The document discusses reframing the achievement gap as an empowerment gap. It describes how generational poverty and racism can leave students feeling powerless and unable to effect change. The author details Jefferson County Public Schools' approach which focuses on developing student empowerment through building classroom community, engaging inquiry-based curricula, and service-learning opportunities connecting classroom lessons to helping the community. These approaches aim to help students see they can take control of their lives and make contributions to overcome challenges like poverty and racism.
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
Watch Diversity.Review Section 1 and 3.Discuss thetidwellerin392
Watch
"Diversity."
Review
Section 1 and 3.
Discuss
the following question:
1.How can schools encourage and embrace diversity?
How can schools encourage and embrace diversity?
Consider
the following question:
3. In what ways might a school elicit feedback from its stakeholders?
Diversity section 1
Diversity section 3
Read Ch3 its 4 Questions at then end that needs to answer ….
Then the Diversity video by
Diversity recommendations in
Breaking Ranks
Chapter 8: Diversity
Topic A: Expert - Diversity
Juan R. Baughn, Ed.D. Lecturer, Lehigh University, Bethlehem, PA ■ Former Teacher, Principal and Superintendent
Section Navigation
Chapter 3 Understanding the Community
After completing this chapter you should be able to …
■ Identify key community segments important to school–community relations planning and programming.
■ Distinguish methods for community–audience assessment and identifying influential communicators.
■ Recognize the characteristics of community power structures.
■ Distinguish opinion research techniques commonly deployed in school–community relations programs.
Before attempting any communication, school administrators must study the intended audience for the message. When trying to communicate with a diverse community, it’s imperative that school officials know the various components of the community.Collecting information about the makeup of the community is a major first step toward a communications program. This enables administrators to plan intelligently and reduce guesswork. When gathering information about the community, the following topics should be considered:
• The nature of the power structure and the way decisions are made in the community
• The identification of the media and long-term challenges that need attention
• The expectations of citizens regarding education
• Situations to be avoided based on the history of conflict in the community
• Identification of individuals and groups who are friendly or unfriendly toward education
• Opportunities and ways to effect better cooperative relations with various publics
• The identification of gaps that need to be filled to produce more public understanding of educational policies and programs
• The channels through which public opinion is built in the community
• Changes that are occurring in patterns of community life
• The identification of leaders and those who influence leaders in the community
• A listing of the types of organizations and social agencies in the community
To comprehend all of these factors, the study of the community should be directed at its sociological characteristics, the nature and influence of its power structure, and the way in which people think and feel about education and the programs provided by the district. Since the community is constantly changing, continuing studies are necessary to keep knowledge current.
SOCIOLOGICAL INVENTORY
To plan an effective program, the distri ...
The Imperative To Reenergize The University In Service To Societynoblex1
Today, it is no secret that our colleges and universities are beset by an array of problems, new to most of us: chronic shortages of funds, coupled with soaring fees and public resistance to higher taxes; new skepticism from members of the "attentive public" about our productivity, accompanied by hard questions about research and tenure; an academic culture that appears to measure excellence by scholarly citations and the number of doctoral candidates, not minds opened or the needs of undergraduates; vigorous new competitors in the academic market, ready and eager to provide services we have ignored; and sharp conflict among faculty, administrators, and other leaders about which of these problems need immediate attention and how to address them.
To add to our difficulties, one of the nation's great strengths, its cultural, racial, and ethnic diversity, has been unscrupulously used to open old wounds in our national life, encourage hostility to immigrants, and create new divisions on our campuses - in the process placing many new burdens on our institutions and the people in them.
All of those challenges will be difficult to address and solve. Some may prove intractable, no matter how good our intentions. Nonetheless, university presidents and their allies - trustees, faculty leaders, the business community, and others - must point people in the right direction and make a start down the road.
We have no crystal ball and we do not know what the future holds. But among the many issues deserving attention it seems to us that five lie at the heart of the task before us.
