Rethinking High-Leverage Practices in Justice-Oriented Ways

Autor/inn/en	Calabrese Barton, Angela; Tan, Edna; Birmingham, Daniel J.
Titel	Rethinking High-Leverage Practices in Justice-Oriented Ways
Quelle	In: Journal of Teacher Education, 71 (2020) 4, S.477-494 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calabrese Barton, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119900209
Schlagwörter	Teaching Methods; Power Structure; Classroom Environment; Social Justice; Middle School Teachers; Middle School Students; Educational Change; Science Instruction; Educational Practices; Cooperation; Sustainability; Social Change; Learner Engagement; Smoking; Health Promotion; Peer Relationship; Immigrants + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Soziale Gerechtigkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Co-operation; Kooperation; Nachhaltigkeit; Sozialer Wandel; Rauchen; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Peer-Beziehungen; Immigrant; Immigrantin; Immigranten
Abstract	Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice "and" systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01