Literacy Instruction for Conflict Analysis and Response of Compassion

Autor/in	Carter, Candice C.
Titel	Literacy Instruction for Conflict Analysis and Response of Compassion
Quelle	(2017), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Conflict; Literacy; Literacy Education; Conflict Resolution; Altruism; Student Attitudes; Teacher Attitudes; Educational Experience; Teaching Methods; Multilingualism; English (Second Language); Second Language Learning; Peace; Language Arts; Elementary School Students; Vocabulary Development; Social Development; Interpersonal Competence; Emotional Development; Social Studies; Teacher Characteristics; English Language Learners + Suchen Sie Ihr Suchwort? Konflikt; Alphabetisierung; Schreib- und Lesefähigkeit; Conflict solving; Konfliktlösung; Konfliktregelung; Altruistic behavior; Altruismus; Schülerverhalten; Lehrerverhalten; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Frieden; Sprachkultur; Wortschatzarbeit; Soziale Entwicklung; Interpersonale Kompetenz; Gefühlsbildung; Gemeinschaftskunde
Abstract	This interpretive research was at the intersection of language acquisition, literacy development, and social education. The multisite study of literacy instruction that addressed compassion as a conflict response involved qualitative analyses of data gathered from lesson artifacts, observations, interviews of the participating teachers, and survey of student's self-reported learning. The participants were multilingual teachers and students in three borderland schools of the USA. Their social construction of compassion evident in literacy lessons revealed their diverse notions of harm. Variable identification by the students of harm situations highlighted the need for increased conflict analysis that includes multiple perspectives. The findings underscore the validity of harm analysis as curriculum for all students, rather than as a response to conflict some students experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01