Non-Challenging Education and Teacher Control as Factors for Marginalization of Students in Diverse Settings

Autor/in	Wedin, Åsa
Titel	Non-Challenging Education and Teacher Control as Factors for Marginalization of Students in Diverse Settings
Quelle	In: International Electronic Journal of Elementary Education, 6 (2014) 2, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Teacher Attitudes; Immigrants; Poverty; Classroom Environment; Ethnography; Elementary School Students; Elementary School Teachers; Observation; Interviews; Class Activities; Low Income Groups; Educational Quality; Cognitive Development; Student Attitudes; Foreign Countries; Active Learning; Student Participation; Learner Engagement; Academic Achievement; Second Language Learning; Knowledge Level; Difficulty Level; Assignments; Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Armut; Klassenklima; Unterrichtsklima; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Quality of education; Bildungsqualität; Kognitive Entwicklung; Schülerverhalten; Ausland; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Zweitsprachenerwerb; Wissensbasis; Schwierigkeitsgrad; Assignment; Auftrag; Zuweisung; Schweden
Abstract	This article discusses teachers' attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers' attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students' own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students' influence on what took place in classrooms resulted in high level of students' engagement and high outcome. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01