Kindergarten Writing

2021 ◽  
pp. 302-315
Author(s):  
Claire Hood
Keyword(s):  
Funds Of Knowledge ◽  
Writing Workshop ◽  
Home Visits ◽  
Reciprocal Relationship ◽  
Narrative Writing ◽  
Cultural Wealth ◽  
Utilization Of Technology ◽  
School Events ◽  
Teaching Of Writing

The author examined how the utilization of technology could impact students' narrative writing. A common issue that arises in the teaching of writing is students' ability to conceptualize a topic to write about. Often, students' writing is focused on school events and activities rather than reflecting their cultural wealth that take place outside of school. Drawing inspiration from Moll, Amanti, Neff, and Gonzalez's seminal study on how home visits can incorporate students' funds of knowledge into the curriculum, the author suggests student and family-provided photographs into the writing workshop could create a more reciprocal relationship with students' families.

scholarly journals Young, Gifted, Black . . . and Country:

2020 ◽  
Vol 10 (2) ◽  
pp. 46-62
Author(s):  
Jennifer Gallagher ◽  
Melissa Wrenn
Keyword(s):  
Content Analysis ◽  
Funds Of Knowledge ◽  
Reciprocal Relationship ◽  
Community Cultural Wealth ◽  
Rural Setting ◽  
Children's Books ◽  
Cultural Wealth ◽  
Critical Content ◽  
Historical Figure ◽  
Critical Content Analysis

This article shares findings from a critical content analysis of five contemporary nonfiction children’s books. Each book centers on a gifted Black historical figure who spent at least part of their childhood in a rural setting. The analysis, using a funds-of-knowledge and community-cultural-wealth approach, revealed the situated nature of the child’s giftedness, including intersectional oppression they faced, various ways they enacted giftedness within their rural setting, and a reciprocal relationship with their community. In each book, the youth’s giftedness was supported by the community but also positively impacted the community.

An Essential but Overlooked Workforce: Elevating the Need to Investigate the Career Development of Paraeducators

2021 ◽  
pp. 089484532110109
Author(s):  
Conra D. Gist ◽  
Amaya Garcia ◽  
Yukari Takimoto Amos
Keyword(s):  
Career Development ◽  
Positive Impact ◽  
Funds Of Knowledge ◽  
Organizational Structures ◽  
Special Issue ◽  
District Leaders ◽  
Policy Makers ◽  
Cultural Wealth ◽  
School District Leaders ◽  
Innovative Program

Recent research documents the positive impact that paraprofessionals have on student learning. Given these strengths, states and districts across the country have developed programs to attract and prepare paraprofessionals to become certified teachers. Despite increased interest in expanding pathways for the paraeducator workforce, research has also consistently revealed that paraeducators encounter obstacles along the career development continuum from recruitment, preparation, placement, and induction. Given the professionalization challenges paraeducators face, this special issue introduction highlights paraeducator research studies that describe innovative program design features, draw from and build on paraeducators’ funds of knowledge and community cultural wealth, and identify organizational structures in schools essential to supporting paraeducators’ development. We conclude with a recommended set of three core commitments for program designers, researchers, policy makers, or community and school district leaders dedicated to ensuring equitable paraeducator professional pathways in the educator workforce.

Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital: Strengths, Tensions, and Practical Considerations

2021 ◽  
pp. 004208592110165
Author(s):  
Cecilia Rios-Aguilar ◽  
Rebecca Colina Neri
Keyword(s):  
Urban Education ◽  
Social Justice ◽  
Educational System ◽  
Funds Of Knowledge ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Knowledge Community ◽  
Educational Praxis

Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We argue the quest for social justice requires an approach that both validates and substantively utilizes learners’ FK and CCW and critically grapples with the pervasive logic of capital that has been impressed in the fabric of our educational system.

scholarly journals KEMITRAAN SEKOLAH DAN ORANG TUA DALAM PENANAMAN KEDISPLINAN IBADAH SISWA SMA NEGERI 5 YOGYAKARTA

2017 ◽  
Vol 13 (2) ◽  
pp. 145-156
Author(s):  
Nurfiyani Dwi Pratiwi
Keyword(s):  
Parent Involvement ◽  
Open Access ◽  
Home Visits ◽  
Level Of Education ◽  
Children's Education ◽  
Teaching Faculty ◽  
Children’S Education ◽  
School Events ◽  
Teachers And Parents ◽  
Research Show

