ERIC Number: EJ917416
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 32
Attuned to Children: A Listening Pedagogy
Paciotti, Karen D.
Teacher Education and Practice, v22 n3 p368-377 Sum 2009
In this article, I advance the argument for a listening pedagogy that attends to the voices of children and brings attention to multicultural and power issues. I focus on the need to nurture a student-centered educational system within the constraints of the high-stakes standards and accountability model. Embedded within an ethic of care and through a pedagogy of listening, teachers plan and facilitate curriculum-driven instruction attuned to students' verbal and nonverbal signals. This is critical to the success of students who struggle with second-language acquisition, special educational needs, poverty, and sociocultural disconnections to the dominant middle-class power structure of the U.S. educational system. In Texas, these students, who struggle to succeed in life as well as on standardized tests, form the majority of students who fail to pass the litmus test of high-stakes achievement tests.
Descriptors: Student Needs, Standardized Tests, Academic Achievement, Accountability, Language Acquisition, Listening Skills, Cultural Pluralism, Student Diversity, Power Structure, Student Centered Curriculum, At Risk Students, High Stakes Tests, Disadvantaged Youth, Disabilities, Poverty, Social Influences, Cultural Influences, English (Second Language), Equal Education, Educational Quality, Teacher Education Programs
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas