The document discusses the importance of community, family, and educator partnerships in school improvement. It notes that diversity among parents and communities can benefit schools but also create tensions that require sensitivity. Effective partnerships require open communication, understanding different perspectives, and supporting the involvement of all families.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docxwalterl4
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Families Matter (New Mexico Family Impact Seminar Briefing Report)University of Kentucky
Families Matter:The Impact of Families on Academic Achievement. Presentation by Dr. Ronald Werner-Wilson to legislators, policy makers, and other leaders at the 2009 New Mexico Family Impact Seminar.
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docxwalterl4
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Families Matter (New Mexico Family Impact Seminar Briefing Report)University of Kentucky
Families Matter:The Impact of Families on Academic Achievement. Presentation by Dr. Ronald Werner-Wilson to legislators, policy makers, and other leaders at the 2009 New Mexico Family Impact Seminar.
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
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.
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?
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
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.
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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.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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3. * Diversity- the practice or quality of including or
involving people from a range of different social
and ethnic backgrounds and of different genders,
sexual orientations, etc.
* fester - (of a negative feeling or a problem)
become worse or more intense, especially through
long-term neglect or indifference.
DEFINITION OF TERMS
4. * Hostile - unfriendly; antagonistic.
* Prejorative - expressing contempt or disapproval.
* Microaggresion- Microaggressions are the
everyday verbal, nonverbal, and environmental
slights, snubs, or insults, whether intentional or.
unintentional
5. * Fictive kinship- is one that a child has with “an
individual who is not related by birth, adoption, or
marriage to a child, but who has an emotionally
significant relationship with the child.
* Noncustodial- not having custody of one's children
after a divorce
6. Lesson 15: Communities, Families, & Educators
Working Together for School Improvement
De Carvalho, 2009
* The diversity of parent and community groups, with their different concerns and issues, illustrates
one of the important complexities of parent and community involvement in schools.
* This complexity which may be reflected in different interaction styles, expectations, and concerns
complicates but does not negate the need for parent and community involvement in schools
DeSteno, 2000
* . Educators lose an important voice for school improvement when parents and community groups
are not involved in schools. They can give teachers unique and important views of their students as
well as help the school garner resources that are available in the community.
Henderson and Berla (2002)
found compelling evidence that parent involvement improves student achievement
7. .6 Different
Types of
Involvement
according to
Epstein &
her
colleagues
(1) Parenting
(2) communicating
(3) volunteering,
(4) learning at home,
(5) decision‐making,and
(6) collaborating with the community
8. Goodlad, 1984
Family and community members are the necessary coalition of contributing
groups. Educational reform needs their support, influence, and activism. Schools
are highly dependent on and vulnerable to citizens, who can support or impede
change. Family members and community leaders can validate the need for
educational reform and can provide an appropriate forum for exploring the
importance of education. They can also extend the discussion on school
improvement issues beyond formal educational networks and can help generate
support for schools in the community at large. Family members and community
leaders can help provide the rationale, motivation, and social action necessary for
educational reform.
9. Family-school-community partnerships are a shared responsibility and reciprocal
process whereby schools and other community agencies and organizations engage families in
meaningful and culturally appropriate ways, and families take initiative to actively support
their children’s development and learning. Schools and community organizations also make
efforts to listen to parents, support them, and ensure that they have the tools to be active
partners in their children’s school experience.
Partnerships are essential for helping students achieve at their maximum potential
and while parent and community involvement has always been a cornerstone of public
schools, greater recognition and support of these collaborative efforts is needed.
10. This Photo by Unknown Author is licensed under CC BY-SA-NC
This Photo by Unknown Author is licensed under CC BY-NC
This Photo by Unknown Author is licensed under CC BY-NC-ND
PARENT & FAMILY INVOLVEMENT IN SCHOOL
11. • it acknowledges the importance of parents in the lives of their children,
• recognizes the diversity of values and perspectives within the community,
• provides a vehicle for building a collaborative problem‐solving structure
• increases the opportunity for all students to learn in school.
• benefits not only students & teachers but also the parents & family members themselves
Aikens , 2002
* When parents help their children at home, the children perform better in school
• allows parents and teachers to reinforce skills and provides an environment that has consistent
learning expectations and standards
• . Parents benefit because, through their involvement with the school, they become more
knowledgeable about their child’s school, its policies, and the school staff
Reasons why parent & family
involvement in school is important
12. Parents and family members are often children’s first and most important teachers. Students
come to school with knowledge, values, and beliefs they have learned from their parents and in
their communities
(Caspe, Lopez, & Wolos, 2006/2007)
Parents directly or indirectly help shape their children’s value system , orientation
toward learning, and view of the world .
(Hidalgo et al., 2004).
