scholarly journals An Investigation of Sites, Uses and Practices For  Literacy in the Lives of Pasifika Students

2021 ◽  
Author(s):  
◽  
John G Dickie
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Ministry Of Education ◽  
Literacy Practice ◽  
Structured Interviews ◽  
School Students ◽  
Lower Test ◽  
Pasifika Students ◽  
The One ◽  
Out Of School

<p>An investigation of sites, uses and practices for literacy in the lives of Pasifika students Lower test scores on school measures of literacy for Pasifika students than for the majority of students in New Zealand are a cause for concern. As part of a wider attempt to address this problem the Ministry of Education has argued that teachers need to be better informed of out-of-school literacy practices. This thesis considers what can be learned when this guidance is followed and it investigates students' social and cultural uses of literacy in family and community settings. It explores the argument that knowledge of these out-of-school literacies will inform teachers and through incorporation (McNaughton, 2002) teachers may be able to make effective connections for students to school literacy. A sociocultural perspective is used to investigate the social and cultural practices of the students while the study also uses Cremin's (1976) concept of configurations of sites to consider how learning is mediated for students in different settings. Rogoff's (1995) three planes of analysis provide a tool to examine students' practices at the community, interpersonal, and personal levels. The investigation sought the students' own perspective of how they appropriate knowledge about literacy as they collected information with cameras and journals on their own practices. The participants were 14 Pasifika students aged 11 and 12 years (mostly Samoan) as well as three adult Samoan church representatives and teachers from the students' school. Students' photos were used to elicit rich description in semi-structured interviews and interview schedules were also used with students and adult participants. The findings illustrate how the students were socialised into particular practices that are contextualised in the sites of family, church and neighbourhood. They reveal that for the students there was both overlapping of values and conflict between their sites of literacy practice. The complementarities occurred most strongly between family and church and a valued feature of the students' practice was the use of Samoan language. The most common conflicts were those related to popular culture and they occurred between the sites of family, church and school on the one hand and neighbourhood sites on the other as well as within family sites. The thesis argues that awareness of the complementary and conflicting features is essential for teachers in understanding the complexity the students face in choosing their paths among two cultures. This knowledge enables teachers to incorporate aspects of out-of-school literacy into school practice and to draw on those in the students' backgrounds who may facilitate students' literacy acquisition.</p>

scholarly journals An Investigation of Sites, Uses and Practices For  Literacy in the Lives of Pasifika Students

2021 ◽  
Author(s):  
◽  
John G Dickie
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Ministry Of Education ◽  
Literacy Practice ◽  
Structured Interviews ◽  
School Students ◽  
Lower Test ◽  
Pasifika Students ◽  
The One ◽  
Out Of School

<p>An investigation of sites, uses and practices for literacy in the lives of Pasifika students Lower test scores on school measures of literacy for Pasifika students than for the majority of students in New Zealand are a cause for concern. As part of a wider attempt to address this problem the Ministry of Education has argued that teachers need to be better informed of out-of-school literacy practices. This thesis considers what can be learned when this guidance is followed and it investigates students' social and cultural uses of literacy in family and community settings. It explores the argument that knowledge of these out-of-school literacies will inform teachers and through incorporation (McNaughton, 2002) teachers may be able to make effective connections for students to school literacy. A sociocultural perspective is used to investigate the social and cultural practices of the students while the study also uses Cremin's (1976) concept of configurations of sites to consider how learning is mediated for students in different settings. Rogoff's (1995) three planes of analysis provide a tool to examine students' practices at the community, interpersonal, and personal levels. The investigation sought the students' own perspective of how they appropriate knowledge about literacy as they collected information with cameras and journals on their own practices. The participants were 14 Pasifika students aged 11 and 12 years (mostly Samoan) as well as three adult Samoan church representatives and teachers from the students' school. Students' photos were used to elicit rich description in semi-structured interviews and interview schedules were also used with students and adult participants. The findings illustrate how the students were socialised into particular practices that are contextualised in the sites of family, church and neighbourhood. They reveal that for the students there was both overlapping of values and conflict between their sites of literacy practice. The complementarities occurred most strongly between family and church and a valued feature of the students' practice was the use of Samoan language. The most common conflicts were those related to popular culture and they occurred between the sites of family, church and school on the one hand and neighbourhood sites on the other as well as within family sites. The thesis argues that awareness of the complementary and conflicting features is essential for teachers in understanding the complexity the students face in choosing their paths among two cultures. This knowledge enables teachers to incorporate aspects of out-of-school literacy into school practice and to draw on those in the students' backgrounds who may facilitate students' literacy acquisition.</p>

scholarly journals Pasifika Students, Literacy As Social Practice, and the Curriculum

