Elizabeth Worden Anderson 'Teachers, Citizenship, and Memory: Implications fo...UNESCO Centre NI
Many consider citizenship education to be of vital importance for democratic societies because it teaches young people about the values, skills, rights, and responsibilities associated with democratic citizenship. Yet the actual teaching of citizenship is often a contested and complicated process. This talk will focus on the role of teachers, who often interpret and reinterpret citizenship curricula in their classrooms.
Some of the questions that will be explored are: How do teachers' everyday lives and their social memory influence how and what they teach in the classroom? How can teachers reconcile the possible contradictions between 'real life' and what they teach in citizenship class? What are the implications of the role of teachers in post-conflict and divided societies?
Elizabeth Worden Anderson 'Teachers, Citizenship, and Memory: Implications fo...UNESCO Centre NI
Many consider citizenship education to be of vital importance for democratic societies because it teaches young people about the values, skills, rights, and responsibilities associated with democratic citizenship. Yet the actual teaching of citizenship is often a contested and complicated process. This talk will focus on the role of teachers, who often interpret and reinterpret citizenship curricula in their classrooms.
Some of the questions that will be explored are: How do teachers' everyday lives and their social memory influence how and what they teach in the classroom? How can teachers reconcile the possible contradictions between 'real life' and what they teach in citizenship class? What are the implications of the role of teachers in post-conflict and divided societies?
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Cultural Diversity in the Classroom by Nada Cohadzichholycross
This presentation covers some basic ideas about cultural diversity in the classroom. It was written and presented by Nada Cohadzic for the Seoul Bears summer internship program.
Running head YOURTOPIC Your Last Name 4Role o.docxrtodd599
Running head: YOURTOPIC
Your Last Name 4
Role of Health Educator
HLTH 1373-48F
Student Name
Instructor: Name
Lamar University
Your Topic
Roles and Activities of Health Educators to Address the Your Topic
The concept of multicultural education connects to education and curriculums’ instruction design because of the presence of various cultures and races in the educational system. Multicultural educational theory is based on the principle of freedom, equality, and justice. It is “an idea stating that all students, regardless of the groups to which they belong, such as those related to gender, ethnicity, race, culture, language, social class, religion, sexual orientation, or exceptionality, should experience educational equality in the school” (Banks & Banks,2008,p.20). There are several advantages to adapting the multicultural and global education for students’ academic achievement and intergroup relation. First, the multicultural educational practices help to improve the academic achievement of students (Zirkel, 2008). Moreover, the essential benefit of multicultural educational practices is that it allows leaders to develop respect and appreciation for all diverse cultural groups (Ameny-Dixon, 2004). It also provides an equitable educational opportunity for all students to achieve the academic success. Thus, Educational organizations and leaders need to realize the importance of developing this concept in school and educational environment.
Organizations and Their Roles and Activates
I believe that there is a lack of diversity in K12 leadership. According to Zirkel (2008), students of color make up 40% of the total students number. However, 90% of k-12 teaching staffs are white; this means that students of color are usually supervised and taught in the classroom by white teachers. Thus, many students of color might face some issues with their teachers related to the cross-race relationship (Zirkel, 2008). This lack of diversity among the school staff can have many negative effects such as unfair treatment, misrepresentation, and a lack of representation.
Settings for Services of those Organizatios
My Own Role and Activities as an Health Educator
According to Ameny-Dixon (2004), multicultural competence can be define as “ the process in which a person develops competencies in multiple ways of perceiving, evaluating, believing, and solving problems” (p.5). As a leader in the field of deaf education, the most important leadership competencies in multicultural and global education I demonstrate now are coping fairly and impartially with all students, working transparently with my students, and respecting the cultural diversity among my students. Great leaders must be evenhanded and treat every student in their classrooms equally, regardless of their race, religion, gender, or disability to ensure that all students have the same opportunity to succeed. Therefore, all students should have the same rights to access education.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. William Kritsonis - Distinguished Alumnus, Oxford Round Table, TX NAME Ho...William Kritsonis
Dr. William Kritsonis - Distinguished Alumnus, Oxford Round Table, TX NAME Honoree, Hall of Honor
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Similar to Special Education: Preservice Educators and Cultural Diversity (20)
Is there an app for that? Web 2.0 in the classroom.Noelle Morris
Presented November 12, 2010.
