Search

Your search keyword '"Love-Jones, Renata"' showing total 2 results
Start Over Author "Love-Jones, Renata"
2 results on '"Love-Jones, Renata"'

1. Educating for Comprehensive Well-Being

Author

Wortham, Stanton, Love-Jones, Renata, Peters, William, Morris, Stacy, and García-Huidobro, Juan Cristóbal

Abstract

Purpose: Educational approaches that advocate "well-being," the "whole child," "social and emotional learning," "character," and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to "well-being" and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to "well-being," the "whole child," "social and emotional learning," "character," and similar noncognitive ends. Findings: The article argues that any educational approach to "well-being" and related constructs must respond to four questions: whether humans are bundles of discrete competencies or integrated wholes, what the appropriate relation is between individuals and society, the relative importance of instrumental and intrinsic goals, and the importance of an overarching purpose for one's life. The analysis reviews how eleven contemporary approaches address these four questions. Originality/Value: Despite the global proliferation of divergent approaches to "well-being," the "whole child," "social and emotional learning," "character," and related constructs in education, there are no comprehensive frameworks for understanding the alternatives and their key assumptions. This article organizes the globally proliferating educational movements that promote "well-being," making sense of a confusing set of alternatives. We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.

Published
2020
Full Text
View/download PDF

2. ( Meta)Languaging: Exploring Metalinguistic Engagement Within a Language-Based Reading Intervention for Upper Elementary Bi/Multilingual Students

Author

Jones, Renata Love (Jones, Renata Love)

Subjects
Bilingual Education, Cultural Historical Activity Theory, Heteroglossia, Metalinguistic Awareness, Reading Education, Upper Elementary
Abstract

This dissertation develops, theorizes, and investigates the notion of metalinguistic engagement (ME). Within the context of reading research for upper elementary bi/multilingual students, which is relatively sparse and particularly lacking in qualitative detail, there are some emerging and promising findings related to the impacts of ME on students’ overall literacy development (Proctor et al,. 2012; Silverman et al., 2014). These outcomes specifically suggest that the development of component language (semantic, morphology, syntax) knowledge, skills, and strategies through ME provides substantial support to bi/multilingual students (Proctor et al., 2015; Silverman et al., 2015). CLAVES, a quasi-experimental language-based reading intervention and curriculum project (Proctor et al., 2020), highlighted the instructional malleability of ME, demonstrating positive effects for both language proficiency and reading comprehension among the participating fourth and fifth grade Spanish/English and Portuguese/English bi/multilingual students. However, the nature of the students’ ME and the extent to which their naturally dynamic linguistic repertoires emerged and were capitalized on during learning is currently unknown. In order to address gaps in research, this dissertation theorizes and investigates ME and contributes a qualitative analysis to the larger quasi-experimental intervention from Proctor et al (2020). This dissertation presents three case studies of teachers and their fourth-grade, Spanish/English bi/multilingual student working groups. A theoretical framework of cultural historical activity theory (CHAT) (Greeno & Engström, 2014; Roth & Lee, 2007) informed by heteroglossia (Bakhtin, 1981) was employed to attend to the tensions between the centripetal forces of classrooms’ goal-oriented activity and the centrifugal aspects of multiple voices and repertoires during ME (Wertsch, 2009). Findings highlight the various actions and resources through which students and teachers participate in ME. The ‘multivoicedness’ of students’ practices were shown to mediate ME goals, while also moving alongside and against the pressures from both the curriculum structure and teachers’ facilitation. Furthermore, dialectics between the curriculum and teachers within ME activities emphasize overarching tensions related to the goals of ME and the students’ opportunities and outcomes within ME. Findings accentuate the flexibility and constraints on bi/multilingual students’ practice and participation during ME and have implications for curriculum, instruction, and teacher preparation.

Published
2020

Catalog

Books, media, physical & digital resources
See catalog results