Club 1050 is an after-school program housed in the Bayonne Jewish Community Center that serves 50 students from pre-K to 8th grade. It provides childcare on school vacation days and transportation to most local schools. Participation has positively impacted students' academic performance by providing a structured homework environment and supportive staff-student relationships. The program's success is attributed to its low staff turnover rate, as many staff have worked there for 7+ years, developing strong rapport with students and families. The positive atmosphere cultivated at Club 1050 increases students' motivation to complete schoolwork.
Interactive graduate student alumni case studies created as part of content marketing strategy to engage prospective applicants (play button links to alumni's podcast on SoundCloud).
Interactive graduate student alumni case studies created as part of content marketing strategy to engage prospective applicants (play button links to alumni's podcast on SoundCloud).
Support and Retention within a 2+2 University Center Teacher Education Program
AACTE 2016 Annual Meeting - February 25, 2016
L. Bilbro-Berry, EdD and K. Bradley, MSA
East Carolina University - College of Education
Malawi's Social Cash Transfer Programme & Education Among YouthThe Transfer Project
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This qualtitative study - presented to the Malawi Ministry of Gender, Children, Disability and Social Welfare in September 2019 - helps us understand how the programme can improve child schooling outcomes among recipient families.
Standard E: Meets Professional ResponsibilitiesDiane Silveira
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Support and Retention within a 2+2 University Center Teacher Education Program
AACTE 2016 Annual Meeting - February 25, 2016
L. Bilbro-Berry, EdD and K. Bradley, MSA
East Carolina University - College of Education
Malawi's Social Cash Transfer Programme & Education Among YouthThe Transfer Project
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This qualtitative study - presented to the Malawi Ministry of Gender, Children, Disability and Social Welfare in September 2019 - helps us understand how the programme can improve child schooling outcomes among recipient families.
Standard E: Meets Professional ResponsibilitiesDiane Silveira
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This document highlights the professional aspects of teaching. It includes my faculty meeting notes, interviews I conducted with the Union Representative and Principal and a reflective essay.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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 âany matterâ at âany timeâ 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
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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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.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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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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.
2. The 411 on 1050 Housed in the Bayonne Jewish Community Center Center serves remaining small Jewish population native to Bayonne and Hudson County, as well as the students from the Yeshiva located in the city. JCC offers other classes to youths and families of all religions Began in 1999 (under the name Homework Plus) At its peak, served 90 children Now has enrollment of 50 Program serves Pre-K through 8th grade Provides full-day programs on days Bayonne Public Schools have vacation Provides bus transportation to all but one of the schools served Charges a monthly fee for the program Shares staff and clientele with Camp Kadimah, the 8-week long summer camp
3. The 411 on 1050 Club 1050 serves children in schools throughout Bayonne (including 11 public schools and 1 Catholic school) and the Greenville section of Jersey City. This is an area of approximately eight square miles.
4. Purpose of Research In fulfilling the ethnographic research project set forth by Professor Leak, I chose to research Club 1050. This program was chosen specifically because although it is an after-school program that charges a fee, it has a loyal group of participants. What is it that causes parents to choose it year after year for their children? I hoped to gain more insight into this through ethnographic research. An ethnographic study, full of the thick descriptions emphasized in Denizen, is one of the best research models for investigating a program such as this, as it allows the investigator to immerse themselves and their readers in the environment. Additionally, this course of research emphasizes the importance of context in the interpretation of all data that are gathered.
5. Literature Review & Rationale In âThe Impact of After-School Programs That Promote Personal and Social Skills,â Durlak et. al. write that âestimates suggest that more than 7 million children in the United States are without adult supervision for some period of time after school. This unsupervised time puts youth at risk for such negative outcomes as academic and behavioral problems, drug use and other types of risky behavior.â Durlak and his team of researchers also conclude that âyoung people benefit when they spend time engaged in structured pursuits that offer opportunities for positive interactions with adults and peers.â âFor most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20â25 hours per week. Thus, many parents look to after school programs to satisfy their desire for safe, enriching experiences for their children while they are working.â - Priscilla M.D. Little et. al. After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It Parentâs concern over their childrenâs safety during after-school hours.
