Florida Atlantic University and the Miami based non-profit organization “Ayiti Now Corp” are collaborating to provide a culturally-relevant literacy intervention to Haitian teachers and Haitian children of poverty.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
This document discusses diversity and culture in education. It covers several topics:
1. It defines key terms like culture, ethnicity, race, and examines how student diversity in areas like socioeconomic status, gender, ethnicity, and race can impact learning.
2. It looks at challenges faced by students from lower socioeconomic backgrounds and the role poverty can play in academic achievement.
3. Issues around race and ethnicity are explored, including stereotypes, prejudice, discrimination, and stereotype threat and how they relate to student learning and achievement.
4. Gender identity, roles, and bias are defined and the document notes the importance of equitable education for all students regardless of these factors.
5. Overall
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
This document discusses diversity and culture in education. It covers several topics:
1. It defines key terms like culture, ethnicity, race, and examines how student diversity in areas like socioeconomic status, gender, ethnicity, and race can impact learning.
2. It looks at challenges faced by students from lower socioeconomic backgrounds and the role poverty can play in academic achievement.
3. Issues around race and ethnicity are explored, including stereotypes, prejudice, discrimination, and stereotype threat and how they relate to student learning and achievement.
4. Gender identity, roles, and bias are defined and the document notes the importance of equitable education for all students regardless of these factors.
5. Overall
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
This document summarizes a study that examined which factors of schooling most affect the development of cultural values in Bangladeshi teenagers. The study surveyed 960 students ages 13-15 from 11 different types of schools in Bangladesh, both rural and urban. It analyzed their responses on a questionnaire measuring cultural tendencies based on Geert Hofstede's cultural dimensions. The study found that neither the medium of instruction (Bengali or English) nor the type of curriculum (national or foreign) had as strong an influence on students' cultural values as the teaching methods used. Teaching methods appeared to have a more decisive role than other school factors in shaping students' cultural perspectives.
The literacy team was tasked with making recommendations to improve literacy at PHS based on research. They asked questions about what should be done across the curriculum, in English classes, and for struggling students. The report discusses two domains - academic achievement and attitudes/dispositions. Regarding academics, it questions why some students lack necessary knowledge and skills by high school and what research shows works. For attitudes, it questions what habits and dispositions should be taught in freshman classes and how they can be supported schoolwide. The report also summarizes Hirsch's arguments that content-based curricula better prepare students versus theories de-emphasizing knowledge.
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
This document describes two blended-learning teachers, Lori Treiber and Scott Nolt, at two North Carolina high schools. They each teach twice as many students compared to traditional classes by alternating between in-person and online instruction. Treiber uses a lab rotation model where half her biology students are in class while the other half works online, then they switch. Nolt uses a flex model where half his history students are in class on alternating days while the other half works online from home. Both teachers personalize learning for each student and use data to adjust instruction. Their models allow them to effectively teach more students within regular school budgets.
The document discusses the National Curriculum Framework (NCF) 2005 and its recommendations for improving science education in India. The NCF aims to make learning more student-centered, inquiry-based, and linked to real-world problems. It advocates for expanding extracurricular activities like the National Children's Science Congress to promote investigative skills. The NCF also calls for reforms like continuous evaluation and reducing the focus on content memorization in exams.
This document discusses enhancing math learning experiences for advanced and uninterested students. It argues that all students, including advanced learners, benefit from enrichment opportunities that match their potential. However, advanced learners are often overlooked due to large class sizes, teacher priorities, and biases. The document provides guidelines for identifying advanced learners through parent and teacher input and evaluating student performance compared to peers. It also discusses twice-exceptional students and the importance of recognizing both academic strengths and weaknesses. Teachers require support through professional development, resources, and smaller class sizes to effectively meet the needs of all students.
Literature Review How Could Reciprocal Teaching Benefit Adolescent, Maori Lea...Trish Le Roy
This document is a literature review examining whether reciprocal teaching could benefit adolescent Maori learners in New Zealand secondary schools. Reciprocal teaching is an instructional approach designed to strengthen reading comprehension. The review explores what research says about adolescents and reading in secondary schools, best practices for teaching Maori students, and how reciprocal teaching aligns with these. It aims to determine if reciprocal teaching would be a significant strategy to implement across content areas to support literacy achievement for both adolescents and Maori students.
Malaysia has made great strides in increasing literacy through comprehensive national policies and educational programs. Literacy is defined broadly and is developed at all levels of education from pre-school through university. The national education system emphasizes the development of well-rounded citizens through academic, moral, physical and technical education using the national language and English. Challenges remain in adapting definitions of literacy to changing technologies and ensuring all citizens can participate fully in the digital world.
- It is important to recognize the different learning needs of advanced learners as they are likely to become future scientists. However, advanced learners are often overlooked in classrooms.
- Teachers need support to better identify advanced learners through things like professional development on their characteristics. They also need resources to provide appropriate enrichment activities.
- Twice-exceptional students, who are both gifted and have learning disabilities, are particularly likely to go unnoticed. Teachers require guidance on strategies like focusing on strengths and accommodating individual differences.
The document discusses the differences between traditional and progressive curriculums. A traditional curriculum takes a linear approach with the teacher lecturing and students listening, focusing heavily on content retention. A progressive curriculum takes a non-linear approach, incorporating activities, group work, and technology to enhance learning. Progressives believed traditional curriculum was dreary and remote from students' interests, while progressive curriculum offered a more practical, interesting, and child-centered education. The scope of school curriculum expanded in the early 20th century to include subjects like art, music, and recreation to educate the "whole child." Progressive instruction methods encouraged student participation through discussions and projects to make learning more fun and engaging.