2007 ◽  
Author(s):  
John Dickie
Keyword(s):  
Social Practice ◽  
Primary Teachers ◽  
Literacy Skills ◽  
Ministry Of Education ◽  
Doctoral Study ◽  
Literacy Experiences ◽  
Detailed Assessment ◽  
Literacy As Social Practice ◽  
Pasifika Students ◽  
Out Of School

Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.

scholarly journals Fostering Informatics Education through Teams Olympiad

2018 ◽  
Vol 12 ◽  
pp. 133-146 ◽  
Author(s):  
Nadia AMAROLI ◽  
Giorgio AUDRITO ◽  
Luigi LAURA
Keyword(s):  
High School Students ◽  
Group Membership ◽  
Peer Education ◽  
Ministry Of Education ◽  
School Teachers ◽  
School Students ◽  
School Programs ◽  
The World ◽  
The One ◽  
Talented Students

Even though the International Olympiad in Informatics directly involves a restricted number of pupils from each country, one of its primary goals is stimulating interest in computer science and information technology over the whole younger segment of the world’ s population. In several countries, this aim has to be accomplished without an active intervention of the Ministry of Education on school programs, relying on the efforts of small devoted organizations. In this context, promoting the involvement of a large number of school teachers may be as crucial as difficult to achieve. Following a 9-year experience of teams competitions in Italy, recently shared with other European countries, we argue that teams Olympiad may be an effective tool for widening the participation of high-school students and teachers, synergistically cooperating with existing individual competitions. On the one hand, teams contests foster peer education, encouraging talented students to help training fellows. On the other hand, these competitions can be more appealing both for average students, valuing group membership more than personal accomplishments, and most importantly, teachers: team achievements are more recognizably linked with the overall school or teacher performance than solitary excellences, resulting in increased returns rewarding the involved subjects.

scholarly journals (Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

2021 ◽  
Vol 13 (10) ◽  
pp. 5758
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Digital Media ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
School Garden ◽  
Structured Interviews ◽  
School Students ◽  
The One

Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.

Religious Youths’ Motivations for Reading Complex, Religious Texts

2016 ◽  
Vol 118 (11) ◽  
pp. 1-50
Author(s):  
Eric D. Rackley
Keyword(s):  
Young People ◽  
Social Practice ◽  
Literacy Practices ◽  
Cultural Practices ◽  
Religious Affiliation ◽  
Structured Interviews ◽  
Religious Texts ◽  
Academic Texts ◽  
Book Of Mormon ◽  
Literacy As Social Practice

Background/Context Research confirms that religion is a significant part of the lives of American youths, that religious texts are an essential part of their experiences in the world, and that as part of their everyday cultural practices, religious youths demonstrate strong commitments to reading religious texts. Currently, however, the field of literacy has yet to develop a body of research that examines the motivations that drive young people to engage with the religious texts that appear to mean so much to them. Focus of Study and Research Questions Situated within social and cultural perspectives of literacy and motivation, the purpose of this study is to examine religious youths’ personal motivations for reading complex, religious texts such as the Bible and the Book of Mormon by looking closely at the connections among their literacy practices, religious ideologies, and the expression of their religious identities. Two questions operationalize this purpose: 1. What are the similarities and differences among Latter-day Saint and Methodist youths’ personal motivations to engage with religious texts? 2. In what ways are these motivations influenced by the youths’ religiocultural traditions, ideologies, practices, and commitments. Research Design Qualitative methods were used to examine youths’ motivations for religious literacies. Nine months of ethnographic observations in multiple contexts and 59 in-depth, semi-structured interviews conducted over two years were transcribed and analyzed to address the purpose of the study. Analytic procedures were informed by grounded theory. Findings The findings revealed a broad-level framework that explained the youths’ personal motivations for reading religious texts that transcended religious affiliation. Youths in both congregations were motivated to engage with complex, religious texts because they providing them with (a) knowledge about their religious traditions, (b) tools for applying religious knowledge to the lives, (c) strength to endure life's challenges, (d) comfort during stressful times, and (e) a connection to God. Conclusions/Recommendations As a space to explore the interactions among religion, literacy, and motivation, this study contributes to a more robust understand about the manner in which young people engage with complex, religious texts. This research also has implications for conceptualizing motivated literacy, engaging students with complex, academic texts, and studying motivation for literacy as social practice.

