Slide 1

Ed. Founds.,Sec., Week 11, 2012

Slide 2

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

Slide 3

Urie Bronfenbrenner

Slide 4

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

Slide 5

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.

Slide 6

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.

Slide 7

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

Slide 8

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.

Slide 9

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)

Slide 10

Teacher expectations Home-school relationships (Lareau, 2003) Extent of parental involvement Form of parental involvement Characteristics of parent-school relationship

Slide 11

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

Slide 12

5 dimensions (Banks & Banks, 1995) Multicultural education Content integration Equity pedagogy Empowering school culture Knowledge construction Prejudice reduction

Slide 13

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

Slide 14

Classroom origins of differences: Teacher expectations Gender-related stereotype threat Patterns of classroom interaction

Slide 15

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

Slide 16

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.