From Tutoring to Mentoring: Centering Adolescents’ Identities as Readers and Mentors in a High School Literacy Class

2021 ◽  
pp. 238133772110253
Author(s):  
Katherine K. Frankel ◽  
Susan S. Fields ◽  
Alessandra E. Ward
Keyword(s):  
High School ◽  
Public High School ◽  
Reading Processes ◽  
Literacy Teaching ◽  
School Based ◽  
Multiple Case ◽  
Field Notes ◽  
Literacy Class ◽  
Conceptual Shift

Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from tutoring to mentoring to also describe the affective and relational dimensions of peer literacy teaching. In our analysis, we explore how two 11th graders positioned themselves as readers and mentors in a cross-age literacy mentorship class in a public high school in the northeastern United States. Data sources include mentor interviews, field notes, and artifacts. Our multiphase coding process identified three main themes: the importance of (a) texts and (b) relationships and reciprocity to mentors’ positioning, and (c) complexities of the mentor position. Findings suggest that school-based opportunities for youth to work collaboratively to understand their own and others’ reading processes may contribute insights into both the affective and the cognitive aspects of peer literacy teaching.

scholarly journals Taking a Step to Identify How to Create Professional Learning Communities—Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-based Teacher Professional Learning Community

2016 ◽  
Vol 10 (1) ◽  
pp. 82 ◽  
Author(s):  
Joonkil Ahn
Keyword(s):  
High School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Grade Level ◽  
Teacher Professional Learning ◽  
Public High School ◽  
School Based ◽  
Teacher Professional

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.

scholarly journals A Multiple Case Study that Looks at the Implementation of character Education in English Classroom

2018 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Usep Syaripudin ◽  
Siti Aisyah
Keyword(s):  
High School ◽  
Character Education ◽  
Multiple Case Study ◽  
English Teachers ◽  
Senior High School ◽  
Public High School ◽  
Supporting System ◽  
Extracurricular Programs ◽  
Multiple Case

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

scholarly journals REPRESENTASI KESANTUNAN TINDAK TUTUR BERBAHASA INDONESIA DALAM PEMBELAJARAN DI KELAS (KAJIAN ETNOGRAFI KOMUNIKASI)

Diksi ◽  
2015 ◽  
Vol 15 (2) ◽  
Author(s):  
Syahrul R.
Keyword(s):  
High School ◽  
Speech Acts ◽  
Research Study ◽  
Speech Act ◽  
Senior High School ◽  
Strengthening Effect ◽  
Research Findings ◽  
Field Notes ◽  
Acts 2

This article is about a research study conducted to describe and clarifypoliteness in speech acts using Indonesian in the talk done during a lesson in theclassroom at SMA PMT Hamka, a senior high school in Padang Pariaman,Sumatra Barat, focusing on representations of (1) the forms of politeness in thespeech acts, (2) the functions of politeness in the speech acts, and (3) the strategiesof using politeness in the speech acts. It was a case study with communicationethnography and pragmatics as its starting points. The data consisted of two types:data from utterances and data from field notes. The two types of data, compiled bymeans of recordings, observations, and interviews, were analyzed with aninteractive model of analysis.The research findings are as follows. First, in the context ofrepresentations of the forms of speech-act politeness, it is found that (a) suchrepresentations using Indonesian use the declarative, interrogative, and imperativemodes, (b) the use of the declarative mode represents command, request, advice,and praise, (c) the use of the interrogative mode represents requesting, asking forwhat students have promised, clarifying whether students have understood, andgiving a warning, (d) the use of the imperative mode represents invitation to dosomething, request, and command, (e) a softening of the illocution power is foundin utterances using the declarative and interrogative modes so that the utterancesare felt to be polite, (f) utterances using the interrogative mode, however, tends tohave a strengthening effect on the illocution power so that the utterances are feltless polite. Second, in the context of representations of the functions of speech-actpoliteness, it is found that (a) the functions of politeness in directive acts consist ofrequesting, permitting, advising, commanding, and forbidding functions and (b)the functions of politeness in expressive acts consist of praising and thankingfunctions. Third, in the context of representations of the strategies of speech-actpoliteness, it is found that (a) utterances can be direct, realized in completeimperative form and imperative form with incomplete phrase and (b) utterancescan be indirect by (1) being with expressions of politeness used in a positive way,(2) being with expressions of politeness used in a negative way, and (3) beingunclear.Keywords: politeness, speech act, directive, expressive, classroom instruction120