Schools can capitalize on the high value most parents place on education by working to create a
school environment that respects the students’ home and community . When schools are in
conflict with their students’ home and community, they can alienate students from their families
and communities
( Beger, 2015)
Teachers generally see involved parents as concerned individuals who support the school.
Parents who are not involved in schools are frequently seen as not valuing education
13. To create harmonious relations among the school, home, and community, parents
need information about the school. They need to know what the school expects their
children to learn, how they will be taught, and the required books and materials their
children will use in school. Most important, parents need to know how teachers
assess students and how they can support their children’s academic achievement.
Teachers need to understand their students’ community and home life. Teachers also
need to know about their students’ parents, homes, and communities. It would be
helpful for teachers to have a clear understanding of the educational expectations
parents have for their children, the languages spoken at home, the family’s values
and norms, and how children are taught in their homes and communities. Teachers
and principals who know parents treat them with greater respect and show more
positive attitudes toward their children
14. * In the early part of the nation’s history, families were often solely responsible for
educating children. Children learned values and skills by working with their families in their
communities.
• When formal systems of education were established, parents continued to influence their
children’s education. During the colonial period, schools were viewed as an extension of the home.
* The school reinforced parental and community values and expectations. Teachers generally came
from the community and often personally knew their students’ parents and shared their values.
• As society changed and education became more removed from the direct influence of parents,
responsibility for transmitting knowledge from generation to generation was transferred from the home
and community to the school.
Historical Overview
15. * Formal education was seen as a job for trained professionals. Schools became
autonomous institutions staffed by people who were often strangers in their students’ home
communities. Teachers did not necessarily live in their students’ neighborhoods, know their
students’ parents, or share their values. Schools were given more and
more duties that traditionally had been the responsibility of the home and community.
Schools operated under the assumption that they were in loco parentis, and educators were
asked to assume the role of both teacher and substitute parent.
• In a pluralist society, what the school teaches as well as whom and how the school
teaches can create tensions between parents and schools. Issues ranging from what the
school teaches about the role of women in our society to mainstreaming students with
disabilities point to the need for teachers, parents, and community leaders to work together.
However, parents, community leaders, and teachers do not always agree on meaningful
ways to cooperate and partner in the educational process (Anderson, 2006).
Historical Overview
16. This Photo by Unknown Author is licensed under CC BY-NC
The
Changing
Face of the
Family
17. Parent/family diversity mirrors student diversity. As the student population becomes more
diverse, parent/family diversity also increases. Involving parents in schools means that
teachers have to be prepared to work with a range of parents, including single parents,
parents with special needs, low‐income parents, parents with disabilities, same‐sex
parents, grandparents, and parents who do not speak English as their first language.
Working with parents from diverse backgrounds requires sensitivity to and an
understanding of their circumstances and worldviews (Amatea, Smith‐Adcock, &
Villares, 2006; Chavkin & González, 1995; Kagan, 1995; Pena, 2000; Schneider &
Coleman, 1993).
that teachers should understand and be sensitive to the changing nature of the ethnic and
racial makeup of their students and their students’ parents of teachers not making
assumptions about the racial and ethnic background of their students and
their parents but allowing them to define their own identity.
18. • Lesbian, gay, bisexual, and
transgendered (LGBT) parents are
another important part of the school
community.
• (Kozik‐Rosabal, 2000).
Even though LGBT parents are involved
in schools, they continue to face barriers
that suggest that they are not welcome
and respected. In that respect, LGBT
parents and students have similar
experiences at school.
(Kosciw & Diaz, 2008).
Many LGBT parents report feeling
uncomfortable and excluded by school
staff, students, and other parents
(Shelton & Delgado‐Romero, 2011
Bullying is often associated with school
environments where microaggressions,
involving the pejorative use of words like
gay, are allowed to fester and result in a
hostile school climate
This Photo by Unknown Author is licensed under CC BY-ND
19. Kosciw (2003)
LGBT parents do not always feel welcome at their children’s
schools, in part because
teachers also make inappropriate comments about them.
Sixteen percent of the LGBT parents
reported that their student’s teacher or child care provider
made negative comments about their sexual orientation. In
addition to harassment, LGBT parents also experience
subtle forms of exclusion. Two examples that are
particularly common are being asked to complete school
forms that use the terms mother and father instead of
parents . Schools can help mitigate these problems by
creating supportive environments in which LGBT students
and families are understood and respected. The following
actions can contribute to LGBT parents being actively
involved in the school community.
Training that provides school personnel with the skills
and knowledge to tackle homophobic bullying.
School policies that make it clear that homophobic
attitudes and language will not be tolerated.
Curricula that include information on LGBT
accomplishments, struggles, and issues.
Student clubs such as Gay and Lesbian Alliances.
This Photo by Unknown Author is licensed under CC BY-SA
20. (Harry, 1992; Walker, 1996).