The Relationship Between Learning Styles and Academic Outcomes defense1John C. Thomas
This document discusses a study on the relationship between learning styles and academic outcomes in African American school children. It provides background on the achievement gap between African American students and other groups. The study aims to determine if using African American students' learning styles (visual, auditory, kinesthetic) can increase their standardized test scores. It reviews literature on different learning styles and trends in African American test scores. The methodology section describes that the study was conducted at an elementary school in Alabama with a majority African American, low-income student population.
This document provides an overview of a presentation on culturally responsive pedagogy given by Dr. Sherry Taylor. The presentation covered guiding assumptions and theoretical principles of culturally responsive pedagogy, including that culture is central to learning and education should be inclusive and equitable. It also reviewed changing U.S. demographics and their impact on educational contexts. Practical applications were discussed, such as providing supports for teachers to implement culturally responsive practices and highlighting effective classrooms.
Vietnam has 54 ethnic groups who speak distinct languages. The Action Research on Mother Tongue-Based Bilingual Education aims to help ethnic minority children learn in their native language first before transitioning to Vietnamese. It is being implemented in 3 provinces with 3 languages - H'mong, J'rai, and Khmer. After the first year, students who learned in their native language performed better in assessments in both their native language and Vietnamese compared to students in a comparison group who learned solely in Vietnamese. The program is showing promising results and will continue to develop teaching materials and train teachers to help more ethnic minority children succeed in school.
A Case for Multiple Intelligences Based Classroom InstructionMichele R. Acosta
The document argues that American schools primarily teach using verbal-linguistic and logical-mathematical intelligences, but many students learn best through other intelligences. It advocates implementing Howard Gardner's theory of multiple intelligences in classrooms to better educate all students by incorporating lessons that engage different intelligences. This would help students who struggle with traditional methods to succeed and develop their verbal and logical skills through strengths in other areas. The document concludes multiple intelligences instruction could help many American students currently struggling through school.
This document provides an agenda for the OERC Fall 2014 Conference on using data to inform policy, practice, and teacher success. The conference included panels on preparing effective teachers, bridging opportunity gaps, and national staffing needs in education. It also featured a keynote on the economic value of teacher quality and breakout sessions. The goal of the conference was to discuss how to improve teacher preparation programs and support, recruit high-quality teachers, and address challenges in underserved areas through collaboration between education institutions and districts.
Victor Davis provides background information about himself and his education credentials. He then discusses attending the 40th Annual Conference of the National Alliance of Black School Educators in November 2012 in Nashville, TN. The document also includes the mission statement of NABSE, Victor's problem statement regarding the achievement gap of African American males in grades 9-12 in ELA and mathematics, the variables that will be measured in his study, his methodology which will include quantitative and qualitative research, and references several literature sources relevant to his topic.
2013 Social Commerce Summit- Adrian Parker with IntuitW2O Group
Adrian Parker, leader of social, Mobile & Emerging Media of Intuit, presents "Moving Beyond Social Engagement" at W2O Group's third annual Social Commerce Summit during SXSW Interactive.
The document discusses CrossRef's Cross-Publisher Originality Screening Initiative which uses text-matching software to screen scholarly works for plagiarism and legitimate duplication across multiple publishers. It provides background on CrossRef, describes how the screening works by comparing submitted texts to a database of publisher content, and lists many participating publishers. The initiative aims to help deter plagiarism and distinguish it from legitimate duplication.
This document summarizes a study that examined which factors of schooling most affect the development of cultural values in Bangladeshi teenagers. The study surveyed 960 students ages 13-15 from 11 different types of schools in Bangladesh, both rural and urban. It analyzed their responses on a questionnaire measuring cultural tendencies based on Geert Hofstede's cultural dimensions. The study found that neither the medium of instruction (Bengali or English) nor the type of curriculum (national or foreign) had as strong an influence on students' cultural values as the teaching methods used. Teaching methods appeared to have a more decisive role than other school factors in shaping students' cultural perspectives.
The literacy team was tasked with making recommendations to improve literacy at PHS based on research. They asked questions about what should be done across the curriculum, in English classes, and for struggling students. The report discusses two domains - academic achievement and attitudes/dispositions. Regarding academics, it questions why some students lack necessary knowledge and skills by high school and what research shows works. For attitudes, it questions what habits and dispositions should be taught in freshman classes and how they can be supported schoolwide. The report also summarizes Hirsch's arguments that content-based curricula better prepare students versus theories de-emphasizing knowledge.
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
This document describes two blended-learning teachers, Lori Treiber and Scott Nolt, at two North Carolina high schools. They each teach twice as many students compared to traditional classes by alternating between in-person and online instruction. Treiber uses a lab rotation model where half her biology students are in class while the other half works online, then they switch. Nolt uses a flex model where half his history students are in class on alternating days while the other half works online from home. Both teachers personalize learning for each student and use data to adjust instruction. Their models allow them to effectively teach more students within regular school budgets.
The document discusses the National Curriculum Framework (NCF) 2005 and its recommendations for improving science education in India. The NCF aims to make learning more student-centered, inquiry-based, and linked to real-world problems. It advocates for expanding extracurricular activities like the National Children's Science Congress to promote investigative skills. The NCF also calls for reforms like continuous evaluation and reducing the focus on content memorization in exams.
