e-journal

Equitable learning outcomes:Supporting economically and culturally disadvantaged students in ‘formative learning environments’

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The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The ‘formative learning environment’ (FoLE) establishes and sustains legitimate partnerships for the purpose of supporting learning and minimizing the outcome inequities experienced by students from conditions of social adversity. Research consistently finds that when children learn in FoLEs, they begin to participate actively in their own learning progression by consciously monitoring and regulating product-oriented learning. The focus of the article is placed upon the conceptual knowledge required to design FoLEs which shield marginalized and disaffected students from academic failure.

Keywords
Achievement gap, equity, formative assessment, inclusion

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Informasi Detail

Judul Seri

Improving Schools

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Improving Schools 2014, Vol. 17(1) 116– 126

Bahasa

English

ISBN/ISSN

DOI: 10.1177/1365480

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

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