Chapter 3: Waking up Woke: Exploring Black Female Youth Critical Consciousness and Sociopolitical Development

2021 ◽  
Vol 123 (13) ◽  
pp. 1-26
Author(s):  
Abiola Farinde-Wu ◽  
Jemimah L. Young ◽  
Sam Texeira
Keyword(s):  
High School ◽  
Research Question ◽  
Black Girls ◽  
Black Female ◽  
Sociopolitical Development ◽  
Critical Race Feminism ◽  
Educational Initiative ◽  
Female Youth ◽  
School Based

Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities. However, SPD has largely remained absent from U.S. classrooms. Purpose/Objective/ Research Question/Focus of Study Considering the absence of SPD in U.S. classrooms, this case study explores the SPD of Black female preservice teachers and their Black female high school mentees in a two-year tutoring and mentoring school-based program. Our study captures the woke pedagogical experiences that advanced participants’ co-constructed CC. As such, we seek to describe student exemplars of what it means to be awakened and stay woke through an analysis of interviews, journal reflections, and video data. To this end, the research question that guided this study was: What are the perspectives of Black female youth as they co-construct CC toward SPD in a two-year tutoring and mentoring school-based program? Research Design Through the lenses of critical race feminism and woke pedagogies, this study used a single case study design. Case study is appropriate for this study because it highlights the particularity and complexities of one unit of analysis. Findings Our findings capture the perspectives of Black female youth as they cultivate CC toward sociopolitical development in one educational initiative geared toward partnering undergraduate and high school students. An examination of data through the lens of critical race feminism and woke pedagogies spotlighted the perspectives of our participants as they co-constructed CC through woke pedagogical experiences. Mentors deepened their CC on race, and mentees gained heightened awareness of gendered and racialized school procedures and policies. Black girls in this study woke up (CC) and stayed woke through their activism (SPD). Conclusions In sharing the perspectives of Black female youth as they cultivated SPD, it is our intention that the critical approach and experiences that we have described capture the methods and strategies that one educational initiative implemented to empower and promote agency among Black female students. As an example of woke pedagogy, this educational initiative offered Black girls at the intersection of race, gender, and class an opportunity to critically question their world and become aware of racial and social injustices impacting their everyday lives and community.

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

scholarly journals Intersectoral actions between health and education: notes on the Health at School Program

2021 ◽  
Vol 31 (2) ◽  
Author(s):  
Myriam Dantas Pereira ◽  
Ilana Moutian ◽  
Rafaela das Graças Santiago Faria ◽  
Darilene Rocha Cordeiro ◽  
Selma Maria da Fonseca Viegas
Keyword(s):  
Multiple Case Study ◽  
Health Conditions ◽  
School Program ◽  
Education Professionals ◽  
Analytical Technique ◽  
Study Results ◽  
Multiple Case ◽  
Field Notes ◽  
Cross Case Analysis

Abstract Objective: to understand the intersectoral actions between health and education and the Health at School Program context in three municipalities in different health regions in the state of Minas Gerais, Brazil. Method: this is a holistic-qualitative multiple case study, based on Comprehensive Sociology of Everyday Life, with 91 participants, being 38 health professionals and 53 education professionals. Open-ended individual interview and records in operational field notes of the research development were used. Data were collected in 2016 and thematic content analysis was used, obeying the analytical technique of cross-case analysis, in line with the methodological framework of the holistic multiple case study. Results: low involvement between the health and education sectors is pointed out, leading to the practice of fragmented, punctual and limited actions and implying low improvement in health conditions. Conclusions: to modify this context, the involvement of health and education professionals is essential, in addition to the schoolchildren, parents, community and managers themselves. The union of these actors is necessary for the transformation of students’ health conditions. However, this will only be achieved if the actions developed are planned and carried out involving these actors and the school community.

