Nielsen and Nashoon's research was focusing on small, rural schools in remote locations in BC. Analysis of quantitative data helped them to see trends of poor student performance in science and select specific schools to participate in the study. They then interviewed principals, teachers and students in 12 rural schools to try to understand the barriers to learning in science education.
I used Gorwin's Vee chart to make notes and try to breakdown the study and what struck me most was the lack of attention to specificities of science education and the focus on the cultural context of the school and local community. Trying to mediate the cultural 'border-crossing' for students and teachers was proven, through the interview process, to be the most important factor that assisted students' learning in science education. Much of this was to do with the need for teachers to embrace or familiarise themselves with the local community and local culture in order to gain students' trust and build meaningful relationships. Although the study was focused on science education in small, rural communities in Canada the similarities to my own teaching experience as a history teacher in a large, urban school in central London were uncanny. Relationships, for me, are the linchpin of effective and rewarding teaching and building and sustaining these relationships is one of the most challenging parts of being a teacher. Each new school is a new experience, however this study revealed to me that whilst each situation is unique, there is common ground embedded in the uniqueness. Can you remember a relationship with a teacher that encouraged you to go further or embrace a certain subject or direction in your education?
An additional striking element for me was the impact that global economic shifts have on individual student and teacher experiences. The world view identified in the research was that shrinking rural populations owing to out-migration were a result of global economic forces (fewer jobs in logging, fishing, mining, and agriculture due to downsizing and mechanized labour meant people left for urban centres to find work). This is shaping local communities in terms of size and demographic. This has a tangible knock-on effect on classroom realities. For me this was fascinating, the perspective was one of a 'mountain-top view' but the results and findings were 'up close and on the ground'. What 'mountain top' forces can you identify that have affected your 'up close and on the ground' experience of teaching and learning?
My apologies for posting a little late - I got my times mixed up in terms of deadlines and the article was so fascinating it took me longer to read than I was anticipating!
You touch on an important point here, Katy-- the need for teachers to understand and immerse themselves in the cultural and traditional landscape of the school and community surrounding it in order to build bonds and foster trust with students. This connects to the article I read where the teacher identified as an 'immigrant' and always felt outside the community, and that impacted how she interacted and taught in her own classroom.
ReplyDeleteTo address your two questions, I had many teachers along the way that influenced the direction I chose. I wonder whether my choice to pursue language and social sciences was a direct result of the way I connected with those teachers, or whether I didn't connect with my maths and sciences teachers because I was less interested in that subject. I think any force that impacts a student's family or home life will show up in their performance and engagement within school. This is especially evident after returning from a weekend or an extended break.
Hi Katy, I entered my comments to you but somehow they got recorded in a different place. Please try to find them somewhere on our blog space. If you have no luck, I'll try to repost them. Thanks for being patient.
ReplyDeleteCheers, Jennette
Hi again! I found the comment! Go to the class blog page and at the top on the left-hand side there is something that says Jennette's blog. I think my indescribably wondrous thoughts can be found there.
ReplyDeleteHere is the blog that got lost! I agree that building trust and respect are the cornerstones to the relationship between teacher and student. I assumed the level of science education was at the secondary level. Let me say that I think I would rather have a whiz-bang enthusiast with little science training that a mediocre specialist, let's say in chemistry. (although that really is beside the point.) (Perhaps the difficulty is getting qualified teachers in any field.) The whiz-bang, however, would attempt to become more knowledgeable in chemistry while the mediocre teacher often has a hard time overcoming mediocrity.
ReplyDeleteI decided to become a teacher when I was 8 years old because of my wonderful Grade Three teacher. I don't think we should ever underestimate the impact fine teaching cna have on a student.
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