1. The Student Experience.
With the value system favoring research and graduate studies firmly entrenched in American universities, undergraduates too often become at best a responsibility, at worse an afterthought. We find that observation too close to the truth for comfort. Just as we can help reinvigorate undergraduate preparation at research universities, both public and private, we can make a useful contribution by again placing the centrality of the student experience - graduate and undergraduate, fulltime and parttime, traditional and nontraditional - at the top of our institutions' agendas. Polls indicate the American people place a high value on our research. They appreciate our outreach and service. But they support us because we have historically provided unprecedented access to high quality, affordable education. We cannot disappoint them in this expectation and depend on their continued goodwill.
2. Access.
This public expectation points us to the second major issue we must address, access. Access has been the hallmark of our institutions in the past; despite the financial pressures all of us face, maintaining access must be our major priority in the future.
Source: https://ebookschoice.com/the-imperative-to-re-energize-the-university-in-service-to-society/
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
Watch Diversity.Review Section 1 and 3.Discuss thetidwellerin392
Watch
"Diversity."
Review
Section 1 and 3.
Discuss
the following question:
1.How can schools encourage and embrace diversity?
How can schools encourage and embrace diversity?
Consider
the following question:
3. In what ways might a school elicit feedback from its stakeholders?
Diversity section 1
Diversity section 3
Read Ch3 its 4 Questions at then end that needs to answer ….
Then the Diversity video by
Diversity recommendations in
Breaking Ranks
Chapter 8: Diversity
Topic A: Expert - Diversity
Juan R. Baughn, Ed.D. Lecturer, Lehigh University, Bethlehem, PA ■ Former Teacher, Principal and Superintendent
Section Navigation
Chapter 3 Understanding the Community
After completing this chapter you should be able to …
■ Identify key community segments important to school–community relations planning and programming.
■ Distinguish methods for community–audience assessment and identifying influential communicators.
■ Recognize the characteristics of community power structures.
■ Distinguish opinion research techniques commonly deployed in school–community relations programs.
Before attempting any communication, school administrators must study the intended audience for the message. When trying to communicate with a diverse community, it’s imperative that school officials know the various components of the community.Collecting information about the makeup of the community is a major first step toward a communications program. This enables administrators to plan intelligently and reduce guesswork. When gathering information about the community, the following topics should be considered:
• The nature of the power structure and the way decisions are made in the community
• The identification of the media and long-term challenges that need attention
• The expectations of citizens regarding education
• Situations to be avoided based on the history of conflict in the community
• Identification of individuals and groups who are friendly or unfriendly toward education
• Opportunities and ways to effect better cooperative relations with various publics
• The identification of gaps that need to be filled to produce more public understanding of educational policies and programs
• The channels through which public opinion is built in the community
• Changes that are occurring in patterns of community life
• The identification of leaders and those who influence leaders in the community
• A listing of the types of organizations and social agencies in the community
To comprehend all of these factors, the study of the community should be directed at its sociological characteristics, the nature and influence of its power structure, and the way in which people think and feel about education and the programs provided by the district. Since the community is constantly changing, continuing studies are necessary to keep knowledge current.
SOCIOLOGICAL INVENTORY
To plan an effective program, the distri ...
The Imperative To Reenergize The University In Service To Societynoblex1
Today, it is no secret that our colleges and universities are beset by an array of problems, new to most of us: chronic shortages of funds, coupled with soaring fees and public resistance to higher taxes; new skepticism from members of the "attentive public" about our productivity, accompanied by hard questions about research and tenure; an academic culture that appears to measure excellence by scholarly citations and the number of doctoral candidates, not minds opened or the needs of undergraduates; vigorous new competitors in the academic market, ready and eager to provide services we have ignored; and sharp conflict among faculty, administrators, and other leaders about which of these problems need immediate attention and how to address them.
To add to our difficulties, one of the nation's great strengths, its cultural, racial, and ethnic diversity, has been unscrupulously used to open old wounds in our national life, encourage hostility to immigrants, and create new divisions on our campuses - in the process placing many new burdens on our institutions and the people in them.
All of those challenges will be difficult to address and solve. Some may prove intractable, no matter how good our intentions. Nonetheless, university presidents and their allies - trustees, faculty leaders, the business community, and others - must point people in the right direction and make a start down the road.