6. Literature Review & Rationale In their 2007 article âEngagement in after-school program activities: quality of experience from the perspective of participantsâ David Shernoff and Deborah Vandell reiterated the importance of homework: âHomework can play a critical role in the development of childrenâs achievement motivation.â â[Students] rarely seeing the relevance or utility value adults attribute to it,â Shernoff and Vandell reiterate. Studentsâ âhomework in middle school principally involves repetition and practice of class work, which students perceive as monotonous.â Increasing concern over academic performance in schools throughout the United States, and the role homework plays in it.
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8. Specifics of Ethnographic Study Research Question How does participation in Club 1050 impact studentsâ performance in school? Relationship with Club 1050 No prior relationship with Club 1050, but there was a prior relationship with the JCC, several staff members and a few of the participants. Assumptions I assumed that there would be a strong emphasis on academic achievement, as it appears to be primarily a homework-centric program. Additionally, I assumed there would be an even representation of white and non-white students and a large number of students who had a longstanding history with programs at the JCC.
9. Specifics of Ethnographic Study Observations All observations were conducted during Club 1050âs mandatory quiet homework time, which runs from 4-5PM every afternoon. As part of Club 1050âs shift to focus primarily on homework, all students are expected to complete their homework during the course of the afternoon. If homework is completed within the allotted time frame, then students move onto quiet activities until five. Students who have a heavier workload are expected to work beyond five, to complete their work. Interviews Interviews were conducted with Erin, the director of Club 1050 and three of the four counselors who work with my targeted population. These interviews lasted approximately 30 minutes each. Focus Group A focus group with the 5 participants in the targeted age group was conducted following all of my observations. This focus group followed a prepared interview and lasted approximately 30 minutes. All information and data recorded during the observations and interviews were bracketed and coded in accordance to the analysis procedures outlined in class.
10. Staff Profiles Erin Jordanne âMy goal is to have a room in the building named after me.â -Jordanne 22 years old, college senior majoring in education. Group services director at the JCC. Was a student in Homework Plus until 8th grade, and started working at the JCC in 11th grade as a camp counselor. 21 years old, college senior majoring in Modern Languages and Elementary Education. Head tutor and assistant director of Club 1050. Has been working at the JCC for 7 years.
11. Staff Profiles Scott Jessica âYou have to want to do it. If you donât want to, you wonât have an effect.â -Scott 26 years old, BA in History and certified teacher. Has been working at the JCC for 8 years, currently works for Club 1050 and coaches football for the JCC. 22 years old, BA in history and certified to teach K-5. Works as head teacher and performs final check on studentsâ homework. Bayonne native with strong interest in urban education.
12. Participant Profiles âTheyâre all good kids. I love them.â -Jordanne Jaime Jade Alyssa An 11 year old 6th grader from Bayonne, she has been coming to Club 1050 since 4th grade. An 11 ½ year old 6th grader from Jersey City, she has been coming to Club 1050 since 3rd grade. An 11 ½ year old 6th grader from Jersey City, she has been coming to Club 1050 since 3rd grade. Lucas Phillip A 13 year old 7th grader from Bayonne, he has been coming to Club 1050 since 1st grade. An 11 ½ year old 6th grader from Jersey City, he has been coming to Club 1050 since 3rd grade.
13. Findings and Analysis 1) Participation in Club 1050 has positively impacted studentsâ academic performance and pride in their knowledge and skills. Jade: Yes, it does. Because I used to get bad grades, but now that we have a teacher everything changed for me and Iâm getting good grades. Lucas, a strong math student, joked that although the counselors helped him understand other subjects, he was the one helping them understand math. Alyssa said that when she is at home and not at Club 1050, she puts off all of her work because there are so many distractions around her. Being at Club 1050, she is able to focus more on her work.
14. Findings and Analysis 2) Students and counselors have an excellent relationship, with an easy rapport. When asked about their favorite counselor, Jade quickly answered Jordanne. âBecause, like, we can tell her things. ⌠weâre tight.â She later adds that Jordanne has nicknames for all of them. Two girls shoot mischievous glances across the room at each other, through their Kanye West shades. They giggle and go back to their homework, but are interrupted by Jessica, the certified teacher in the room. She seems like sheâll reprimand them for fooling around, but first she asks to try the glasses on. They all laugh before she tells them to get back to work. âScott, heâs funny. And I talk to him a lot. And we have this thing where we write our homework on a piece of paper, so they donât have to look and a planner. And sometimes he writes little notes on our papers.â -Alyssa
15. Findings and Analysis 3) The low staff turnover rate is key to the programâs success. During my interview with Erin, she commented that parents trust the program because they know the staff and how they work. She also said that many parents will request certain counselors to work with their children. âThe staff is like my family. I love working with all of them.â -Jordanne Of the four staff members interviewed, only one has been working at Club 1050 for less than seven years. Both Scott and Jordanne commented on working with the same students for several years and seeing them grow and mature.
