Open AccessCommunicating Elevated Academic Expectations: Positioning Students as Thinkers with Ideas to Share
Author(s) -
Jennifer Mitton,
Lia Lewis,
Savannah MacDonald
Publication year - 2020
Publication title -
in education
Language(s) - English
Resource type - Journals
ISSN - 1927-6117
DOI - 10.37119/ojs2020.v26i1.474
Subject(s) - situated , curriculum , poverty , space (punctuation) , demographics , nova scotia , literacy , mathematics education , pedagogy , qualitative research , focus group , psychology , sociology , political science , social science , computer science , ethnology , demography , artificial intelligence , anthropology , law , operating system
The focus of this qualitative study is upon 15 Grade 12 students situated in an English Communications (ECM) classroom in rural Nova Scotia and the impact a daily classroom circle had upon their academic engagement. ECM is intended for students who may require further support to develop their skills as readers, writers, and language users as they enter the job market or community colleges. There is no formal curriculum for ECM, and often the demographics of such classrooms are comprised of some of the province’s most vulnerable populations. In this paper, we demonstrate the impact the daily classroom circle had upon late adolescents’ understanding of themselves as thinkers with ideas to share. Overall, we see this study as significant for teachers in high-poverty contexts, particularly the importance of using a classroom circle as a consistent space to communicate elevated expectations for students who have experienced academic struggles.
Keywords: adolescent literacy; circle routines; qualitative case study; restorative practices