This document discusses enhancing math learning experiences for advanced and uninterested students. It argues that all students, including advanced learners, benefit from enrichment opportunities that match their potential. However, advanced learners are often overlooked due to large class sizes, teacher priorities, and biases. The document provides guidelines for identifying advanced learners through parent and teacher input and evaluating student performance compared to peers. It also discusses twice-exceptional students and the importance of recognizing both academic strengths and weaknesses. Teachers require support through professional development, resources, and smaller class sizes to effectively meet the needs of all students.
Literature Review How Could Reciprocal Teaching Benefit Adolescent, Maori Lea...Trish Le Roy
This document is a literature review examining whether reciprocal teaching could benefit adolescent Maori learners in New Zealand secondary schools. Reciprocal teaching is an instructional approach designed to strengthen reading comprehension. The review explores what research says about adolescents and reading in secondary schools, best practices for teaching Maori students, and how reciprocal teaching aligns with these. It aims to determine if reciprocal teaching would be a significant strategy to implement across content areas to support literacy achievement for both adolescents and Maori students.
Malaysia has made great strides in increasing literacy through comprehensive national policies and educational programs. Literacy is defined broadly and is developed at all levels of education from pre-school through university. The national education system emphasizes the development of well-rounded citizens through academic, moral, physical and technical education using the national language and English. Challenges remain in adapting definitions of literacy to changing technologies and ensuring all citizens can participate fully in the digital world.
- It is important to recognize the different learning needs of advanced learners as they are likely to become future scientists. However, advanced learners are often overlooked in classrooms.
- Teachers need support to better identify advanced learners through things like professional development on their characteristics. They also need resources to provide appropriate enrichment activities.
- Twice-exceptional students, who are both gifted and have learning disabilities, are particularly likely to go unnoticed. Teachers require guidance on strategies like focusing on strengths and accommodating individual differences.
The document discusses the differences between traditional and progressive curriculums. A traditional curriculum takes a linear approach with the teacher lecturing and students listening, focusing heavily on content retention. A progressive curriculum takes a non-linear approach, incorporating activities, group work, and technology to enhance learning. Progressives believed traditional curriculum was dreary and remote from students' interests, while progressive curriculum offered a more practical, interesting, and child-centered education. The scope of school curriculum expanded in the early 20th century to include subjects like art, music, and recreation to educate the "whole child." Progressive instruction methods encouraged student participation through discussions and projects to make learning more fun and engaging.
The Relationship Between Learning Styles and Academic Outcomes defense1John C. Thomas
This document discusses a study on the relationship between learning styles and academic outcomes in African American school children. It provides background on the achievement gap between African American students and other groups. The study aims to determine if using African American students' learning styles (visual, auditory, kinesthetic) can increase their standardized test scores. It reviews literature on different learning styles and trends in African American test scores. The methodology section describes that the study was conducted at an elementary school in Alabama with a majority African American, low-income student population.
This document provides an overview of a presentation on culturally responsive pedagogy given by Dr. Sherry Taylor. The presentation covered guiding assumptions and theoretical principles of culturally responsive pedagogy, including that culture is central to learning and education should be inclusive and equitable. It also reviewed changing U.S. demographics and their impact on educational contexts. Practical applications were discussed, such as providing supports for teachers to implement culturally responsive practices and highlighting effective classrooms.
Vietnam has 54 ethnic groups who speak distinct languages. The Action Research on Mother Tongue-Based Bilingual Education aims to help ethnic minority children learn in their native language first before transitioning to Vietnamese. It is being implemented in 3 provinces with 3 languages - H'mong, J'rai, and Khmer. After the first year, students who learned in their native language performed better in assessments in both their native language and Vietnamese compared to students in a comparison group who learned solely in Vietnamese. The program is showing promising results and will continue to develop teaching materials and train teachers to help more ethnic minority children succeed in school.
A Case for Multiple Intelligences Based Classroom InstructionMichele R. Acosta
The document argues that American schools primarily teach using verbal-linguistic and logical-mathematical intelligences, but many students learn best through other intelligences. It advocates implementing Howard Gardner's theory of multiple intelligences in classrooms to better educate all students by incorporating lessons that engage different intelligences. This would help students who struggle with traditional methods to succeed and develop their verbal and logical skills through strengths in other areas. The document concludes multiple intelligences instruction could help many American students currently struggling through school.
This document provides an agenda for the OERC Fall 2014 Conference on using data to inform policy, practice, and teacher success. The conference included panels on preparing effective teachers, bridging opportunity gaps, and national staffing needs in education. It also featured a keynote on the economic value of teacher quality and breakout sessions. The goal of the conference was to discuss how to improve teacher preparation programs and support, recruit high-quality teachers, and address challenges in underserved areas through collaboration between education institutions and districts.
Victor Davis provides background information about himself and his education credentials. He then discusses attending the 40th Annual Conference of the National Alliance of Black School Educators in November 2012 in Nashville, TN. The document also includes the mission statement of NABSE, Victor's problem statement regarding the achievement gap of African American males in grades 9-12 in ELA and mathematics, the variables that will be measured in his study, his methodology which will include quantitative and qualitative research, and references several literature sources relevant to his topic.
2013 Social Commerce Summit- Adrian Parker with IntuitW2O Group
Adrian Parker, leader of social, Mobile & Emerging Media of Intuit, presents "Moving Beyond Social Engagement" at W2O Group's third annual Social Commerce Summit during SXSW Interactive.
The document discusses CrossRef's Cross-Publisher Originality Screening Initiative which uses text-matching software to screen scholarly works for plagiarism and legitimate duplication across multiple publishers. It provides background on CrossRef, describes how the screening works by comparing submitted texts to a database of publisher content, and lists many participating publishers. The initiative aims to help deter plagiarism and distinguish it from legitimate duplication.