16. Findings and Analysis 4) The positive atmosphere cultivated at Club 1050 increases studentâs motivation to complete their work. As Scott walks around the room, checking to see which students need assistance, he offers praise and encouragement to those students whose heads are buried in their books. âIâve seen a lot of growth in the kids over the years, and see them respond so well to praise and positive reinforcement.â -Jordanne âThe staff at other programs isnât as interactive as we are here. We want to be here, and the kids know that. You need a personality to work with kids, because otherwise it wonât make a difference.â -Scott
17. Findings and Analysis 5) Both students and staff mentioned the importance of non-homework related activities. âThereâs a pretty good balance of structured homework time and the time they get for their specials. Their specials change by day, and I love that they get the chance to do extra stuff. Iâm a little jealous, too.â -Jessica âWe were waiting, like, so much for the game room. I wasnât expecting it to be, like, this big. âŚYou were kind of expecting more.â -Jaime Alyssa and Jade both spoke fondly about a previous counselor who would engage them in cooking activities. Although the activity was disbanded because they werenât keeping the kitchen Kosher, they both seem eager at the possibility of it starting up again. Itâs unlikely at this point that it will.
18. Academic and Theoretical Implications Returning to the literature, there was much positive support for the findings and themes extrapolated from the data. Regarding the importance of a low staff turnover rate, Cross et. al. note that âsites where turnover was higher tended to employ fewer highly-trained staff.â Club 1050 is able to cultivate and employ highly-trained staff members because employees know there is a very low turnover rate. Cross and his fellow researchers further note that âStaff members who were highly educated, well trained, and employed long-term appeared to observers to be more skilled in providing youth services. They appeared better able to establish sound management, create a positive social climate, and provide engaging content.â Within this positive social climate, students have improved attitudes towards their schoolwork. Shernoff and Vandell write that âpositive student attitudes about homework have been positively related to homework completion rates and class grades.â
19. Academic and Theoretical Implications Club 1050 functions, at this point in time, as primarily a homework-based after school program. However, it seems obvious from these observations that there is more benefit from the program than homework help. Students are able to form bonds with their counselors, even if it is not a formal mentoring relationship. This is similar to what Priscilla M.D. Little et. al. observed in After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It: âparticipation in programs primarily targeted at supporting student academic performance actually can significantly impact social/emotional development.â Leaving the successful components of the current model and taking into consideration the suggestions made by staff and participants (which included adding more staff and ensuring staff is well-versed in the coursework students have), if Club 1050 expanded its programming, it would be a very successful program model for other after-school program.
20. Limitations of Study and Directions for Future Research Limitations Future Research The aforementioned longitudinal study would be an excellent path for future research for Club 1050. Based on my observations and data reported in the literature, a more formal study on the relationships between counselors and students could yield rich data. Both Shernoff and Vandell and Cross et. al. designed models that measured student engagement in activities, engagement with staff members and the quality of staff; these would be excellent research approaches on which to model further studies. Having the ability to only conduct three observations over a relatively short period of time places a limit on the amount and richness of the data collected. A program such as Club 1050 is an excellent candidate for a longitudinal study on academic and social growth. The timing of my observations was a limitation, as I was working in the beginning of the school year, before most academic growth occurs. Additionally, the small population of students in the desired age bracket might skew my data and analysis.
21. Works Cited Cross, Amanda Brown et. al. âImplementation Quality and Positive Experiences in After-School Programs.â American Journal of Community Psychology 45 (2010): 370-380. Durlak, J. A., & Weissberg, R. P. The impact of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. (2007). Little, Priscilla M.D., Christopher Wimer, and Heather B. Weiss. "After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It - Harvard Family Research Project." HFRP Home / HFRP - Harvard Family Research Project. Web. 30 Oct. 2010. Shernoff, David Jordan. âEngagement in After-School Programs as a Predictor of Social Competence and Academic Performance.â American Journal of Community Psychology 45 (2010): 325-337. Shernoff, David Jordan, and Deborah Lowe Vandell. "Engagement in After-school Program Activities: Quality of Experience from the Perspective of Participants." Journal of Youth and Adolescence 36.7 (2007): 891-903.