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EDU 324 Entire Course NEW
Check this A+ tutorial guideline at
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EDU 324 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-324-ash
For more classes visit
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Edu 324 Effective Communication - snaptutorial.com
EDU 324 Week 1 Assignment Colonial Classroom Then and Now
Instruction in colonial schools was primarily religious and authoritarian. Its goal was preparation for eternity. The curriculum stressed the four Rs: readin’, ’ritin’, ’rithmetic, and religion. Memorization and recitation were the dominant instructional processes.
The schoolmaster relied on fear to motivate children and to keep them in order. It was not uncommon for a gag to be put in the mouth of a child who talked too much or for a
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docx
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Culturally Relevant Pedagogy 2.0 a.k.a. the Remix Ladson-Bi.docx
Culturally Relevant Pedagogy 2.0: a.k.a. the Remix
Ladson-Billings, Gloria
Harvard Educational Review; Spring 2014; 84, 1; ProQuest
pg. 74
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Culturally Relevant Pedagogy 2.0:
a.k.a. the Remix
GLORIA LADSON-BILLINGS
University of Wisconsin-Madison
In this artide, Ladson-Billings reflects on the history of her theory of culturally rel
evant pedagogy and the ways it has been used and misused since its inception. She
argues for the importance of dynamic scholarship and suggests that it is time for a
"remix" of her origi,nal theory: culturally sustaining pedagogy, as proposed by Paris
(2012). Ladson-Billings discusses her work with the hip-hop and spoken word pro
gram First Wave as an example of how culturally sustaining pedagogy allows for
a fluid understanding of culture, and a teaching practice that explicitly engages
questions of equity and justice. Influenced uy her experience with the First Wave pro
gram, Ladson-Billings welcomes the burgeoning literature on culturally sustaining
pedagogy as a way to push forward her origi,nal goals of engagi,ng critically in the
cultural landscapes of classrooms and teacher education programs.
Almost twenty-five years ago, I attempted to make a pedagogical change
(Ladson-Billings, 1990). Instead of asking what was wrong with African Ameri
can learners, I dared to ask what was right with these students and what hap
pened in the classrooms of teachers who seemed to experience pedagogical
success with them. Pursuit of this question has helped define much of my
scholarly career. My work in this area resulted in the development of what I
termed culturally relevant pedagogy (Ladson-Billings, 1995). When I began this
inquiry, I was primarily concerned with practical ways to improve teacher edu
cation in order to produce new generations of teachers who would bring an
appreciation of their students' assets to their work in urban classrooms popu
lated with African American students. Through this study, I came to focus on
eight teachers who I found to be thoughtful, inspiring, demanding, critical;
they were connected to the students, their families, their communities, and
their daily lives (Ladson-Billings, 1994). The way these teachers thought and
spoke about their practice allowed me to discover the underlying structure of
their work and describe it in ways that became useful for other teachers in a
Harvard Educational &view Vol. 84 No. l Spring 2014
Copyright © by the President and Fellows of Harvard College
74
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Culturally Relevant Pedagog;y 2.0
GLORIA LADSON-BILLINGS
variety of settings. I identified three major domains of their work: academic
success, cultural competence, and sociopolitical consciousness. Briefly, by aca
demic success I refer to the intelle.
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Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
Recommended
EDU 324 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-324-ash
For more classes visit
http://www.uopassignments.com/
EDU 324 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-324-ash
For more classes visit
http://www.uopassignments.com/
Edu 324 Effective Communication - snaptutorial.com
EDU 324 Week 1 Assignment Colonial Classroom Then and Now
Instruction in colonial schools was primarily religious and authoritarian. Its goal was preparation for eternity. The curriculum stressed the four Rs: readin’, ’ritin’, ’rithmetic, and religion. Memorization and recitation were the dominant instructional processes.
The schoolmaster relied on fear to motivate children and to keep them in order. It was not uncommon for a gag to be put in the mouth of a child who talked too much or for a
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docx
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Culturally Relevant Pedagogy 2.0 a.k.a. the Remix Ladson-Bi.docx
Culturally Relevant Pedagogy 2.0: a.k.a. the Remix
Ladson-Billings, Gloria
Harvard Educational Review; Spring 2014; 84, 1; ProQuest
pg. 74
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Culturally Relevant Pedagogy 2.0:
a.k.a. the Remix
GLORIA LADSON-BILLINGS
University of Wisconsin-Madison
In this artide, Ladson-Billings reflects on the history of her theory of culturally rel
evant pedagogy and the ways it has been used and misused since its inception. She
argues for the importance of dynamic scholarship and suggests that it is time for a
"remix" of her origi,nal theory: culturally sustaining pedagogy, as proposed by Paris
(2012). Ladson-Billings discusses her work with the hip-hop and spoken word pro
gram First Wave as an example of how culturally sustaining pedagogy allows for
a fluid understanding of culture, and a teaching practice that explicitly engages
questions of equity and justice. Influenced uy her experience with the First Wave pro
gram, Ladson-Billings welcomes the burgeoning literature on culturally sustaining
pedagogy as a way to push forward her origi,nal goals of engagi,ng critically in the
cultural landscapes of classrooms and teacher education programs.
Almost twenty-five years ago, I attempted to make a pedagogical change
(Ladson-Billings, 1990). Instead of asking what was wrong with African Ameri
can learners, I dared to ask what was right with these students and what hap
pened in the classrooms of teachers who seemed to experience pedagogical
success with them. Pursuit of this question has helped define much of my
scholarly career. My work in this area resulted in the development of what I
termed culturally relevant pedagogy (Ladson-Billings, 1995). When I began this
inquiry, I was primarily concerned with practical ways to improve teacher edu
cation in order to produce new generations of teachers who would bring an
appreciation of their students' assets to their work in urban classrooms popu
lated with African American students. Through this study, I came to focus on
eight teachers who I found to be thoughtful, inspiring, demanding, critical;
they were connected to the students, their families, their communities, and
their daily lives (Ladson-Billings, 1994). The way these teachers thought and
spoke about their practice allowed me to discover the underlying structure of
their work and describe it in ways that became useful for other teachers in a
Harvard Educational &view Vol. 84 No. l Spring 2014
Copyright © by the President and Fellows of Harvard College
74
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Culturally Relevant Pedagog;y 2.0
GLORIA LADSON-BILLINGS
variety of settings. I identified three major domains of their work: academic
success, cultural competence, and sociopolitical consciousness. Briefly, by aca
demic success I refer to the intelle.
Ash edu 324 week 3 journal what should education teach new
edu 324 week 3 assignment rough draft,edu 324 week 3 journal what should education teach,ash edu 324,edu 324,ash edu 324 week 3 tutorial,edu 324 week 3 assignment,ash edu 324 week 3 help
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
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Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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