The document introduces Quality Vision, an integrated quality and safety management software solution. It consists of several modules that can be used together or separately, including quality and safety planning, control plans, complaint management, and quality system management. The software provides features like pre-requisite program management, integrated testing and sampling, and multi-level access controls. It is designed to help companies comply with standards, demonstrate quality controls, and integrate with other business systems.
The document discusses how to create a conducive learning environment. It recommends removing clutter, ensuring comfort through good lighting, temperature control, and seating. Providing health and safety, visual aids all learners can see, support and feedback also helps. A conducive learning environment considers all learners needs and ensures their comfort and engagement through factors like lighting, seating, temperature, and visual aids.
Sea Level Rise & the Conservation of Wetlands: Issues and Opportunities for C...riseagrant
1) The document discusses how municipalities in Rhode Island can incorporate projections of sea level rise and coastal flooding from the SLAMM (Sea Level Affecting Marshes Model) into their local comprehensive plans and policies.
2) It provides examples of how North Kingstown used SLAMM maps and data to update hazard mitigation and adaptation strategies in their comprehensive plan.
3) The document outlines challenges municipalities may face in planning for sea level rise and adapting infrastructure, and compares approaches some other states have taken through regulations and designated planning areas.
Ayiti Now Corp is a nonprofit that provides educational programs and resources like textbooks and teacher training to schools in Haiti. Since 2010, they have focused on helping children impacted by poverty access primary education. Their goal is to increase academic achievement and graduation rates. With a grant from the Salesforce Foundation, they have been able to use the Salesforce platform to better manage their growing programs, catalog resources, and collect detailed student data to tailor their strategies. The Salesforce tools have allowed them to scale their operations and help more students in Haiti.
Lessons from Sandy and Green Infrastructure Strategies riseagrant
Hoboken, New Jersey—Lessons from Sandy and Green Infrastructure Strategy. How to prepare for the next storm and be creative with flood control. Presented by Stephen Marks, City of Hoboken
Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. It supports hyperlinks and has a simple text syntax for creating new pages and cross links between internal pages. Wiki is unusual in that it allows the organization of contributions to be edited in addition to the content itself.
Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. It supports hyperlinks and has a simple text syntax for creating new pages and cross links between internal pages. Wiki is unusual in that it allows the organization of contributions to be edited in addition to the content itself.
The document discusses China's growing economic influence and diversity. It notes that China has the world's second largest economy, largest population at over 1.3 billion people, and is a major manufacturing and consumer market. While China is often portrayed as homogeneous, the document highlights its vast geographic, demographic, and economic diversity across its many cities and regions. It emphasizes that understanding Chinese consumers requires recognizing this diversity and their unique cultural customs.
This document discusses chronic pain and employment. It summarizes three pilot programs that provided interventions like pain management programs (PMP), mindfulness therapy, and cognitive behavioral therapy (CBT) to help individuals with chronic pain move from unemployment to employment or training.
The first pilot used PMP and a job broker to help 30 people transition from long-term health benefits to employment support, with 12 out of 30 (40%) obtaining paid work, volunteering, or vocational training. The second pilot offered PMP, mindfulness, and online PMP without a job broker to 107 clients referred by general practitioners or IAPT services. Initial assessments showed improvements in pain, depression, anxiety, and self-efficacy scores after the
Plant Monitoring & Performance OptimizationMantis Romania
This document discusses a software solution called "Plant Vision" for monitoring plant operations and performance optimization. It describes challenges with current lack of production process control and proposes using RF technology and barcode labeling to enable total traceability, quality inspection, and food safety management. The solution aims to provide real-time monitoring of production, inventory, quality, and food safety compliance to increase productivity and efficiency.
Mercedes-Benz was founded in 1926 in Stuttgart, Germany by Gottlieb Daimler and Karl Benz. It has headquarters in Stuttgart and locations around the world. The document discusses Mercedes-Benz's model range including compacts, saloons, coupes, SUVs, and Maybach models. It specifically examines the Mercedes-Benz C-Class sedan, comparing its engine performance and fuel economy to the BMW 3 Series and Audi A4.
Sephora has successfully integrated digital technologies and mobile platforms into its marketing and shopping experiences. It understands that customers are digital and mobile, so it collects customer data to provide personalized service across online and offline channels. A key example is its Color IQ program, which uses a skin scanning device in stores and matches foundations to customers' skin tones, then enables them to browse and purchase product recommendations on mobile devices. By offering valuable content and empowering sharing, Sephora enhances customer relationships and drives sales.
The document discusses implementing an intermodal terminal and logistics operations system at the Astakos Port in Greece. The system would integrate state-of-the-art technology like RFID to track containers and monitor operations in real time. It would manage various facilities like the container terminal, ro-ro terminal, and container freight station. The implementation would provide intuitive, simple and multi-purpose logistics management while addressing current infrastructural, operational, and organizational barriers at terminals.
This is a presentation I'll be doing for the Twin Cities Media Alliance. I'll be presenting at public libraries around the Twin Cities metro on apps you can use for your business or organization.
Mantis Informatics S.A. provides logistics software solutions focused on logistics service providers. Their flagship product, Logistics Vision Suite (LVS), is a state-of-the-art warehouse management and supply chain execution system. Key features of LVS include unlimited customization, real-time functionality, advanced business rules, and a powerful visual control center. Mantis aims to help customers improve competitiveness by reducing costs and improving customer service with modern, specialized logistics execution software.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
The document proposes a curriculum for an adaptation course for international freshmen at American universities. It discusses challenges international students face in adjusting to American academic culture and the benefits of a freshman experience course. Specifically, it outlines a proposed course for Lehigh University that would help international students develop academic and cultural skills to succeed, including critical thinking, study skills, relationship skills, and metacognition. Pre-assessments would evaluate students' learning styles and personalities. The goal is to increase retention and integration of international students.
