Attuned to Children: A Listening Pedagogy

Autor/in	Paciotti, Karen D.
Titel	Attuned to Children: A Listening Pedagogy
Quelle	In: Teacher Education and Practice, 22 (2009) 3, S.368-377 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Student Needs; Standardized Tests; Academic Achievement; Accountability; Language Acquisition; Listening Skills; Cultural Pluralism; Student Diversity; Power Structure; Student Centered Curriculum; At Risk Students; High Stakes Tests; Disadvantaged Youth; Disabilities; Poverty; Social Influences; Cultural Influences; English (Second Language); Equal Education; Educational Quality; Teacher Education Programs; Texas + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulleistung; Verantwortung; Sprachaneignung; Spracherwerb; Kulturpluralismus; Benachteiligter Jugendlicher; Handicap; Behinderung; Armut; Sozialer Einfluss; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Quality of education; Bildungsqualität
Abstract	In this article, I advance the argument for a listening pedagogy that attends to the voices of children and brings attention to multicultural and power issues. I focus on the need to nurture a student-centered educational system within the constraints of the high-stakes standards and accountability model. Embedded within an ethic of care and through a pedagogy of listening, teachers plan and facilitate curriculum-driven instruction attuned to students' verbal and nonverbal signals. This is critical to the success of students who struggle with second-language acquisition, special educational needs, poverty, and sociocultural disconnections to the dominant middle-class power structure of the U.S. educational system. In Texas, these students, who struggle to succeed in life as well as on standardized tests, form the majority of students who fail to pass the litmus test of high-stakes achievement tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10