阅读与教师教育中的公平:一项探索性研究
Rachel Heydon1, Lori McKee2, Elizabeth Akiwenzie3
1Faculty of Education, Western University, London, ON, Canada.
概括
这项研究探讨了学术阅读实践如何影响高等教育中的公平. 它发现,特定的文本,上下文和教学因素可以阻碍或促进学生平等的阅读机会.
科学领域:
- 高等教育教学的教学.
- 教育公平教育公平教育公平
- 学术识字研究 学术识字研究
背景情况:
- 阅读对于高等教育的成功至关重要,但教学和研究方面的关注仍然不足.
- 阅读习惯与公平关系的理解差距威胁到高等教育中的公平性.
- 高等教育中的阅读/公平关系的确切性质需要进一步研究.
研究的目的:
- 研究阅读教学和高等教育中的公平性之间的复杂相互作用.
- 在学术阅读中识别创造或阻碍公平机会的因素.
- 为教育工作者提供信息,通过阅读实践和阅读实践中促进公平.
主要方法:
- 使用批判性的后人主义和投机性的教学方法进行定性调查.
- 通过一个专业的学习计划与九个教师教育的数据生成.
- 分析节目材料,讨论,文物和采访前后采访,使用理论驱动的方法 (纠,衍射阅读,颁布机构).
主要成果:
- 识别影响学术阅读公平性的文本,上下文,教学和阅读 (非) 材料.
- 了解这些已识别的因素是如何使或阻碍公平机会的.
- 了解与阅读和公平相关的知识创造背后的过程.
结论:
- 学术阅读环境中包含的元素显著影响教育公平.
- 教师可以利用对这些元素的洞察力来培养更公平的阅读体验.
- 进一步的研究和教学关注对于促进高等教育阅读中的公平至关重要.
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