We have no crystal ball and we do not know what the future holds. But among the many issues deserving attention it seems to us that five lie at the heart of the task before us.
1. The Student Experience.
With the value system favoring research and graduate studies firmly entrenched in American universities, undergraduates too often become at best a responsibility, at worse an afterthought. We find that observation too close to the truth for comfort. Just as we can help reinvigorate undergraduate preparation at research universities, both public and private, we can make a useful contribution by again placing the centrality of the student experience - graduate and undergraduate, fulltime and parttime, traditional and nontraditional - at the top of our institutions' agendas. Polls indicate the American people place a high value on our research. They appreciate our outreach and service. But they support us because we have historically provided unprecedented access to high quality, affordable education. We cannot disappoint them in this expectation and depend on their continued goodwill.
2. Access.
This public expectation points us to the second major issue we must address, access. Access has been the hallmark of our institutions in the past; despite the financial pressures all of us face, maintaining access must be our major priority in the future.
Source: https://ebookschoice.com/the-imperative-to-re-energize-the-university-in-service-to-society/
Essay on Public Education
My Educational Plan
Essay about The Education System
Essay about The Function of Education
Essay on Education and the Internet
Essay on What Is the Purpose of Education?
Essay about Higher Education
Online Education Essay
My Education Essay
Essay on The Future of Education
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
Learn how civically engaging students through service-learning is a proven methodology for reducing dropout rates, building resiliency, and motivating students to become successful learners and effective citizens.
Explore an issue of social justice that has some effect on K-8 education (upd...intel-writers.com
some examples of social justice issues that can impact K-8 education:
1. Achievement Gap: The achievement gap refers to persistent disparities in academic performance between different groups of students, often based on factors like race, socioeconomic status, or English language proficiency. Addressing this issue involves implementing strategies to provide equitable resources and support to close the gap and ensure all students have equal opportunities to succeed.
2. Inclusive Education: Inclusive education focuses on creating learning environments that embrace and support students with diverse abilities, backgrounds, and identities. This includes promoting inclusive practices, ensuring accessibility, and fostering a supportive and accepting school culture where every student feels valued and included.
3. Socioeconomic Inequality: Socioeconomic inequality can have a significant impact on K-8 education. Children from low-income families may face challenges such as limited access to resources, inadequate healthcare, and unstable living conditions, which can affect their academic performance and overall well-being. Social justice in education involves addressing these disparities by providing additional support, resources, and opportunities to disadvantaged students.
Similar to Sheldon Berman, The Achievement Gap VS the Empowerment Gap (20)
Redesigning curriculum and encouraging engagement are some of the way Dr. Sheldon Berman said this Kentucky School District is changing education for the better.
Sheldon Berman: Shaping the Way We Learn, Teach, and LeadSheldon Berman
The vision, mission and instructional strategies implemented in the Jefferson County Public Schools while Dr. Sheldon Berman served as superintendent from 2007 to 2011 embody this educational philosophy. The administrative leadership in JCPS created "Shaping the Way We Learn, Teach and Lead" in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
Sheldon Berman, The Achievement Gap VS the Empowerment Gap
1. Citizenship Matters
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
The Achievement Gap VS the Empowerment Gap
By Sheldon Berman
September 2010
Nationally, there has been a great deal of discussion about closing the achievement gaps
between African-American and white students, between Hispanic and white students, and
between students living in poverty who access free or reduced-price meals in school and
students who are ineligible for subsidized meals. These gaps have persisted over a very long
period of time.
Although districts have attempted to address these gaps by applying various strategies from
additional reading and math instruction to extended school days, minority students and students
living in poverty still lag far behind other students. The typical response to achievement gap
issues has been to narrow the curriculum for struggling students and to concentrate on the
basic skills of reading and math.
Like other major urban school districts, Jefferson County (Louisville, Kentucky) has struggled
with this issue for many years. On deeper examination, however, we discovered that a good
deal of this gap is attributable to the students’ socio-economic status. We have found there is
almost as large a gap between middle-class African-American students living in suburban areas
of the county and their African-American counterparts living in poverty in the inner city as there
is between black and white students overall.
