Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy
Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy
复制标题
提升学校效应却忽视文化？
DOI：
10.3102/00346543064001119
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发表时间：
1994
影响因子：
11.2
通讯作者：
Prema Clarke
中科院分区：
文献类型：
--
作者：
Bruce Fuller;Prema Clarke
教育工作者和研究人员如何定义和研究学校的有效性继续由两个分裂的阵营形成。政策机制试图确定特定的学校投入，包括离散的教学实践，提高学生的成绩。他们寻求可被中央机构操纵的普遍补救办法，并假定同样的教材和教学实践在不同文化背景下的教师和儿童眼中具有恒定的意义。相比之下，课堂文化主义者关注的是在课堂上实施的隐性模式化规范，以及儿童如何社会化以接受特定的参与和权威规则、语言规范、成就取向以及价值和地位的概念。维持这一社会化进程的是教学工具和教学方法所具有的文化建构意义，而不是学校投入本身的物质性质。本文回顾了这两条路径的学校效应研究是如何告知在发展中国家进行的工作。首先，我们讨论了学校的总体效果，相对于家庭背景，在贫困的设置。其次，我们回顾了第三世界国家最近关于离散学校投入对成绩影响的实证研究结果。这项工作的一个新兴的延伸也进行了审查：如何输入效果的社会规则的课堂条件。第三，我们说明了未来的工作，在政策机制的传统将是徒劳的，直到文化条件考虑在内。课堂文化学家可能会进入理论的死胡同，直到他们能够经验性地将课堂过程与所谓的效果联系起来。我们提出了一个文化定位的学校有效性模型的影响进行了讨论，研究在西方种族多元化的学校。通过将这两个智力阵营的优势结合起来，研究人员可以更仔细地调整他们对学校效应的研究。
How educators and researchers define and study school effectiveness continues to be shaped by two divided camps. The policy mechanics attempt to identify particular school inputs, including discrete teaching practices, that raise student achievement. They seek universal remedies that can be manipulated by central agencies and assume that the same instructional materials and pedagogical practices hold constant meaning in the eyes of teachers and children across diverse cultural settings. In contrast, the classroom culturalists focus on the implicitly modeled norms exercised in the classroom and how children are socialized to accept particular rules of participation and authority, linguistic norms, orientations toward achievement, and conceptions of merit and status. It is the culturally constructed meanings attached to instructional tools and pedagogy that sustain this socialization process, not the material character of school inputs per se. This article reviews how these two paths of school-effects research are informed by work conducted within developing countries. First, we discuss the school’s aggregate effect, relative to family background, within impoverished settings. Second, we review recent empirical findings from the Third World on achievement effects from discrete school inputs. An emerging extension of this work also is reviewed: How input effects are conditioned by the social rules of classrooms. Third, we illustrate how future work in the policy-mechanic tradition will be fruitless until cultural conditions are taken into account. And the classroom culturalists may reach a theoretical dead end until they can empirically link classroom processes to alleged effects. We put forward a culturally situated model of school effectiveness—the implications of which are discussed for studying ethnically diverse schools within the West. By bringing together the strengths of these two intellectual camps, researchers can more carefully condition their search for school effects.