Diversity in parent and community groups can be a tremendous asset to the
school.
However, it can also be a source of potential conflict and tension. Some parents are
particularly difficult to involve in their children’s education. They resist becoming
involved for several reasons
(Clark, 1995).
indicated that a lack of time of parents was the primary reason they were not
involved in their children’s schools.
(Berger, 2015; Clark, 1995; Rasinski, 1989).
The pressures of earning a living and taking care of a home and children can result
in a great deal of stress. At the end of the day, some parents just want to rest.
Other parents do not believe they have the necessary educational background to
be involved in their children’s school. They feel intimidated by educators and
believe that education should be left to teachers. Still others feel alienated from
their children’s schools because of negative experiences they had in school or
because they believe the school does not support their values
21. •McDermott and Rothenberg (2000)
found that parents resisted working with teachers who they
believed did not respect and value their children Three groups
of parents are frequently underrepresented in school activities:
parents with
special needs, single parents, and low‐income parents. These
are not the only groups that are underrepresented in school
activities; however, their experiences and needs illustrate
particular problem areas. The aforementioned specific groups
of parents should not be viewed as an indication that only
parents from these groups are difficult to involve in schools or
that all parents from these groups resist participation in
schools.
22. Parents with special needs include a wide
range of individuals. They are found in all
ethnic, racial, and low income groups.
Chronically unemployed parents, parents
with long‐term illnesses, abusive parents,
and parents with substance‐abuse problems
are examples of parents with special needs.
23. Although parents with special needs frequently have serious problems
that the school cannot address, teachers should not ignore the importance of
understanding their students’ home
environments. Knowing the difficulties students are coping with at home can help
teachers create school environments that are supportive (Swadener & Niles, 1991).
Schools can help compensate for the difficult circumstances students experience at
home. The school, for some students, is the only place during the day where they
are nurtured
Some parents with special needs will be able to be actively involved in
schools, but many will be unable to sustain ongoing involvement. An important
goal for working with parents with special needs is to keep lines of communication
open. To the extent possible, try to get to know the parents. Do not accept a
stereotypical view of them without ever talking to them. Encourage parents to
become involved whenever and however they are able to participate. Your goal
should be to develop a clear understanding of your students’ home environments
24. * Educators can build on the sense of extended family
and fictive kinship that may exist in some neighborhoods to connect with community
support groups for students whose parents cannot be involved in school
* Working with students whose parents have special needs is complicated and
challenging. However, regardless of the circumstances students confront at home,
teachers have a responsibility to help them perform at their highest level in school.
Schools with large numbers of parents with special needs require experienced and highly
qualified teachers who have district and school support to help them meet the additional
challenges they will face. Traditionally, however, these schools have many teachers who
are relatively new to the field and are not certified in the areas in which they teach
(Darling‐Hammond, 2004).
25. This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY-NC-ND
26. One of the most significant social changes in the
United States in the last 30 years is the increase
in the percentage of children living with one parent
Women head most single‐parent families.
Eighty‐six percent of children living with one parent
lived with their mother Single‐parent families have
many of the same hopes, joys, and concerns about
their children’s education as two‐parent families.
However, because these parents have a lower rate
of attendance at school functions, they are
frequently viewed as not supporting their children’s
education. When teachers respond sensitively to
their needs and limitations, they can be
enthusiastic partners with teachers.
27. Four suggestions for working with single parents follow. Many of
these suggestions apply to other groups of parents as well.
1. Provide flexible times for conferences, such as early mornings,
evenings, and weekends.
2. Provide baby‐sitting service when activities are held at the school.
3. Work out procedures for acknowledging and communicating with
noncustodial parents. For
instance, under what circumstances are noncustodial parents
informed about their children’s
grades, school behavior, or attendance? Problems can occur when
information is inappropriately
given to or withheld from a noncustodial parent.
4. Use the parent’s correct surname. Students will sometimes have
different names from their
parents.
28. Low‐Income Parents
This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY
29. Low‐income parents are often among the strongest supporters of
education because they often see it as a means to a better life for
their children. However, their definition and understanding of
“support for education” may be different from that of the school
staff. In addition, they are often limited in their ability to buy
materials and to make financial commitments that can enable
their children to participate in activities such as field trips or
extracurricular programs. Schools can provide workbooks and
other study materials for use at home as well as transportation for
school activities and conferences. The school can also support
low‐income parents by establishing community service programs
30. Perhaps the most important way for schools to work with
low‐income parents is to recognize that they can contribute a
great deal to their children’s education. Even though their
contributions may not be in the manner traditionally associated
with parent involvement, they can be very beneficial to
teachers and students. The positive values and attitudes parents
communicate to their children and their strong desire for their
children to get a good education in order to have a better
chance in life than they had are important forms of support for
the school.