Nurfiyani Dwi Pratiwi. Partnership Schools And Parents In Students’ Worship Disciplines Education.Yogyakarta: Islamic Teaching Department ofTarbiya and Teaching Faculty UIN Sunan KalijagaYogyakarta. This study aims to determine the form of partnership schools and parents in educateworship discipline of students, as well as factors supporting and inhibiting. This is a qualitativeresearch using approach of Sociology.The results of this research show that 1) Forms of partnerships: teachers and parents meetings,correspondence the school and parents, home visits, parent involvement in school events, associationsof parents and teachers, and periodic reports using a books report. 2) The supporting factors: the socialcompetence of teachers, parents’ attention in children’s education, and open access schools. Inhibitingfactors: level of education and the work of parents and teachers administrative tasks.Keywords: Partnership, School, Parent, and Worship.

Community-Engaged Teacher Preparation

2018 ◽  
Author(s):  
Eva Zygmunt ◽  
Kristin Cipollone ◽  
Patricia Clark ◽  
Susan Tancock
Keyword(s):  
Teacher Preparation ◽  
Situated Learning ◽  
Educational Equity ◽  
Funds Of Knowledge ◽  
Collaborative Relationships ◽  
Cultural Wealth ◽  
Concerted Cultivation ◽  
Marginalized Communities ◽  
Depth Analysis ◽  
Essential Knowledge

Community-engaged teacher preparation is an innovative paradigm through which to prepare socially just, equity-focused teachers with the capacity to enact pedagogies that are culturally relevant, responsive, and sustaining. Operationalized through candidates’ situated learning in historically marginalized communities, this approach emphasizes the concerted cultivation of collaborative relationships among universities, communities, and schools; the elevation of funds of knowledge and community cultural wealth; and an in-depth analysis of social inequality and positionality, and the intersections between the two, as essential knowledge for future teachers. As a means through which to address the persistent achievement gap between racially, socioeconomically, and linguistically nondominant and dominant students, community-engaged teacher preparation is a prototype through which to advance educational equity.

Surfacing Deep Challenges for Social-Educational Justice: Putting Funds, Wealth, and Capital Frameworks into Dialogue

2021 ◽  
pp. 004208592110165
Author(s):  
Rebecca Colina Neri ◽  
Lew Zipin ◽  
Cecilia Rios-Aguilar ◽  
Adrian H. Huerta
Keyword(s):  
Social Justice ◽  
Funds Of Knowledge ◽  
Community Cultural Wealth ◽  
Educational Justice ◽  
Future Directions ◽  
Cultural Wealth ◽  
Educational Praxis ◽  
Structural Inequalities

This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-across them, and (re)imagine future directions for utilizing these frameworks to address intersecting structural inequalities in the pursuit of strengthened social-educational justice. We argue that putting BAC, FK, and CCW into mutual interrogation can deepen understanding of these inequalities and ways to approach them in education praxis.

Daily Fluctuations in Work Engagement

2014 ◽  
Vol 19 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Arnold B. Bakker
Keyword(s):  
Job Performance ◽  
Work Engagement ◽  
Research Evidence ◽  
Organizational Outcomes ◽  
Reciprocal Relationship ◽  
Proactive Behavior ◽  
Negative Events ◽  
Daily Work ◽  
Work Pressure ◽  
Diary Research

This article presents an overview of the literature on daily fluctuations in work engagement. Daily work engagement is a state of vigor, dedication, and absorption that is predictive of important organizational outcomes, including job performance. After briefly discussing enduring work engagement, the advantages of diary research are discussed, as well as the concept and measurement of daily work engagement. The research evidence shows that fluctuations in work engagement are a function of the changes in daily job and personal resources. Particularly on the days that employees have access to many resources, they are able to cope well with their daily job demands (e.g., work pressure, negative events), and likely interpret these demands as challenges. Furthermore, the literature review shows that on the days employees have sufficient levels of job control, they proactively try to optimize their work environment in order to stay engaged. This proactive behavior is called job crafting and predicts momentary and daily work engagement. An important additional finding is that daily engagement has a reciprocal relationship with daily recovery. On the days employees recover well, they feel more engaged; and engagement during the day is predictive of subsequent recovery. Finding the daily balance between engagement while at work and detachment while at home seems the key to enduring work engagement.

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