Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
Involvement of Grandmothers in Caring for Children with Autism in the Philipp...Arvin Kim Arnilla
Abstract – This study looked into the lived experiences of Filipino grandmothers rearing children with autism (CWA) focusing particularly on the extent of their involvement. The study used Interpretative Phenomenological Analysis (IPA) through interview and storytelling of eight (8) Filipino grandmothers. Analysis of data generated three themes such as “I watch him every time his parents are out” (physical involvement), “I hope one day he‟ll be okey” (emotional involvement) and “Financially, I gave whatever I have” (financial involvement). The study attempts to explain the extent of involvement of grandmothers in rearing children with autism across these dimensions. Physical involvement is bounded by physical strength, emotional involvement is bounded by self-restraint and financial involvement is bounded by financial capability. The caring and nurturing nature of Filipino grandmothers is translated to their physical, emotional and financial involvement in rearing their grandchildren from conception to adulthood. Filipino children with autism as described in this study had issues covering the broad categories of deficits in social communication and social interaction and restricted, repetitive patterns of behavior and interests. Given the atypicalities and the inherent impediments experienced by those in the lower socio-economic status, intervention programs can be created and implemented to address them.
Special Olympics Project UNIFY® is an education-based project that uses sports and education to create a school-wide atmosphere where every child is accepted and welcomed, regardless of intellectual levels. We will demonstrate how to build relationships through Buddy Clubs, Pep Rallies for Special Olympics, and “Ban the R Word” campaigns.
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
Involvement of Grandmothers in Caring for Children with Autism in the Philipp...Arvin Kim Arnilla
Abstract – This study looked into the lived experiences of Filipino grandmothers rearing children with autism (CWA) focusing particularly on the extent of their involvement. The study used Interpretative Phenomenological Analysis (IPA) through interview and storytelling of eight (8) Filipino grandmothers. Analysis of data generated three themes such as “I watch him every time his parents are out” (physical involvement), “I hope one day he‟ll be okey” (emotional involvement) and “Financially, I gave whatever I have” (financial involvement). The study attempts to explain the extent of involvement of grandmothers in rearing children with autism across these dimensions. Physical involvement is bounded by physical strength, emotional involvement is bounded by self-restraint and financial involvement is bounded by financial capability. The caring and nurturing nature of Filipino grandmothers is translated to their physical, emotional and financial involvement in rearing their grandchildren from conception to adulthood. Filipino children with autism as described in this study had issues covering the broad categories of deficits in social communication and social interaction and restricted, repetitive patterns of behavior and interests. Given the atypicalities and the inherent impediments experienced by those in the lower socio-economic status, intervention programs can be created and implemented to address them.
Special Olympics Project UNIFY® is an education-based project that uses sports and education to create a school-wide atmosphere where every child is accepted and welcomed, regardless of intellectual levels. We will demonstrate how to build relationships through Buddy Clubs, Pep Rallies for Special Olympics, and “Ban the R Word” campaigns.
Presentation to explain the new Education and Care Services Department
I created this PowerPoint design from scratch for the new department
I created the vision and \'shared themes\' set out in the presentation to support the cultural change required in bringing together the two departments
Child Care Provider’s Rights and Responsibilities under the Americans with Di...RockyMountainADACenter
This presentation reviews how the Americans with Disabilities Act (ADA) affects child care providers and includes a look at:
• ADA legal requirements for child care providers
• Identification of ADA compliance strategies
• Benefits for inclusion of children with disabilities
• ADA/disability resources
"Bullying as a Public Health Issue"
A presentation by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention
March 5, 2012
Peace from within--Finding a treatment for bullying that works in your schoolJean Bernard
Module 6 (of 6) of the Learning to Get Along course for teachers and school staff. Bullying is a global phenomenon that is on the rise, including through weaponization of social media to harass and humiliate victims. Addressing bullying effectively within the culture of a school community involves stakeholders putting together informed solutions that target local issues. To help guide the process, this module offers a general overview of the causes, impacts and responses to bullying in all its forms.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
Francesca Gottschalk - How can education support child empowerment.pptx
Bye to bully ppt com255
1. BYE TO BULLYING : CULTIVATING THE RIGHT ENVIRONMENT TO NURTURE OUR CHILDREN Done by: Denise Tan, Esther Chang & Vanessa Goh
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3. The Different Types of School Bullying 1) Verbal 2) Physical 3) Social 4) Psychological/Mental 5) Cyber
4. The Bullied: Common Characteristics Noted 1) Having a different appearance (Erling & Hwang, 2004) 2) Small, weak & soft (Boulton & Underwood,1992) 3) Low self-esteem : Both genders considered themselves less attractive than others (Bjorkqvist etal., 1982) 4) Sensitive, more quiet, anxious and insecure (Glew et al., 2000) 5) Often alone & without friends (Schwartz et al., 1993)
