A Collaborative Journey toward Understanding the Role of Social Class in Teaching and Learning

Autor/inn/en	Wiest, Lynda R.; Brock, Cynthia H.; Morton, Constance M.; Colbert, Monica N.; Linton, Ryan J.; Herrera, Brittany
Titel	A Collaborative Journey toward Understanding the Role of Social Class in Teaching and Learning
Quelle	In: Journal of Education and Learning, 8 (2019) 1, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Social Class; Student Diversity; College Students; College Faculty; Instructional Effectiveness; Course Content; Student Attitudes; Teacher Attitudes; Program Effectiveness; Consciousness Raising; Teaching Methods; Student Participation; Classroom Environment; Instructional Materials; Teacher Competencies; Social Influences; Faculty Development; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Collegestudent; Fakultät; Unterrichtserfolg; Kursprogramm; Schülerverhalten; Lehrerverhalten; Bewusstseinsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrkunst; Sozialer Einfluss; Rassenunterschied; Ethnizität
Abstract	One important area of development for educators at all levels is teaching students from diverse backgrounds, which includes attention to the important role of social class. In this reflective essay, two teacher educators and four students (two graduate, two undergraduate) examine the aspects of a course on social class and schooling that they perceive to have influenced favorable change in their learning and practice. Individual writings by the six participants at three checkpoints during and after the course generated four themes that the authors discuss in relation to the course content and pedagogy: salient content; effective instructional approaches; application of course material; and suggested improvements. Factors that contributed to course effectiveness included a focus on deep growth involving knowledge and dispositions; instructional methods that encouraged meaningful participant engagement and reflection in a "safe" classroom environment; and practical applications for course material. Suggested improvements centered on including direct engagement experiences and exploring individual course topics in greater depth. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01