We, too, have attempted the typical response to the achievement gap. Although we have been
able to improve test scores modestly for minority and poor children, the gap continues to
present a puzzling challenge. So we have embarked upon a more fundamental approach to this
long-standing problem. Instead of simply narrowing the curriculum, we have elected to address
what we believe are some of the underlying causes that create this gap. Racism and
generational poverty leave a long legacy of powerlessness and hopelessness in their wake that
significantly impacts children as they develop. Too often, young people come to believe that
they cannot make a difference in their own lives or in the life of their community. One central
element in the achievement gap, then, is an empowerment gap — a sense of inability to effect
change in one’s circumstances and to improve the quality of life within one’s community.
Reframing the achievement gap as an empowerment gap provides a different perspective on
the problem. Rather than viewing the gap as simply a deficit in knowledge and skills or as
issues of social deprivation to be remediated, the gap is seen as an opportunity to engage
students in learning experiences that give them a sense of their own power and ability to effect
change for themselves and others around them. Rather than narrowing the curriculum, the
provision of empowering experiences requires us to ensure these students have the broadest
access to the full curriculum. This reframing has enabled us to provide a very different form of
intervention focused on personalization, engagement and authentic forms of service.
2. Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
• Page 2 •
Addressing the empowerment gap requires that we think about three levels of intervention:
Do our classrooms provide students with a sense of community in which they have
voice, experience connection to others, and understand their impact on others and the
classroom as a whole?
Does our curriculum engage students in questioning and exploration so they develop a
sense of mastery in thinking through problems and in producing high-quality work?
Does our instruction provide opportunities for students to apply their new knowledge and
skills for the benefit of others and the community?
In order to close the empowerment gap, we need to think carefully about the social-emotional
culture and climate of the classroom and school. We need to create caring communities in
which students feel safe to take risks and experience that their voice, choice and actions make
a difference to others and to the class as a whole. We also need to implement inquiry-oriented
curricula that provide students with active experiences to engage in meaningful questions and
own their own learning. But most important, we need to connect that learning with service
opportunities that bring to life the powerful impact one can have on the lives of others and the
well-being of the community. In this way, students experience empowerment through the
community in their classroom, the curricula they are engaged with, and authentic experiences of
using their knowledge and abilities to effect change.
In Jefferson County we have been pursuing all three avenues of empowerment. Our CARE for
Kids initiative is a social skill development program in grades pre-K through 8 that focuses on
developing a sense of group identity in the classroom through a series of daily class meetings
and community-building activities. Not only has CARE for Kids proven to create a more positive
social-behavioral environment for learning, it also has enhanced academic performance in those
schools that engage in high levels of program implementation. In addition, our systemic
application of inquiry-based math and science curricula and our initiation of readers’ and writers’
workshops provide students with opportunities to openly investigate problems and concepts,
think through challenges, and gain deeper levels of understanding. However, the most important
aspect of these curricula is that they allow students to take responsibility for their own learning
and to gain a sense of empowerment and respect for their abilities.
We have also begun to embed service-learning experiences deeply into our curriculum. We are
developing an elementary social studies curriculum that focuses on community, culture and
civics and that engages students in service-learning as a central component. For example,
working closely with Metro United Way, each class of 3rd graders selects one or more local
organizations that are working to address a community need. After studying the mission of each
organization and the strategies it uses to effect change, the classrooms partner with the
organization to make a positive difference in the lives of others. Building on their research and
work with each organization, students sponsor a service fair that educates parents and the
public about these organizations, cultivates understanding of the issues the organizations are
addressing, and encourages people to volunteer with or donate to the groups. However, the
core understanding students derive from this experience is that they, too, can apply the diversity
of strategies that individuals and organizations use to effect change and address community
needs.
The 5th grade continues this study through the essential question: “How can we realize the
democratic vision of all people participating in governmental decisionmaking?” Students study
the formation of the Constitution and the evolution of participatory democracy in the United
States. The year culminates with their participation in Project Citizen, a curriculum developed by
the Center for Civic Education that engages students in identifying, understanding and making a
difference on a local or state public policy issue.