scholarly journals MANAJEMEN SEKOLAH BERBASIS PARTISIPASI DALAM RANGKA AKREDITASI SEKOLAH

2020 ◽  
Vol 11 (1) ◽  
pp. 77-98
Author(s):  
Stevany ◽  
Bedjo ◽  
Masduki
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Main Role ◽  
Assessment Data ◽  
School Based ◽  
Lack Of Information ◽  
Data Collection Technique ◽  
School Accreditation

The aim of this research is to describe based on participative school to improve the accreditation of Strada Nawar Junior High School, Bekasi, in terms of (a) Planning, (b) Organization, (c) Implementation, and (d) Evaluation. This research uses descriptive qualitative approach by a case study in Strada Nawar Junior High School, Bekasi. The informants are the principal, teachers, administration staffs, all employees and students of Strada Nawar Junior High School Bekasi, taken according to the assignment or reference of the previous accreditation assessment. Data collection technique uses observation and interview. School-based management and participation management have to be applied in teamwork between the teachers, staffs, vice principal and society to write down every format according to their own task, needed in the school accreditation in Strada Nawar Junior High School. The main role is the principle as the manager to improve the school accreditation. While the resistors are: (1) Lack of information in assessment aspects and format so they still use old guidance, (2) Lack of preparation of time and team, (3) Lack of collaboration and participation of all school components, (4) Less effective management of the principle as the leader to face the accreditation assessment. Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan mengenai sekolah berbasis partisipatif dalam meningkatkan akreditasi di SMP Strada Nawar Kota Bekasi dalam hal: (a) Perencanaan, (b) Pengorganisasian, (c) Pelaksanaan, dan (d) Evaluasi. Penelitian ini menggunakan metode pendekatan deskriptif kualitatif dengan studi kasus di SMP Strada Nawar Bekasi. Informan penelitian ini adalah kepala sekolah, guru, staf tata usaha (TU) dan seluruh pegawai serta siswa-siswi SMP Strada Nawar  Kota Bekasi  yang diambil berdasarkan penugasan atau penunjukkan dalam pelaksanaan penilaian akreditasi sebelumnya. Teknik pengumpulan data adalah melalui observasi dan wawancara. Manajemen berbasis sekolah dan manajemen partisipasi harus diterapkan melalui kerjasama yang melibatkan guru, staff, wakil kepala sekolah dan masyarakat dalam mengisi format sesuai dengan tugasnya masing-masing yang dibutuhkan dalam akreditasi sekolah di SMP Strada Nawar. Peran yang paling utama adalah kepalah sekolah sebagai manajer dalam peningkatan akreidatasi sekolah. Sementara, faktor penghambatnya adalah Kurangnya informasi dalam aspek penilaian dan formatnya sehingga masih menggunakan panduan lama, (2) Kurang persiapan dari segi waktu dan tim yang dibentuk, (3) Kurangnya kerjasama dan partisipasi seluruh komponen sekolah, (4) Manajemen yang kurang efektif dari kepala sekolah selaku pimpinan dalam menghadapi penilaian akreditasi. Kata Kunci : manajemen berbasis sekolah, partisipasi, akreditasi

Where does the music come from? A comparison case-study of the compositional processes of a high school and a collegiate composer

1999 ◽  
Vol 16 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Mary A. Kennedy
Keyword(s):  
High School ◽  
Document Analysis ◽  
Field Note ◽  
Field Notes ◽  
Similarities And Differences ◽  
Composition Process ◽  
Similar Task ◽  
Analysis And Study

This comparison case-study examines the compositional processes of a high school and a collegiate composer engaged in a similar task. Procedures included interviews with the composers, observations, and the collection of compositional sketches and ‘audio-journals’. Analysis involved the preparation of field-notes and interview transcripts, document analysis and study of the field note/interview text. Two professional composers and the researcher analysed the compositions to locate similarities and differences.Important similarities were the use of an exploratory phase at the piano and the acknowledgement of both inspiration and revision as components of the composition process. Differences were found in the uses of time and structure.

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