3 Domains of Work for Schools with Students who are HomelessDoctoralNet Limited
This was the significant literature on which my dissertation was based. That work was later published as: James, E. A. (2009). Participatory action research as professional development: Creating new education practices for homeless or highly mobile students in the United States. Saarbrucken, Germany: VDM Verlag.
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
This paper was presented at the European Educational Research Conference in Switzerland in 2005 - it covers the longitudinal research on the use of action research as professional development.
EDUCARNIVAL 2014@ IIT Delhi- Unpacking the cognitive and ethical dimensions o...Eduexcellence
This document summarizes a presentation on unpacking the cognitive and ethical dimensions of high achieving schools. It discusses findings from studies on the social attitudes and values as well as cognitive learning outcomes of students in top schools in India. Regarding attitudes, many students held views against gender equality, diversity, and acceptance of differently abled persons. Cognitive skills like problem solving and applying concepts were also found to be weak. The presentation focused on the need for high achieving schools to develop these dimensions from an early age through conscious efforts and improving teaching methods to reduce rote learning and strengthen skills.
Effective STEM Education Strategies for Diverse and Underserved Learners Elaine Machado
This document discusses effective STEM education strategies for diverse and underserved learners from multiple theoretical perspectives. It describes how the cognitively based perspective focuses on developing students' scientific reasoning and argumentation skills by connecting to their everyday knowledge and discourse practices. The cross-cultural perspective addresses how some students' cultural ways of knowing may differ from Western science and how instruction can help students navigate between contexts. Equitable opportunities involve valuing students' experiences, explicitly connecting them to scientific practices, and providing sufficient resources to support learning.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
Ton Mooij & Geert Driessen (2008) BJEP Differential ability and attainment.pdfDriessen Research
Background. In preschool and primary education, pupils differ in many abilities and
competences (giftedness). Yet mainstream educational practice seems rather
homogeneous in providing age-based or grade–class subject matter approaches.
Aims. To clarify whether pupils scoring initially at high ability level do develop and
attain differently at school with respect to language and arithmetic compared with
those displaying other initial ability levels. To investigate whether specific individual,
family, or educational variables covary with the attainment of these different types of
pupils in school.
Samples. Data from the large-scale PRIMA cohort study including a total of 8,258
Grades 2 and 4 pupils from 438 primary schools in The Netherlands.
Methods. Secondary analyses were carried out to construct gain scores for both
language and arithmetic proficiency and a number of behavioural, attitudinal, family,
and educational characteristics. The pupils were grouped into four different ability
categories (highly able, able, above average, average or below average). Further analyses
used Pearson correlations and analyses of variance both between- and within-ability
categories. Cross-validation was done by introducing a cohort of younger pupils in
preschool and grouping both cohorts into decile groups based on initial ability in
language and arithmetic.
Results. Highly able pupils generally decreased in attainment in both language and
arithmetic, whereas pupils in average and below-average groups improved their
language and arithmetic scores. Only with highly able pupils were some educational
characteristics correlated with the pupils’ development in achievement, behaviour, and
attitudes.
Conclusions. Preschool and primary education should better match pupils’
differences in abilities and competences from their start in preschool to improve
their functioning, learning processes, and outcomes. Recommendations for educational
improvement strategies are presented at the end of the article.
National Education Policy in india 2020Chirag Patel
The document summarizes key aspects of India's National Education Policy 2020, which aims to transform the country's education system. It outlines the vision, objectives, principles, and expected outcomes of the policy. It also provides overviews of the restructured school and higher education systems under NEP 2020, including changes to curriculum, assessment, inclusion, technology, and teacher education. The policy aims to provide equitable access to high-quality education for all learners.
This document outlines a school plan to address declining enrollment and budget issues at Our Lady of La Salette School in Berkley, MI. It proposes implementing a new multi-age elementary program to attract students and cutting costs by reducing staff. A budget is presented based on 95 students with increased tuition that requires no parish subsidy. The plan aims to strengthen the school's reputation and ensure its continued excellence and financial sustainability.
This document provides background information and context for a study on assessment methods used by English teachers to help underachieving readers in Grade 7. It discusses how reading is an important skill and some students struggle more than others. Factors like motivation, intelligence, language skills, and home environment can impact reading ability. The study aims to understand teachers' assessment methods and how they support underachieving readers. It will examine assessment tools, problems teachers face, and activities to enhance reading performance. The findings could help teachers, students, parents, and future researchers improve reading instruction and support.
The document discusses traditional and modern definitions of curriculum, as well as types of curriculums such as the recommended, written, taught, and tested curriculums. It then covers curriculum planning, development, elements, factors to consider, and approaches. The remainder summarizes the 2002 Basic Education Curriculum in the Philippines, compares it to the K-12 education structure, outlines concerns with K-12, and highlights its salient features such as building proficiency through language and gearing students up for the future through senior high school.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses strategies for improving engagement of Latino students in business curriculum at Saint Peter's College, a Hispanic-serving institution. It provides background on HSIs and challenges facing Latino students. Suggested best practices include culturally sensitive instruction, learning communities, service learning, and participatory action research. Specific business course ideas aim to incorporate students' diverse identities, values, and cultures. Measuring student engagement and outcomes could help evaluate success.
