Transcript of Ed. Founds.,Sec., Week 11, 2012. Bronfenbrenner’s bioecological system of educational outcomes...
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- Ed. Founds.,Sec., Week 11, 2012
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- Bronfenbrenners bioecological system of educational outcomes
SES: Families in educational processes Use of language in parenting
Use of language at home and at school Other SES-related factors
Improving home-school relation Culture: Multicultural education
Role of L1 in learning Gender: Gender-related educational
differences Gender-inclusive teaching
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- Urie Bronfenbrenner
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- SES defined and measured Poverty and risk / stress factors
Family resilience Varied parenting factors: Educational
expectations for children Parenting style Use of language in
families
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- Excerpts are taken from (Cloran, 2009) HAPs and LAPs (high /
low autonomy professionals): Indirect / direct relation with
materials in occupation Excerpt 1: LAP mother M:Keep still. Dont
swing on that chair please. C:[?] here cause it [?] C:This this
chairs swinging round by itself. M:Youll fall and hurt yourself.
Now dont swing on the chairs, Karen. M:It doesnt swing by itself.
You push it around. C:Well [?] C:No, Im not.M:Did you hear me? I
said dont swing on the chairs. Ill give you a smack if you keep on
swinging. M:It doesnt swing by itself.C:Mm. C:Yes, it does.M:All
right, if you fall off that chair youll hurt your back and then
youll have to go into the hospital. M:It doesnt.
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- Excerpt 2: HAP mother F:You wont tip that chair, will you?
Because you might fall over. If you do... C:And [ ? Kick /] And
crash down into the tea (Laughing) and then catch an octopus, then
throw it in your face (Laughing) C:Mm and spill my teaF:Throw an
octopus in my face! You horrible little boy! F:Yes... and crack
your headAnd kick the kick the ball into your face and then catch a
octopus and then put it in your eyes (Laughing) C:Yes no!M:Id give
the octopus back to you. And it would hang on to you and put all
its sticking things all round your neck. F:Yes, if you fall back
you might crack your head.
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- Excerpt 3: LAP mother M:Did you know Maree is your cousin?
M:Mm, it does, doesnt it? C:YeahC:Yeah... Cause watch, I do that
[?], dont I? M:MmM:All right, dont play with the forks. C:Hes got a
driving licence.C:Why? M:Oh it has not. Its only a cup.M:Cause
theyre dirty. C:No. Hes a driving cup. Just pretending {?} (Makes
engine noises) that jumps higher
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- Excerpt 4: HAP mother M:Oh, its nice sitting here in the
sun.M:Oh... Theres a helicopter that goes up and down the beach in
summer watching out for people. Its called a rescue helicopter.
C:This is a boat that flies. M:A boat that flies! C:Yeah...C:Oh
thats mine. M:Is it a hydroplane?M:I think it mainly watches um for
sharks but it might also rescue people if theyre a long way out
from the beach and in trouble. Its a good idea, isnt it? C:Yes. M:A
hydroplane is a plane that can land on the water. C:Yes.C:Is it
this is one of them. M:Or is it a hydrofoil?M:Thats a rescue
helicopter, is it? C:No, its a hydroplane... This is thats the
water and it saves people. C:Yes. M:Does it?M:Wheres the pilot?
C:Yes... Every person thats um thats got drowned. C:Um this
man.
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- Imagination and conceptual understanding mediated by speech
Language use at school: an example The earth is a ball of very hot
rock which measures over 12,7000 kilometres in diameter. Scientists
study the shock waves from earthquakes and nuclear explosions to
find out what the inside of the earth is like. The earth has a thin
outer shell which is cooler and more rigid than the rocks below.
The shell rests on a layer of rock that is partly molten, like hot
toffee. Only the very thin top layer of the earths shell is called
the crust. (Painter, 2009)
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- Teacher expectations Home-school relationships (Lareau, 2003)
Extent of parental involvement Form of parental involvement
Characteristics of parent-school relationship
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- Accessible, flexible and diverse channels of communication:
Displays; Newsletters with parents input Open classrooms Varying
meeting times Key parents to communicate between school and other
parents Involving parents in curriculum decision making
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- 5 dimensions (Banks & Banks, 1995) Multicultural education
Content integration Equity pedagogy Empowering school culture
Knowledge construction Prejudice reduction
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- Emotive and attitudinal function (Meta)Cognitive functions: L1
as the scaffold for thinking and speech in English To clarify
meaning; To strategise; To reflect and evaluate
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- Classroom origins of differences: Teacher expectations
Gender-related stereotype threat Patterns of classroom
interaction
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- Curriculum delivery: Multiple presentations and learning
activities Multiple learning approaches and problem-solving methods
Breaking stereotypes: Communicate equal expectations Involve
students voice Classroom interaction: Ensure equal contributions
from both sexes Monitor interaction patterns Praise both sexes for
their achievement
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- Cloran, C. (1999) Contexts for learning, in Christie,F. (Ed.)
Pedagogy and the Shaping of Consciousness, Continuum, London.
Lareau, A. (2003) Unequal Childhoods: Class, Race, and Family Life,
University of California Press, California. Painter, C.(1999)
Preparing for school: developing a semantic style for education, in
Christie,F. (Ed.) Pedagogy and the Shaping of Consciousness,
Continuum, London.