The Possibility of Place: One Teacher's Use of Place-Based Instruction for English Students in a Rural High School

Autor/in	Azano, Amy
Titel	The Possibility of Place: One Teacher's Use of Place-Based Instruction for English Students in a Rural High School
Quelle	In: Journal of Research in Rural Education, 26 (2011) 10, (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Learner Engagement; Critical Theory; Student Attitudes; Place Based Education; Prior Learning; Educational Practices; Grade 8; Learning Experience; Rural Education; Rural Schools; English Instruction; High School Students; Secondary School Teachers; Curriculum Implementation; Relevance (Education); Teacher Attitudes; Interviews + Suchen Sie Ihr Suchwort? Kritische Theorie; Schülerverhalten; Vorkenntnisse; Bildungspraxis; School year 08; 8. Schuljahr; Schuljahr 08; Lernerfahrung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; English langauage lessons; Englischunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Relevance; Relevanz; Lehrerverhalten; Interviewing; Interviewtechnik
Abstract	Educational practices that purposely seek to tie the realities of place to instruction, particularly for the purpose of student engagement, are typically referred to as place-based education. This study investigates how one teacher considered place in making instructional choices for eighth grade English students in a rural high school, and students' perceptions of this teacher's place-based instruction. Findings indicate that the teacher initially used his own understanding of place to activate students' prior knowledge. Additionally, when the teacher used place-based content to mediate instruction rather than his personal experience, students were able to construct their own understandings of place. While findings indicate that place-based strategies may increase curricular relevance, they also signal that without a critical lens rural students may be hindered in their capacity to identify and analytically interpret the challenges affecting their communities and the structures that serve to reproduce inequalities. The study concludes with a critique of the learning experience and makes suggestions for implementing a critical pedagogy of place in the English classroom. (Contains 1 footnote.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10