英国邓迪论文代写:理解学习环境
Keywords:英国邓迪论文代写
虽然教育者们倾向于理解学习环境的重要性，但标准化的实践被认为更公平、更公平，在学校里通常更有价值。Schafft和Jackson(2010)解释说，标准化是一种消除差异和同化的准则，通常是由城市中产阶级生活的标准来决定的。联邦政府的命令忽视了农村的环境，并为农村社区定义了成功所需的识字实践。一个Donehower,Hogg和Schell(2007)指出，标准化运动剥夺了当地社区的决策能力。他们写了一篇关于国家标准化运动的文章，“从当地学校中删除了定义什么是识字的可能性，以及如何以最好的方式将读写能力与当地社区的需求和生活结合起来”(Donehower,Hogg，& Schell,2007,p . 26)。然而，在有意识的教育学的根源上，最有力的学习方式是通过与学生在当地社区的重要性问题上进行交流(Green & Corbett,2015)。有意识的教育学是一种旨在“在本地现象和学生的生活经验中进行实地学习的方法”(史密斯，2002年，第586页)。柴棚和克纳普(2000)确定place-conscious学习的五个特征:1)学习走出特色的地方,2)学习是多学科,3)学习经验,4)学习连接的地方和个人和他们的社区,和5)学习设计教育,并可能提供解决方案,问题在他们的社区。英国邓迪论文代写:理解学习环境.一种与农村文学有关的有意识的教育学，允许对农村文学进行价值评估，同时促进与地方的深层联系，并确定那些可能需要采取行动促进当地可持续性的方面。
英国邓迪论文代写:理解学习环境
While educators tend to understand the importance of context for learning, practices of standardization deemed more fair and equalizing have typically been more valued in schools. Schafft and Jackson (2010) explain that standardization is a code for the erasure of difference and assimilation to a norm often set by the standards of urban, middle class life. Federal mandates ignore the rural context and define for rural communities the literate practices needed to succeed. Donehower, Hogg, and Schell (2007) state that standardization movements take away the decision-making power of local communities for their schools. They write that national standardization movements, "remove from local schools the possibility to define what constitutes literacy and how literacy should be valued in ways that could best integrate literacy practices into the needs and life of the local community" (Donehower, Hogg, & Schell, 2007, p. 26). At the root of place-conscious pedagogy, however, is the idea that the most powerful forms of learning provide relevance by engaging students in issues of importance in their local communities (Green & Corbett, 2015).Place-conscious pedagogy is an approach intended to "ground learning in local phenomenon and students' lived experiences" (Smith, 2002, p. 586). Woodhouse and Knapp (2000) identified five characteristics of place-conscious learning: 1) learning emerges from characteristics of place, 2) learning is multidisciplinary, 3) learning is experiential, 4) learning connects place with individuals and their communities, and 5) learning is designed to educate, and potentially offer solutions to, problems in their communities. Place-conscious pedagogy in relation to rural literacies allows for a valuing of rural literacies that simultaneously foster a deep connection to place and identify those aspects that may require action for local sustainability.