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Editor's Notes
Our group will provide some background knowledge about bullying in school. Firstly, bullying is defined as: student is being bullied or victimized when he or she is exposed, repeatedly and overtime, to negative actions on the part of one or more students. (Olweus, 1993a, 1996 cited in Olweus 1997) and It is also a negative action when someone intentionally inflicts, or attempts to inflict, injury or discomfort upon another
1) Verbal : When someone is being called names or being teased or even blackmailing. Sometimes students were verbally bullied for no apparent reason at all, but some are specifically focused on physical appearance, disability, religion, sexual orientation and etc. This type of bullying is the most prevalent of all because it cannot be visually seen; no scratches or bruises are left behind and it often happened when no adults are around hence it is difficult for parents and teachers to notice what is going on in class. 2) Physical: This involves violent physical acts; such as beating, pushing, kicking and all forms of physical bullying. This often put the victims’ life at high risk. There were some cases whereby the physical bullying went out of control and lives were taken. 3) Social: It means social exclusion or boycotting a person from a social group/activity to make him/her feel isolated and unwanted. This includes the spreading of rumours or gossips, trying to break up existing friendship(s) the victim has and at the same time tarnishing his/her reputation thus he/she will be unable to develop any potential relationship with anyone else. People will most likely shun away, leaving the victim all alone. 4) Psychological/Mental: When a victim is stalked, intimidated or blackmailed/threatened, he/she will constantly be living in fear worrying about when the threats would be carried out by the bullies. Such constant scare of getting hurt can be lead to a tremendous psychological and emotional drain to the victim. 5) Cyber: The advancement of technologies shifted the bullying episodes from happening face-to-face onto the cyber world via emails, instant messaging, social networking sites, YouTube and etc. Among all forms of bullying, cyber bulling can be extra hurtful and embarrassing in comparison because any negative information regarding the victim are all out for the whole world to see. It is also said that cyber bullying is usually meaner than the face-to-face bullying as the bully is unable to see the victim; which means that those who do not dare to bully up front of the victim, they “hide” and do all the bullying online.
If boundaries are not set in early years, a child can find no limits and no inner security. Nobody punishes them or explain to them when they did something wrong. This continues into adulthood. With a lack of boundary setting in childhood, adult bullies do not have secure feelings about who they are, their ‘true’ selves. B ullies may be able to read the emotional responses of others but they often lack empathy, the ability to relate to the feelings of others. Next, we have 2 interviews that re-emphasize on the characteristics of the bullies.
Started bullying during upper secondary Bullied 2 secondary one students Ordered them to buy food and run errands for him and his friends. Extorted money from the victims to pay for all their expenditures Threatened the victims when they did not comply When asked about the reasons why R bullied, he said that that his friend asked him to follow him and do whatever he did. That included bullying other weaker students. His friend also treated him very well, especially when the parents of R were in the midst of a divorce and that had causes a lot of problems at home. His friend would cheer him up and bring him out. R also did not want any people to know his family problems so he think that was why he acted brave and tough in front of others by bullying people. From the above interview, we can see that the student had turned into a bully because he had some insecurities which he did not want to show and he was led astray by his peers.
We also had an interview with Rachel Loh. She is a social worker who works with youth; moslty with school dropouts. They want to exert their power. They find satisfaction from being strong and cool. It also gives them a sense of control. Their parents may intimidate them, making them feel powerless by being physically and verbally abusive. Thus, they use bullying as an outlet to express their frustration at home.
3) According to Smith & other reseachers, the findings also suggest that school pupils who consistently cannot cope with bullying, or try to make fun of the bullying, are more at risk for later problems in the workplace.
Therefore, peer victimization prevention programs need to extend beyond the school context and instill sources of emotional support within the family environment. For instance, schools and teachers need to work with the parents of adolescents who are involved in peer victimization experiences. The idea is to get parents involved by focusing on adolescents’ behaviors rather than on who is to blame. Second, training can give parents skills to initiate consistent conversations with their adolescents. For example, parents can ask what the conflict is about, and brainstorm solutions with their adolescents that can be used to resolve the conflict. When parents help their adolescents to deal with conflicts, this offers their adolescents support and maintains a relationship that allows for open
After "To Respond to reports of Victimization") e.g., encourage students to talk about their experiences rather than telling them what they should think, and use this to inform their response) How to address conflics appropriately: (e.g., meet with the victim and the bully to discuss how he or she could respond appropriately to future situations).