scholarly journals Coronavirus in the Children’s World: Discourses and Drawings

2021 ◽  
Vol 5 (2) ◽  
pp. 141-160
Author(s):  
Nil Duban ◽  
Fatma Gül Şen
Keyword(s):  
Primary School ◽  
Human Life ◽  
National Level ◽  
Document Analysis ◽  
Ministry Of Education ◽  
Primary School Students ◽  
Structured Interviews ◽  
School Students ◽  
Geographical Regions ◽  
Distance Education System

More than 1.5 billion students and young people worldwide have been affected by school and university closings due to the COVID-19 outbreak. With the closure of schools due to the COVID-19 pandemic in Turkey, a free distance education system was launched by the Ministry of Education on 23 March 2020 with a national level television and internet-based curriculum. The opinions of the children who have just started primary school but whose school has been closed due to the pandemic in the spring term are considered to be necessary. The aim of this study was to determine the perspectives of 1st grade primary school (6.5-7 years old) students on the Coronavirus and its effects. In current study, the perspectives of 1st grade primary school students on Coronavirus and its effects were investigated. In this context, interview and document analysis techniques were used within the scope of qualitative research methods. A total of 16 primary school students from four provinces in different geographical regions of Turkey were included in the study to ensure maximum diversity. These students formed the working group of the research. In the study, semi-structured interviews and pictures drawn by students were used to reveal students’ perspectives on Coronavirus and the effects of the virus. In the research, semi-structured interviews were used for content analysis, and the pictures drawn were utilized for document analysis. In the study, it was assumed that 1st grade primary school students have the consciousness that Coronavirus has tremendous and adverse effects on human life and threatens health. it was concluded that 1st grade primary school students gained awareness about proper handwashing, using masks and gloves as a means of protection from Coronavirus.

Reading and Writing Experiences of Middle School Students in the Digital Age: Wattpad Sample

2018 ◽  
Vol 6 (2) ◽  
pp. 89 ◽  
Author(s):  
Mazhar Bal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Data Collection ◽  
Structured Interview ◽  
Structured Interviews ◽  
Digital Writing ◽  
School Students ◽  
Reading And Writing ◽  
Turkish Language ◽  
Out Of School

This study aimed to determine the in-school and out-of-school reading and writing experiences of middle school students. This study used phenomenology from qualitative research methods. All 12 participants (8 female, 4 male) were middle school grade 6 students. Various data collection techniques were employed: a survey and a semi-structured interview about the use of Wattpad, a semi-structured interview about the Turkish language subject, a semi-structured interview about the relationship between in-school and out-of-school reading and writing experiences, a diary of the students’ Wattpad reading list, a diary of the students’ Wattpad writing list, and the texts written by the students on Wattpad. Data collection lasted 16 weeks. The data collected from the survey questionnaire were analyzed descriptively. The data from the semi-structured interviews and diaries were analyzed using content analysis. The results indicated that most of the participants had a negative perception of in-school reading. Similar conclusions were drawn from the results in-school writing because most of the participants felt restricted and under pressure during the in-school writing process. Wattpad was considered a venue where participants can express themselves comfortably. The participants shared positive experiences characterized by willingness, diversity, meaningfulness, and entertainment. By contrast, in-school reading evoked negative experiences, such as feeling obliged, bored, and restricted, and perceiving the activity as meaningless. Out-of-school writing experiences were determined to promote internal motivation, to develop self-expression of one’s anxiety and enjoyment alike, and to develop digital writing skills in out-of-school writing experiences. Overall, no relationship was found between in-school and out-of-school reading and writing experiences.

scholarly journals Passing the Mic: Toward Culturally Responsive Out of School Time Leadership

2020 ◽  
Vol 8 (1-2020) ◽  
pp. 52-65
Author(s):  
Ishmael A. Miller
Keyword(s):  
High School Students ◽  
School Leadership ◽  
Youth Development ◽  
Culturally Responsive ◽  
Structured Interviews ◽  
School Students ◽  
Executive Leaders ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

