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Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
Lucy Crehan, CIES 2017
Based on research by Lucy Crehan on Exploring the impact of career models on teacher motivation, the review will look at whether a change in the administration of teacher career models could improve the quality of teaching in schools by motivating teachers and increasing the appeal of the profession. The findings underline that career structures should be designed in such a way that would encourage autonomous motivation of teachers, while at the same time holding teachers accountable for the quality of their teaching.
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Ashford edu 692 week 1 assignment my school and its culture newchrishjennies
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Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
Lucy Crehan, CIES 2017
Based on research by Lucy Crehan on Exploring the impact of career models on teacher motivation, the review will look at whether a change in the administration of teacher career models could improve the quality of teaching in schools by motivating teachers and increasing the appeal of the profession. The findings underline that career structures should be designed in such a way that would encourage autonomous motivation of teachers, while at the same time holding teachers accountable for the quality of their teaching.
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Edu 692 Enhance teaching / snaptutorial.comDavis118a
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
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Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
HW. 1 Philosophy, Curriculum, and School PerformanceReadingsNarcisaBrandenburg70
HW. 1 Philosophy, Curriculum, and School Performance
Readings:
· Ornstein, A. (2015). Philosophy as a basis for curriculum decisions. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
· Eisner, E. W. (2015). What does it mean to say a school is doing well?. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
(1) Which philosophical approach(es) discussed in the Ornstein reading best reflect(s) your beliefs about (a) a school’s purpose; (b) what subjects are of value; (c) how students learn; and (d) the process of teaching and learning? Explain your reasoning.
(2) Based on the Ornstein reading, provide at least three different reasons why having a philosophy of education is important and explain each.
(3) Based on the readings above, what educational philosoph(ies) is Eisner’s thinking aligned with? Explain your reasoning.
(4) Eisner suggests that how well a school is doing should be determined by more than student test scores. (a) Why might this be important? (b) Of the various areas Eisner suggests for determining how well a school is doing, indicate three that you feel are most important and explain your reasoning.
Term 1 Unit 2 Discussions
Unit 2 Discussion (ACC301 Cost Accounting)
Complete and submit question 2-36 on page 73.
2-36. Cost Allocation—Ethical Issues
Star Buck, a coffee shop manager, has two major product lines—drinks and pastries. If Star allocates common costs on any objective basis discussed in this chapter, the drinks are profitable, but the pastries are not. Star is concerned that her boss will pull the plug on pastries. Star’s brother, who is struggling to make a go of his new business, supplies pastries to the coffee shop. Star decides to allocate all common costs to the drinks because “Drinks can afford to absorb these costs until we get the pastries line on its feet.” After assigning all common costs to drinks, both the drinks and pastries product lines appear to be marginally profitable. Consequently, Star’s manager decides to continue the pastries line.
Required
a. How would you recommend Star allocate the common costs between drinks and pastries?
b. You are the assistant manager and have been working with Star on the allocation problem. What should you do?
Unit 2 DB: Trade (ECO201 Macroeconomics)
After reading the article, Amadeo, K. & Boyle. M (May 18th, 2021). International trade: Pros, cons, and effect on the economy. the balance, provide an advantage and a disadvantage of international trade. From the article and in your opinion, how do these impact the economy?
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of kn ...
Reflective Journal Ethics and DiversityOverviewDuring your .docxcarlt3
Reflective Journal: Ethics and Diversity
Overview
During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity.
In this journal, you will reflect on these Master's of Education program learning outcomes:
Ethics:
Examine major legal, social, and ethical issues affecting education in diverse learning environments.
Diversity:
Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices.
Requirements:
Write a 1–2 page paper in which you:
Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these competencies in your current or future position.
Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments.
If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement.
.
SECTION I B a c kg r o u n d61 Major Assessment 1 Deve.docxrtodd280
SECTION I B a c kg r o u n d61
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education
and being a multicultural educator.
You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing
understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe
personal strengths and challenges as an educator in building an educational environment that reflects your beliefs.
In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments
and exercises that are included in the previous chapter. You may also access additional assessment instruments.
Include in your platform the following sections:
1. Introduction
2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed
in your platform are these:
� What do you believe is the purpose of education?