LEARNING STYLES & ATTITUDES OF STUDENTS TOWARD MODULAR LEARNING IN MAYOYAO ...azolllboocan
This research delves into the challenges posed by the shift to modular learning at Mayoyao National High School during the pandemic, focusing on the learning styles and attitudes of Grade 11 HUMMS students. The study, employing a descriptive qualitative approach, explores the diverse approaches students employ in modular learning and their corresponding attitudes. Findings reveal sequential, verbal, and technology-dependent learning styles, emphasizing the importance of tailored and supportive approaches. Collaborative learning experiences, time management skills, and a spectrum of attitudinal responses are crucial aspects. The recommendations underscore the need for customizable learning paths, technology integration, and fostering collaborative environments. The study concludes that recognizing and addressing the intricate relationship between learning styles, attitudes, and modular learning experiences are key in optimizing academic outcomes for students. The impact on academic performance highlights the influence of tailoring instruction, promoting collaborative learning, emphasizing time management, and fostering a positive learning environment. Ultimately, the research provides valuable insights for educators, policymakers, and researchers aiming to enhance modular learning outcomes in the face of unprecedented educational challenges.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
The document discusses intellectual development in middle childhood, focusing on Piaget's concrete operational stage from ages 7 to 12. During this stage, children develop logical operations that allow them to think about concrete problems, understand reversibility and decentering. Their memory and metamemory skills improve, allowing them to use strategies like keywords. Vygotsky's zone of proximal development is also discussed in relation to cooperative learning and reciprocal teaching approaches.
Similar to Florida Atlantic University Research Symposium 03152013 (20)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Florida Atlantic University Research Symposium 03152013
1. Literacy Pedagogy to Combat
Severe Poverty in Haiti
- Yvonne Aja - Alex Lizzappi
- Faculty Mentor: Philomena Susan Marinaccio, Ph.D.
2. ABSTRACT
Struggling to read is the cause of most Haitian students leaving school by 4th grade. FAU and the Miami based non-
profit organization "Ayiti Now Corp" are collaborating to provide a culturally-relevant literacy intervention to Haitian
teachers and Haitian children of poverty. Ladson-Billings (1995) characterized culturally relevant teachers as
attending to students’ academic needs, ensuring that students learn that which is most meaningful to them, inviting
the students to engage the world and others critically, allowing students to maintain their cultural integrity and
valuing their skills and abilities and channeling them in academic ways. Our research will provide teacher and
student training as well as access to children's literature in Haitian Creole and textbooks in French for a Literature
Circle intervention (Daniels, 2010).
When teachers engage their students in quality literature in a culturally relevant environment it allows the student the
opportunity to interpret from more than one perspective and point of view; be purposeful and reflective; and
promotes curiosity, inquiry, and critical thinking.
Methods: Research subjects will consist of 6 teachers and 40 children from 3th grade at the AEMSA School in St. Marc,
Haiti. For a one-week period in August 2013 an FAU professor will provide teacher training in this literacy
approach through online Blackboard recordings. The literature circle training will be presented in a fast-track
course for 3 hours per day for 5 days. The literature circle reading strategy combines reading, writing, thinking,
feeling, talking and taking action by encouraging students to get excited about literature while developing a
community of learners where everyone’s input is important and valued (Long & Gove, 2004). During training
Haitian teachers will be introduced to grade-specific literature selections in Haitian Creole and French, trained in
literature circle participant roles and responsibilities, and learn before-during and after meta-comprehension
strategies.
Researchers will use a formative process to develop a classroom observation instrument for use in Haitian classrooms
to determine the fidelity of implementation of the Literature Circle (Newman, Lim, & Pineda, 2011). This
observation instrument will be used to measure the occurrence of observable teaching practices that are aligned
with the Literature Circle training. Results: This research intervention proposal is being written for implementation
during the 2013-2014 Haitian School year.
3. • The purpose of the reading experience will be to increase students’
achievement in reading and to provide learning opportunities that
promote an intrinsic desire for the love of reading.
• Through an increase in student's reading achievement they will be
better equipped to complete their primary schooling and advance to
secondary school.
• A program in which Haitian teachers are trained to provide research-
proven strategies to enhance reading experiences.
• Not only students' reading scores will improve; teachers will also
gain confidence and demonstrated improved skills after professional
development.
PURPOSE OF RESEARCH
4. WHY HAITI NEEDS LITERACY
INTERVENTION
The reality of education in Haiti is too inadequate,
unproductive and inefficient.
- Lack of government investment:
Of Haiti's 10 million
* (20% of education budget serves 70% of the population)
* (Education budget IS 2% of GDP, 2009);
person population, a
- Poverty ($2/day) & Extreme poverty ($1/day);
- 92% of all primary schools are privatized; Tuition cost;
surprising 6 million
- Child labour; Over-age children; Reduced attendance;
- Lack of oversight/regulation and licensed schools;
are under the age of
- Illiterate parents or disengaged guardians;
- Unqualified teachers (which results in):
21. Sadly, only about
*High rate of student repetition and dropout
*Lack of reading-comprehension teaching strategies;
half of those children
- Low teacher salaries
*High teacher turnover rate
attend school. And of
- Lack of resources: technology, supplies & textbooks;
- Language barrier; French is imposed;
those children, only
- Antiquated national testing;
- Lack of physical access to schools; Long distance walk;
about 30% finish
- Classroom/Students ratios & no individualized attention
primary schooling!
5. WHAT'S THE PROBLEM AT AEMSA
a community school serving marginalized children of poverty
The majority of the students at AEMSA
have low reading-comprehension
proficiency furthermore reduced when
reading in French. The inability to
read and learn impairs the graduation
rates and leads to permanent
dropouts in primary school. Illiteracy
increases the percentage of students
trapped by poverty.