The aim of this study was to explore the application of culturally responsive school leadership (CRSL) in an out of school time organization (OST). This was accomplished by analyzing how the actions of leaders both enabled and constrained CRSL. Research was conducted with Inspire Mentoring an OST organization that provides mentoring services to approximately 90-120 high school students of color from freshman through senior year. Approximately 60% of the mentors identify as people of color. The data collected for this qualitative case study occurred over 6 months and included: 6 semi-structured interviews with executive leaders and adult mentors, 5 observations of organizational meetings and community workshops, and reviewed documents from Inspire Mentoring. The leadership practices observed were analyzed using the behaviors of CRSL. This study suggest that positional OST leaders should become more connected to their community understanding longstanding inequities, interrogate their own worldviews, and work in tandem with minoritized youth and community members to address cultural youth development needs.

The Other Entrepreneurs - Migrant Economies as Spaces for Social Innovation?

2019 ◽  
Vol 16 (2) ◽  
pp. 265-271
Author(s):  
Claudia Lintner
Keyword(s):  
Social Innovation ◽  
Close Relation ◽  
The Other ◽  
Structural Level ◽  
Structured Interviews ◽  
Economic Activities ◽  
Migrant Entrepreneurship ◽  
False Dichotomy ◽  
Migrant Entrepreneurs ◽  
The One

This article analyses the relationship between migrant entrepreneurship, marginalisation and social innovation. It does so, by looking how their ‘otherness’ is used on the one hand to reproduce their marginalised situation in society and on the other to develop new living and working arrangements promoting social innovation in society. The paper is based on a qualitative study, which was carried out from March 2014- 2016. In this period, twenty semi-structured interviews were conducted with migrant entrepreneurs and experts. As the results show, migrant entrepreneurs are characterised by a false dichotomy of “native weakness” in economic self-organisation against the “classical strength” of majority entrepreneurs. It is shown that new possibilities of acting in the context of migrant entrepreneurship are mostly organised in close relation to the lifeworlds and specific needs deriving from this sphere. Social innovation processes initiated by migrant entrepreneurs through their economic activities thus develop on a micro level and are hence less apparent. Supportive networks are missing on a structural level, so it becomes difficult for single innovative initiatives to be long-lasting.

Model Pembinaan Remaja Putus Sekolah Terlantar di Provinsi Lampung (Studi Pada Uptd Pelayanan Sosial Bina Remaja (PSBR) Raden Intan Lampung

2020 ◽  
Vol 2 (2) ◽  
pp. 231-241
Author(s):  
Maulita Daniar Anom ◽  
◽  
Novita Tresiana ◽  
Intan Fitri Meutia ◽  
◽  
...  
Keyword(s):  
Youth Development ◽  
Formal Education ◽  
Social Protection ◽  
Development Program ◽  
Rehabilitation Program ◽  
Drop Out ◽  
Structured Interviews ◽  
Youth Development Program ◽  
Coaching Activities ◽  
Out Of School

Education is a mandatory thing that must be obtained for every child. However, not all children are able to get education due to several factors, one of which is the economic condition of the family which causes them to drop out of school. Guidance for neglected drop-out teenagers is an action that is taken to overcome one of the social problems, which is neglected teenagers who have dropped out of school with the purpose of directing their personality, abilities and skills through non-formal education. This research was conducted at UPTD PSBR Raden Intan Lampung. The purpose of this research is to describe and analyze how the models and coaching programs are carried out to overcome neglected dropout teenagers.The method used in this research is descriptive with a qualitative approach with the use of data collection techniques, such as: structured interviews, documentation and observation. The data analysis technique used in this study was data reduction, data presentation and drawing conclusions, and for data validity techniques are the extension of observations and triangulation. Based on the research results, it shows that the model that is used as a reference in the implementation of coaching activities for neglected dropouts teenagers is the Youth Development Program (YDP) Model which has 3 approaches, that are: Institutional Based, Family Based and Community. The conclusion of this research is based on the analysis, namely the Youth Development Program (YDP) Model which is the reference applied through 4 programs by the UPTD PSBR Raden Intan Lampung, that are Social Rehabilitation Program, Social Security Program, Social Empowerment Program and the last Social Protection Program with the hope that this effort can solve the problem of neglected dropouts teenagers, especially in Lampung Province.

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