� What is the role of the teacher?
� What should be taught (the curriculum)?
� How do people learn?
� How do you view students as learners?
� Who controls the curriculum in schools?
� Whose knowledge is important to include?
� Are state standards and tests desirable?
� What is the impact of standardized testing on learning?
� How do issues of race, class, and gender influence what you do?
� What is your definition of effective teaching?
� Who and what have influenced your beliefs (e.g., people, experiences, readings)?
� What is the impact of your beliefs on teaching and learning for diverse students?
Make specific and clear connections between your platform and course readings and discussions.
3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all
students; responding to diverse student interests and needs; understanding and responding to social,
economic, legal, and cultural contexts
4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future
5. Conclusions
SECTION I
ASSESSMENT
BACKGROUND
.
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Edu 692 Enhance teaching / snaptutorial.comDavis118a
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
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Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
HW. 1 Philosophy, Curriculum, and School PerformanceReadingsNarcisaBrandenburg70
HW. 1 Philosophy, Curriculum, and School Performance
Readings:
· Ornstein, A. (2015). Philosophy as a basis for curriculum decisions. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
· Eisner, E. W. (2015). What does it mean to say a school is doing well?. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
(1) Which philosophical approach(es) discussed in the Ornstein reading best reflect(s) your beliefs about (a) a school’s purpose; (b) what subjects are of value; (c) how students learn; and (d) the process of teaching and learning? Explain your reasoning.
(2) Based on the Ornstein reading, provide at least three different reasons why having a philosophy of education is important and explain each.
(3) Based on the readings above, what educational philosoph(ies) is Eisner’s thinking aligned with? Explain your reasoning.
(4) Eisner suggests that how well a school is doing should be determined by more than student test scores. (a) Why might this be important? (b) Of the various areas Eisner suggests for determining how well a school is doing, indicate three that you feel are most important and explain your reasoning.
Term 1 Unit 2 Discussions
Unit 2 Discussion (ACC301 Cost Accounting)
Complete and submit question 2-36 on page 73.
2-36. Cost Allocation—Ethical Issues
Star Buck, a coffee shop manager, has two major product lines—drinks and pastries. If Star allocates common costs on any objective basis discussed in this chapter, the drinks are profitable, but the pastries are not. Star is concerned that her boss will pull the plug on pastries. Star’s brother, who is struggling to make a go of his new business, supplies pastries to the coffee shop. Star decides to allocate all common costs to the drinks because “Drinks can afford to absorb these costs until we get the pastries line on its feet.” After assigning all common costs to drinks, both the drinks and pastries product lines appear to be marginally profitable. Consequently, Star’s manager decides to continue the pastries line.
Required
a. How would you recommend Star allocate the common costs between drinks and pastries?
b. You are the assistant manager and have been working with Star on the allocation problem. What should you do?
Unit 2 DB: Trade (ECO201 Macroeconomics)
After reading the article, Amadeo, K. & Boyle. M (May 18th, 2021). International trade: Pros, cons, and effect on the economy. the balance, provide an advantage and a disadvantage of international trade. From the article and in your opinion, how do these impact the economy?
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of kn ...
Reflective Journal Ethics and DiversityOverviewDuring your .docxcarlt3
Reflective Journal: Ethics and Diversity
Overview
During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity.
In this journal, you will reflect on these Master's of Education program learning outcomes:
Ethics:
Examine major legal, social, and ethical issues affecting education in diverse learning environments.
Diversity:
Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices.
Requirements:
Write a 1–2 page paper in which you:
Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these competencies in your current or future position.
Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments.
If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement.
.
SECTION I B a c kg r o u n d61 Major Assessment 1 Deve.docxrtodd280
SECTION I B a c kg r o u n d61
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education
and being a multicultural educator.
You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing
understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe
personal strengths and challenges as an educator in building an educational environment that reflects your beliefs.
In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments
and exercises that are included in the previous chapter. You may also access additional assessment instruments.
Include in your platform the following sections:
1. Introduction
2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed
in your platform are these:
� What do you believe is the purpose of education?
� What is the role of the teacher?
� What should be taught (the curriculum)?
� How do people learn?
� How do you view students as learners?
� Who controls the curriculum in schools?