6. AREA OF FOCUS STATEMENT
The focus of the research is to collect students
academic achievement data pre/post the
literature circle attended by teachers trained
on metacognitive / comprehension strategies.
7. POPULATION SAMPLE
Six teachers will be trained by a FAU professor via
online Blackboard recordings. All the students from AEMSA's 3rd
Four teachers are female. All teachers are native grade class will be invited to
Haitians. Their ages range from 28 to 49 years, participate in the literature circle,
with an average age of 37 years.
averaging about 40 students.
All teachers have been teaching at AEMSA since
2000 except one since 2010. One teacher has Parent/guardian approval is required
29 years of school teaching experience. through a signed consent and assent
form.
Five to seven groups will be created
consisting of 6 - 8 students.
According to last
year's 3rd grade
demographics, 60%
are female, 91% are
over the age of 8, 53%
are over the age of 12
and 50% are restavek.
8. RESEARCH QUESTIONS
• Are there pre/post intervention differences in the comprehension
achievement of students?
• Are there pre/post intervention differences in the attitude scores of
students?
• Are there pre/post intervention differences in the academic achievement
scores of students?
• Are there pre/post differences for teachers after inservice/training
(awareness workshop) reflections of their own literacy pedagogy?
• Are there pre/post differences for teachers after inservice/training
(awareness workshop) reflections of their students literacy pedagogy?
9. THEORETICAL BACKGROUND
• Comprehension Strategies
IRA identified six comprehension
(1) Prediction/Prior Knowledge
(2) Think-Alouds
(3) Text Structure
strategies that research suggests are (4) Visual Representation,
crucial in developing reading (5) Summarizing,
comprehension: (6) Questions/questioning (National Reading Panel, 2000)
• Metacognitive Strategies
Metacognition has been described as thinking about thinking. More specific definitions include references to
knowledge and control of factors that affect learning, such as knowledge of self, the task at hand, and the
strategies to be employed (Baker and Brown 1984; Palincsar and Brown 1981) Metacognition plays an important
role in comprehension (Flavell, 1970 , 1974).
Palinscar & Brown identified six metacognitive strategies that help foster comprehension (1984, 1989).
(1) clarifying the purpose of reading; (4) evaluating content for internal consistency and compatibility with prior
(2) activating relevant background knowledge; knowledge;
(3) allocating attention to the important ideas; (5) self-monitoring to verify comprehension; and
(6) drawing and testing inferences.
Readers skilled in these strategies seek to establish "meaningfulness" in their reading and value careful selection of
strategies and of their comprehension.
10. LITERATURE CIRCLE DEFINITION
• Student should spend most of their time reading texts that they can read and want to read (Allington, 2002; Ivey & Baker,
2004).
• Literature circles assist the students in responding to literature more critically, while improving fluency and to creating an
environment in which students can use their personal experiences and prior knowledge (Kong & Fitch, 2003).
• Literature Circles combines reading, writing, thinking, feeling, talking and taking action beyond the obvious by
encouraging students to get excited about literature while developing a community of learners where everyone’s input is
important and valued (Long & Gove, 2004).
• All literature circles share three common elements: diversity, self-choice and student initiative (Daniels, 2002).
• Learn to read by reading (Smith, 1990).
• Daniels (1994) defines literature circles as, small-group, student-directed meetings to share the same book with peers
through discussion of the literature where the topics are chosen by the students and supported by the teacher. Each
group member prepares to take specific responsibilities in the upcoming discussion, and everyone comes to the group
with the notes needed to to help perform that job (pg. 13).
Schlick Noe, K.L. & Johnson, N.J. (1999)
11. LITERATURE CIRCLE DEFINITION
1. Children choose their own reading materials.
2. Small temporary groups are formed, based on book choice.
3. Different groups read different books
4. Groups meet on a regular predictable schedule.
5. Students use written or drawn notes to guide both their reading and discussion.
6. Discussion topics come from the students
7. Group meetings aim to be open, natural conversations. Often the conversations digress to
topics relating to the students or loosely to the books, but should eventually return to the novel.
8. The teacher serves as a facilitator, observer, listener and often a fellow reader, alongside the
students. The teacher is not an instructor.
9. Students are given roles or jobs to complete for each group meeting.
10. The teacher should model how students facilitate each role or job.
11. Evaluation is by teacher observation and student self-evaluation and should also include
extension projects.
12. A spirit of playfulness and fun pervades the room.
13. New groups form around new reading choices.
(Daniels, 1994)
Discussion prompts can be given by the teacher to encourage a direction for the students' responses, such as
"How does the setting affect the characters?"
"What are alternative solutions to the character's conflicts in the text?"
"What connections can you make with regard to the character's situation(s)?"
13. INFORMATION FOR THE DISCUSSION
Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson
14. INFORMATION FOR THE DISCUSSION
Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson
15. ROLES IN LITERATURE CIRCLES
Summarizer
This role involves preparing a brief summary of the reading that was assigned for that day's meeting. The summary should include
the main ideas or events to remember, major characters, symbols or other significant highlights of the passage. Good
summarizers are important to literature circles, as they can help their peers see the overall picture (DaLie, 2001). Also
include important events.
Vocabulary Enricher
Also called the Word Master or Word Wizard, this role is to record important words for that day's reading. Words that are unusual,
unknown, or that stand out in some way are usually chosen by the student. Their page number and definition is also
recorded. Often students do not see this role as particularly stimulating; however, it can be a role suited to students who are
still developing confidence in English classes or textual analysis.
