• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >THE NEW SOCIOLOGY OF EDUCATION: IMPLICATIONS FOR REDIRECTING RESEARCH AND PEDAGOGY IN COLLEGIATE BASIC SKILLS.
【24h】

THE NEW SOCIOLOGY OF EDUCATION: IMPLICATIONS FOR REDIRECTING RESEARCH AND PEDAGOGY IN COLLEGIATE BASIC SKILLS.

机译：新的教育社会学：对大学基本技能进行研究和教育学再研究的意义。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The problem explored in this study was based upon the contention that existing approaches to collegiate basic skills (CBS) research and pedagogy have been one-sided, have taken for granted the latent meanings embedded in the symbolic communications between teachers and students. This kind of one-sidedness may in part account for the continuing academic failure among CBS enrollees.The new sociology of education (NSOE) begins with the assumption that academic failure among low-income students stems from latent meanings embedded in the symbolic communications between teachers and students, rather than from the students' deprived cultural backgrounds. Therefore, the corrective proposed by this study is that one significant way of ameliorating the problem of academic failure might be to redirect CBS research and pedagogy from the perspectives of the NSOE. One of the most significant claims inherent in the NSOE is that pedagogy and research must be changed to a praxis orientation. Future educational researchers and pedagogists must strive to approach their respective tasks so that what they do in the research lab community or in the classroom will make a difference in reality, and will make a difference in the lives of students who come from low-income backgrounds. In short, the NSOE, if adopted by CBS researchers and teachers in the future, might well enable them to help low-income CBS enrollees to become academic winners, rather than perennial losers.Most of the existing research in CBS education tends to assume that the cause of academic failure stems from pre-college experiences: students' low-income family backgrounds and their failure to have mastered basic academic skills at the secondary level. In short, the prevailing assumption among CBS researchers and teachers is that the cause of academic failure is external to CBS programs. No effort has yet been made to consider whether inschool or intraprogram factors might account for why CBS low-income minority students perform poorly academically.
机译：本研究中探讨的问题基于以下论点：现有的大学基础技能（CBS）研究和教学法已趋于单一化，理所当然地将其隐含在师生之间的象征性交流中。这种单面性可能部分解释了CBS在校学生的持续学业失败。新的教育社会学（NSOE）首先假设低收入学生的学业失败源于教师之间象征性交流中蕴含的潜在含义。和学生，而不是来自学生被剥夺的文化背景。因此，这项研究提出的纠正措施是，缓解学术失败问题的一种重要方法可能是从NSOE的角度重新定向CBS研究和教学法。 NSOE固有的最重要的主张之一是，必须将教学法和研究改变为实践方向。未来的教育研究人员和教学人员必须努力完成各自的任务，以使他们在研究实验室社区或教室中所做的工作能够改变现实，并改变来自低收入背景的学生的生活。简而言之，如果将来CBS的研究人员和教师采用NSOE，很可能使他们能够帮助低收入的CBS入学者成为学业上的胜利者，而不是长期的失败者。学业失败的原因来自大学前的经历：学生的低收入家庭背景以及他们在中学阶段没有掌握基本的学术技能。简而言之，CBS研究人员和教师普遍认为，学术失败的原因是CBS计划的外部原因。尚未做出任何努力来考虑学校因素或计划内因素是否可以解释CBS低收入少数民族学生为何在学业上表现不佳。

著录项

  • 作者

    BROWN, JAMES ADOLPH.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Sociology of.
  • 学位 Educat.D.
  • 年度 1983
  • 页码 211 p.
  • 总页数 211
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号