonesia. Some of the main educational reform agendas in Singapore are Teach less, Learn More; Thinking School, Learning Nation, and School Excellent Model. Meanwhile, educational reform programs in Indonesia are conducted through educational decentralization within the framework of school-based management, School-level Curriculum, and the 2013 curriculum and teacher certification. It can be understood that Singapore has succeeded in conducting educational reform. This can be seen from the quality of Singapore's education which has been ranked high in achieving the benchmark of international education standard. Meanwhile, Indonesia still needs to struggle to achieve the desired outcomes of educational reform agendas. The differing result of educational reform revealed in these two countries resulted from different backgrounds of the countries. Thus, it can be concluded that there are a number of factors influencing the success of educational reform agendas in a country.

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