Travel Tracer
This role involves recording where the major shifts in action or location take place in the novel for the reading section. Keeping
track of shifts in place, time, and characters helps students keep track of important shifts in the novel. Artistic students also
are drawn to this role, as artwork can be incorporated into this role as well. The student's role is to describe each setting in
detail, using words or maps that illustrate the action.
Investigator
This role includes investigative work where background information needs to be found on any topic relating to the book. Historical,
geographical, cultural, musical or other information that would help readers connect to the novel is often researched and
shared with the group. The research is informal in nature, providing small bits of information in order that others can better
understand the novel.
Figurative Language Finder
This role includes identification of various types of figurative language, including but not limited to simile, metaphor,
personification, hyperbole, and idiom. This may lead to discussion about the author's craft - why the author chose to use
those particular words or phrases, and whether or not they were effective. This in-context identification can be more relevant
and memorable than isolated instruction by the teacher of these types of tools.
16. ROLES IN LITERATURE CIRCLES
Discussion Facilitator
This role involves developing a list of questions that the group might discuss about the section of the novel to be
discussed for that meeting. Questions should be designed to promote lively conversation and insights about the
book; they should be open-ended and should not be "yes/no" questions. A student with this task asks these
questions to the group to prompt discussion; overall, the job is to keep the group talking and on-task. Questions
that a student might ask could be: "What was going through your mind when you read this passage?" or "How did
the main character change as a result of this incident?"
Locator
This role involves locating a few significant passages of text that are thought-provoking, funny, interesting, disturbing, or
powerful. The quotations are copied down with properly cited page numbers. A student with this task can read the
passages out loud him/herself or ask other group members to read as well. Commentary and discussion will be
generated from these passages.
Illustrator
As the term implies, this job entails drawing, sketching, or painting a picture, portrait or scene relating to the appropriate
section of the novel. Collages from magazines, images from the internet, and other media can also be used. The
student with this role then shares the artwork with the group, explaining the passage(s) that relate to the art. Often
students who do not like to write do very well with this role. The pictures usually generate interesting group
conversations.
Connector
This role involves locating several significant passages in the novel and connecting these passages to real life. The
connections might relate to school, friends or family, home, the community, or they might relate to movies,
celebrities, the media etc. Students should also feel free to connect incidents or characters with other books that
they have read. Of all the roles, this role is often the most personal in its focus.
17. DATA COLLECTION METHODOLOGY
How will the data be collected?
Observations
• On-going teacher observation and active participation in group discussions is critical in
assessing student progress both individually and in whole group. Daniels (1994) notes that most
assessment should be formative, ensuring that students are provided with timely feedback to
learn more effectively. Observations can meet such formative assessment criteria.
Portfolios
• Collections of student products, collected and assembled in a meaningful fashion, provide the
opportunity for reflection, discussion, response to the book, and displaying a student's best work.
Portfolios can take on many forms, ranging from writing, art, video/audiotapes, learning logs,
student journals, personal responses etc. (Daniels, 1994).
How often will the data be collected?
• At every scheduled discussion.
18. SELECTION OF LITERATURE
Compelling content -- action, suspense, dialogue, humor, controversy: Most teachers look for
books in which the story blasts off from the first few pages. Books with action and conflict
automatically prompt response. As Janine King said, "If students disagree with what the
characters are doing, they'll talk. If they think the character's making some bad choices, they
can get pretty riled up and want to talk about that, too."
Realistic characters: As readers, we all want characters we can come to know, characters so
real that they could walk down the street with us.
Picture books with strong, colorful illustrations that support the story: Illustrations can be as
important as story content in sparking response, particularly for beginning readers.
* Monson, D. (1995). Choosing books for literature circles
19. PROCEDURES
READING PROGRAM
The reading program will be implemented in two
SETTINGS phases.
Several classrooms at AEMSA
Primary School where the • First, the teachers will be trained on reading
students reside will serve as pedagogy for struggling students, with a
the primary setting for significant emphasis on strategies that are
delivering the reading appropriate for low income students.
program. Furthermore, hands-on practice in writing
Teachers will receive their lesson plans, creating literacy activities, and
training via online Blackboard selecting and using appropriate reading
recordings provided by an resources will be provided.
FAU professor over the
course of a one-week period. • The second phase is the delivery of the
reading program to students. The reading
program will occur once a week for the
entirety of the academic school year.
20. INSTRUMENTS AND RESOURCES
Will use a Teacher Exit Reflection Survey developed and validated by a team
of seven FAU faculty members and doctoral students with expertise in
reading instruction. The survey utilize a retrospective design in order to
collect information about both their growth as well as the students tutored.
Demographic information, tutor changes in confidence, knowledge, and
skills, and student changes in attitude and reading skills will be solicited
using quantitative and qualitative formats.
A state-administered
reading test, will be
utilized in obtaining
both pre- and post-
intervention scores.
21. TIMELINE OF RESEARCH
September 2013 - July 2014 Haitian School Year
Aug Teacher Training
Nov Pre-assesments
Population Sample
• Jan Literature Distribution
Sep Students Orientation
• Mar Reading Schedule
• May Start Intervention / Groups
Oct Reconnaissance
Area Of Focus
Start Discussion 1day per wk
• Collect Data
Literature Research • Observation / Self-
Pre-attitude Survey assessments
Finalize Instrumentation • Session Reports
• Video & Photo
Dec Interviews
Collect Works Samples
• Feb Post Assessments
Post-attitude Survey
• Apr Analyze & Chart Data
• Jun Summarize Findings
Submit Research