� Whose knowledge is important to include?
� Are state standards and tests desirable?
� What is the impact of standardized testing on learning?
� How do issues of race, class, and gender influence what you do?
� What is your definition of effective teaching?
� Who and what have influenced your beliefs (e.g., people, experiences, readings)?
� What is the impact of your beliefs on teaching and learning for diverse students?
Make specific and clear connections between your platform and course readings and discussions.
3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all
students; responding to diverse student interests and needs; understanding and responding to social,
economic, legal, and cultural contexts
4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future
5. Conclusions
SECTION I
ASSESSMENT
BACKGROUND
.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How libraries can support authors with open access requirements for UKRI fund...
Ashford edu 692 week 1 assignment my school and its culture new
1. Ashford EDU 692 Week 1 Assignment My School and Its Culture NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/edu-692-ash/edu-692-week-1-
assignment-my-school-and-its-culture-recent
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http://www.uopassignments.com
As illustrated in the introduction discussion this week, each of you has experienced a unique journey through a variety of educational experiences throughout your lives.
Naturally, some of these experiences will have contributed to your personal development and identity with greater impact than others. Furthermore, many in-school
variables have affected your educational journey. The decisions made by those teachers and school staff defining your in-school learning experiences were derived from
their philosophies of education and their understanding of educational theory. The prevailing educational theories informing your teachers could likely be defined along
the continuum of major theories that include behaviorism, cognitivism, and constructivism. Refer to the Learning Theories resources provided in the Instructor Guidance
for a concise review of these major theories. Keep in mind also that prominent educational philosophies influencing professional educators have included perennialism,
essentialism, progressivism and/or reconstructionism. Each of those theories is described in within the Instructor Guidance material for Week One.
After reading selected material from Chapters 7, 8 and 11 of the course text, you should now be familiar with the research that describes the relationship between social
class and school success (Chapter 7), the impact of diversity on learning (Chapter 8), and the importance of family involvement (Chapter 11). You will use this knowledge
as a foundation for completing this assignment.
For this assignment, describe a school-related experience that you believe influenced your identity either positively or negatively or both. You will analyze this
experience and reflect on all the factors that might have shaped it, and the different ways these experiences shaped you. This analysis will include an examination of
factors outside of school (such as social class, socioeconomic status, diversity, family issues, etc.) as well as factors inside of school (theories and philosophies) that you
believe influenced classroom decisions. This type of analysis provides a powerful introduction to learning more about the relationship between culture, education and
the teachers’ decisions in the classroom.
Your analysis should include the following:
Content Expectations
• School Experience (1 point): Describe your selected school experience that influenced your personal identity development.
· School Characteristics and Cultural Dimensions (1 point): Describe the school where your experience took place including (a) school characteristics, (b) student
population characteristics, (c) socio-economic background of the families affiliated with the school, and (d) the family structures represented in the school.
· Educational Philosophy Analysis (1.5 points): Describe the educational philosophies that defined the school’s structure, purpose, operation, and how the local
culture may have influenced these philosophies.
· Learning Theory Analysis (1.5 points): Describe the type(s) of learning theories you believe your teachers used to help them design the instructional
experiences including (a) why or how you believe your teachers demonstrated applications of behaviorism, cognitivism, and/or constructivism and (b) how you feel
these theories affected the instructional decisions the teachers made. Refer to the Learning Theories resources provided in the Instructor Guidance for a concise
review of these major theories.
· Personal Influences (1 point): Reflect on the influence that your family’s “funds of knowledge” and social capital had on your ability to succeed in your school;
address your success in the following three areas: academic success, social success, and emotional success.
· Application (1 point): Explain, using specific examples, how educators could use information about culture and individual student identities to make effective
instructional decisions.
Written Communication Expectations
o Page Requirement (.25 points): Submit three to five pages, not including the title and reference pages.
o APA Formatting (.25 points): Format your paper according to APA style as outlined in the Ashford
Writing Center.
o Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
o Source Requirement (.25 points): Reference at least two scholarly sources in addition to the Wardle (2013) textbook to provide compelling evidence to
support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.
It is strongly recommended that you review this week’s Instructor Guidance for additional information about completing this assignment! Contact your instructor for
clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your
performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
