看我,支持我:一个学生声音的平台可以解锁教师对高中入口的英语学习学生的支持
Virginia Isarraras1, Anmol Gupta2, Michael A Ruiz3
1School of Law, University of California, Berkeley.
Cultural diversity & ethnic minority psychology
|February 12, 2026
概括
英语学习者 (ELL) 学生可以使用"See Me, Support Me"平台与老师分享他们的教育目标. 这项倡议促进了归属感,并鼓励教育工作者提供指导,提高ELL学生的学业成功.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 属于学生的学生
背景情况:
- 英语学习者 (ELL) 学生代表了学校快速增长的人口.
- ELL学生经常经历边缘化和缺乏归属感.
- 现有的干预措施可能无法充分满足ELL学生的独特需求.
研究的目的:
- 为高中ELL学生评估一个适应的"提升标准"程序.
- 推出一个平台",见我,支持我",使教育工作者能够自我介绍.
- 赋予ELL学生以他们自己的方式表达他们的目标和需求的能力.
主要方法:
- 研究1:一项定性研究 (N=11名ELL学生) 检查了平台使用情况.
- 一项试点研究 (N=352名成年人) 和第二项研究 (N=246名教师) 评估了学生通过信件自我介绍的影响.
- 干预涉及学生写给教育工作者的一页书信.
主要成果:
- 学生们利用这个平台来表达对教育和学术成长目标的承诺.
- 学生要求教育工作者在他们的学术旅程中与他们合作.
- 自介信的收件人认为ELL学生更有承诺,更愿意指导他们.
结论:
- "见我,支持我"平台为ELL学生提供了一种可行的方法来表达雄心壮志.
- 促进学生-教师伙伴关系可以提高教育成果.
- 这种方法有可能改善ELL学生的学校经验和成功.
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