Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?

2007 ◽  
Vol 44 (2) ◽  
pp. 370-399 ◽  
Author(s):  
Xenia Hadjioannou
Keyword(s):  
Classroom Environment ◽  
Physical Environment ◽  
Classroom Community ◽  
Fifth Grade ◽  
Classroom Environments ◽  
Student Beliefs ◽  
Multiple Perspectives ◽  
Field Notes ◽  
Grade Classroom

Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

2020 ◽  
pp. 77-93
Author(s):  
Alina Slapac ◽  
Sujin Kim
Keyword(s):  
Early Childhood ◽  
Classroom Teacher ◽  
Classroom Community ◽  
Study Data ◽  
Language Immersion ◽  
Responsive Teaching ◽  
Field Notes ◽  
Classroom Communities ◽  
Kindergarten Classroom

This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.

scholarly journals And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

2019 ◽  
Vol 68 (1) ◽  
pp. 226-249 ◽  
Author(s):  
Rick Coppola ◽  
Rebecca Woodard ◽  
Andrea Vaughan
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Classroom Community ◽  
Cultural Pluralism ◽  
Spoken Word ◽  
Spoken Word Poetry ◽  
Culturally Sustaining Pedagogy ◽  
Design For Learning ◽  
Grade Classroom

This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

scholarly journals A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom

2015 ◽  
Vol 14 (24224) ◽  
pp. 299-322 ◽  
Author(s):  
Şule ŞAHİN DOĞRUER ◽  
Mine IŞIKSAL ◽  
Yusuf KOÇ
Keyword(s):  
Classroom Discourse ◽  
Fifth Grade ◽  
Grade Classroom

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

2021 ◽  
pp. 35-51
Author(s):  
Alina Slapac ◽  
Sujin Kim
Keyword(s):  
Early Childhood ◽  
Classroom Teacher ◽  
Classroom Community ◽  
Study Data ◽  
Language Immersion ◽  
Responsive Teaching ◽  
Field Notes ◽  
Classroom Communities ◽  
Kindergarten Classroom

This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.

scholarly journals Just Doing Our Jobs: A Case Study of Literacy-in-Action in a Fifth Grade Literature Circle

2014 ◽  
Vol 16 (1) ◽  
pp. 53 ◽  
Author(s):  
Kimberly Lenters
Keyword(s):  
Literature Circles ◽  
Unintended Consequences ◽  
Fifth Grade ◽  
Literature Circle ◽  
Meaningful Literacy ◽  
Grade Classroom ◽  
The Way

This case study examines the use of literature circles in a fifth grade classroom. Using the concept of literacy-in-action, it examines the question of why, in spite of critique, the use of defined student roles continues to dominate literature circle pedagogy. The study’s examination of the interaction of people, objects, practices and meanings associated with this particular classroom’s literature circles, demonstrates the way in which reliance on one particular literacy object, the role sheet, worked to radically alter the intended pedagogical purpose and meanings set out by those who first popularized literature circles. Through its travels to and from the fifth grade classroom, the role sheet accumulated an increasing status or power, along with a peculiar resistance to critique. The examination sheds light on the tensions and contradictions that arise when an instructional routine is transplanted from one context to another, a phenomenon occurring daily in classrooms worldwide. The findings illustrate the unintended consequences that arise when a literacy object is used as a proxy for the human mediation traditionally, and necessarily, associated with meaningful literacy pedagogies.

Action Research in the Classroom: A Case Study from New Haven, Connecticut

2004 ◽  
Vol 26 (2) ◽  
pp. 40-44
Author(s):  
Elizabeth Chin
Keyword(s):  
Action Research ◽  
Working Class ◽  
Fifth Grade ◽  
New Haven ◽  
Grade Classroom

Two large, cardboard cartons full of new dolls were delivered to Lucy Aslan's fifth grade classroom at the Lincoln School in New Haven, Connecticut, an unexpected gift from the nation's largest black-owned toy manufacturer, Olmec. Although the boxes remained unopened, the children's eyes strayed toward them often. Most of the 25 children were poor or working class, and all but Carlos were black; only two came from homes where both parents were resident—the rest lived with one parent or households of extended kin; one boy was in and out of a shelter with his mom. The miraculous arrival of several dozen new toys was unprecedented, almost magical.

MENINGKATKAN KEKAYAAN MUFRODAT SISWA MELALUI METODE HYPNOTEACHING

2020 ◽  
Vol 1 (2) ◽  
pp. 129-131
Author(s):  
Almanna Wassalwa ◽  
Agung Wijaksono
Keyword(s):  
Data Analysis ◽  
Research Method ◽  
Research Data ◽  
Fifth Grade ◽  
Learning Method ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Academic Year

The research objective is to increase the wealth of mufrodat through hypnoteaching methods. The research subjects were all fifth grade students of MI Miftahun Najah Banyuputih Situbondo in the 2016/2017 Academic Year. Researchers used data collection instruments in the form of observation formats, question sheets, field notes, and interview guidelines. The research method is classroom action research. Data analysis techniques are planning, acting, observing and reflecting. The results of the study are: 1) The average memorization of students' mufrodat in the pre cycle before receiving hypnoteaching learning method treatment gets an average of 65.38. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who get a score equal to or above the Minimal Completeness Criteria is 23% while students who have not reached the Minimal Completeness Criteria is 77%. 2) The average memorization of students' mufrodat in the first cycle after applying hypnoteaching learning method got an average of 72.3. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 61.5% while students who have not reached the Minimal Completeness Criteria is 38.5%. 3) The average memorization of students' mufrodat in the second cycle gets an average of 90. The smallest value is 75 and the highest score is 100. With a Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 92.3% while students who have not yet reached Minimal Completeness Criteria is 7.7%. 4) The use of hypnoteaching method can increase the wealth of mufrodat of fifth grade students of MI Miftahun Najah Banyuputih Situbondo in 2016/2017 Academic Year.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

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