Teacher-researchers in funds of knowledge work face difficulties, including helpless pessimism and heavy time demands; reflective after-school labs helped dispel the pessimism, and teachers judged the process worthwhile despite the strain.¶

Claim · All claims
Evidence · 1 study (3 entries) · review r1–r2 · q1
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Realising the formidable social and structural limitations families face can produce helpless pessimism, which the digest says can be dispelled as teachers know families better and engage in reflective discourse in after-school labs. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? Despite the strain of many after-school hours, teachers reported the process worthwhile because they gained insights they might otherwise have missed. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (2) q1 i? The study groups are reported to have facilitated these insights by offering a safe, non-judgmental environment for thinking aloud about classroom practice and household functions. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (3)

Evidence¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · review · r2

The digest's account of the third difficulty for teacher-researchers: "this hopelessness can be dispelled" once teachers know families better and engage in reflective discourse in the labs. Qualitative description; no measure printed.

"However, once the teachers get to know their students and their families better and engage in reflective discourse in after-school labs this hopelessness can be dispelled."

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (2)¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · review · r1

Teacher self-report summarised in the digest: "the teachers reported it was a worthwhile process" despite the strain. No survey instrument or number of teachers is printed.

"Yet, in spite of the strain of the tasks, the teachers reported it was a worthwhile process, since they were able to gain insights that might have otherwise been missed."

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (3)¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · qualitative · r1

The digest reports the study groups offered "a safe, non-judgmental environment for thinking aloud" about classroom practice and household functions. Qualitative description of the labs.

"Moreover, the study groups helped facilitate these insights by offering a safe, non-judgmental environment for thinking aloud about classroom practice as well as about household functions."

Discussion¶

Related Claims¶

• Teachers Have Readier Household Entree Than Anthropologists
• Assessment tasks built on family-identified funds of knowledge elicited computational thinking from K-2 children in a small design-based study that made no comparison with standard assessment — related
• The OSP approach helps users overcome barriers in creating, using and scaling up meaningful ICT use in education — related
• Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them. — related
• Family engagement programs can integrate mathematical thinking and activities across a range of settings — related