Good afternoon, parents and friends!
As mentioned on the class website, I am currently enrolled in the Masters of Education in Educational Practice at Simon Fraser University. I visit the Burnaby campus every second week, on Friday night (6-9pm) and on Saturday day (10am-4pm). This term is spent researching and reading articles connected to the inquiry I plan on beginning in January. It is a lot of work but I am learning a lot. And I’m also loving it!
As I don’t have school this week, I am spending my weekend doing homework. My homework consists of reading assigned articles (not connected to my inquiry) and writing a first draft of my proposal, which is due next week.
Since I needed to take a break from writing I thought, “Why not write a blog post instead?” I’ve been meaning to inform you of this for a few weeks now so today is the perfect day to do this.
My question: How can I promote community building between French Immersion Students and English mainstream students?
In short, it is a continuity of what I focused on last Spring with the previous group of students. At this point, I have no idea how it will all unfold but I can predict it will be fun and engaging for the students.
As I often the class when we do writing and reading, I spend a great deal of time reading things I don’t understand. Also, writing in English isn’t always easy for me. I like to share my challenges with the students because it allows them to understand that learning is hard and sometimes painful. I doubt my readings will be of interest to you but here they are, should you want to take a look at what I’m interested in.
That’s it for now! Break is over…
Cooper, J. E. (2007). Strengthening the Case for Community-Based Learning in Teacher Education. Journal of Teacher Education, 58(3), 245–255.
DeSena, J. N. (2006). “What’s a Mother To Do?”: Gentrification, School Selection, and the Consequences for Community Cohesion. American Behavioral Scientist, 50(2), 241–257.
Epstein, J. L. (2010). School/ Family/ Community Partnerships: Caring For the Children We Share. Phi Delta Kappan, 92(3), 81–96.
Gee, J. (2009). Affinity Spaces: From Age of Mythology to Today’s Schools. Retrieved from http://www.jamespaulgee.com/node/5
Kirmani, M. H. (2007). Empowering Culturally and Linguistically Diverse Children and Families. YC: Young Children, 62(6), 94–98.
Lipman, P. (2009). The Cultural Politics of Mixed-Income Schools and Housing: A Racialized Discourse of Displacement, Exclusion, and Control. Anthropology & Education Quarterly, 40(3), 215–236.
Lozada, M., D’Adamo, P., & Carro, N. (2014). Plasticity of altruistic behavior in children. Journal of Moral Education, 43(1), 75–88.
McGrath, H., & Noble, T. (2010). Supporting Positive Pupil Relationships: Research to Practice. Educational & Child Psychology, 27(1), 79–90.
Palmer, P. J. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. United States of America: Jossey-Bass.
Schaps, E., Lewis, C. C., & Watson, M. S. (1997). Building Classroom Communities. Thrust for Educational Leadership, 27, 14–18.
Skinner, C. H., Cashwell, T. H., & Skinner, A. L. (2000). Increasing tootling: the effects of a peer-monitored group contingency program on students’ reports of peers’ prosocial behaviors. Psychology in the Schools, 37(3), 263–270.
Yoon, E.-S., & Gulson, K. N. (2010). School choice in the stratilingual city of Vancouver. British Journal of Sociology of Education, 31(6), 703–718.