The analyses yielded a framework for finding students' FoK and for categorising FoK/I-related teaching practices along two dimensions¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of the action research data produced a framework suggesting ways to find students' FoK. → J. 't Gilde 2021 q2 i? The framework categorises FoK/I-related teaching practices along two dimensions: individual students' resources vs. collective resources, and scope of the teaching activities. → J. 't Gilde 2021

Evidence¶

J. 't Gilde 2021¶

J. 't Gilde, M. Volman. (2021). Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education, 51(6), 673-692. https://doi.org/10.1080/0305764X.2021.1906845

q2 · i? · qualitative · r?

Qualitative analysis of logbook, interview and focus group data from the collaborative action research project produced the framework. The article states the analyses "categorises FoK/I-related teaching practices along two dimensions". No effect size is printed.

"The analyses result in a framework that suggests ways to find students’ FoK, and that categorises FoK/I-related teaching practices along two dimensions: (1) individual students’ resources vs. collective resources; and (2) scope of the teaching activities."

Discussion¶

Related Claims¶

• A collaborative action research project investigated how primary school teachers can use students' FoK/I in superdiverse classrooms — related
• Sociocultural classroom diversity can produce inequality when school-home discontinuities make children perform below their abilities — related