An introduction to various Web 2.0 tools and their corresponding apps. Our goal is to create online learning environments and ideally increase the engagement and achievement levels of our students.
Featured tools: Wordpress, media converters, Dropbox, Quizlet, word clouds, online screen recorders, Hyperwords, RSS feeds, Prezi, Slideshare.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. “ But what is culturally responsive instruction and how should it look like in TEPs and preschool/early childhood through 12 th -grade classrooms (P-12)?” (Trent et al., p. 329)
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11. “ When the content of what is taught is stressed in schools rather than a way of thinking about that content, the assumptions underlying that content, and the way in which that content is represented, the content is made central to the exclusion of thinking […] the content is not criticized but taken for granted, and, for the most part, accepted.” (Maher, 1992)
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15. Barriers / cultural markers: race, disabilities, gender (Trent et al., p. 230) Barriers (as per the Equity and Inclusive Education Strategy): race, sexual orientation, physical or mental ability, gender, gender identity, and class all of these can intersect (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11) “ (In Ontario) While racism continues to be a major focus, the strategy recognizes that Ontario’s publicly funded schools must increase their efforts to develop an approach that will respond to the full range of needs within the education community.” (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11)
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17. Boards will: 2008–2009 • review existing equity and inclusive education policies and/or begin to develop or extend such policies; 2009–2010 • develop or revise policies on equity and inclusive education for implementation by September 2010; 2010–2011 • implement equity and inclusive education policies; embed equity and inclusive education principles in board and school improvement plans; 2011–2012 • implement positive employment practices that support equitable hiring, mentoring, retention, promotion, and succession planning.
18. Schools will: 2009–2010 • develop and implement strategies to engage students, parents, and the broader community actively in the review, development, and implementation of initiatives to support and promote equity and inclusive education; 2011–2012 • implement board equity and inclusive education policies, programs, and action plans that reflect the needs of their diverse school communities.
19. UOIT 2011-2012 year required courses for Primary/Junior and Intermediate/Senior programs (Consecutive): Individual Needs and Diversity CSU Ontario School of Education, 2011-2012 Primary Education: Inclusive Education and the Law Lakehead, 2011-2012 required courses, Consecutive: Educational Psychology + Teaching Exceptional Students Niagara University, 2011-2012 required courses: Teaching Students with Special Needs Nipissing University, 2010-2011, required: Education and Schooling/Educational Psychology, Special Education Optional: Mental Health Issues in School Populations (NOT OFFERED IN 2010/11) ESL Across the Curriculum (NOT OFFERED IN 2010/11) Exclusion to Inclusion: Imagination and Creativity in the 21st Century Classroom
20. OISE, 2011-2012, Elementary/Secondary Program Core Course Components: Teacher Education Seminar (covers aspects of Special Education) Trent University, Full Time Primary/Junior and Senior streams: Supporting Literacy and Learners with Special Needs Tyndale University College: Primary/Junior Track and Junior/Intermediate Track Required Courses: Diversity and Equity Issues in Education Creating Safe, Engaging and Inclusive Learning Environments Differentiated Instruction in the Classroom Context Electives (Teacher Candidates choose one from the following options): English as a Second Language Special Education
21. University of Western Ontario: 2011-2012: Core Foundations Courses (elementary and secondary) Educational Psychology & Special Education 5005 Equity, Diversity, Social Justice Courses: International Education 5444Q Introduction to Teaching English as a Second Language 5413 Rural & Remote Schools 5435Q/S Teaching First Nations Students 5423Q/S Teaching for Equity and Social Justice: A Focus on Inclusive Curriculum 5424 University of Windsor, 2010-2011, Required: Differentiated Instruction for Students with Special Needs Wilfrid Laurier University, Required Courses: EU403: Teaching for Equity and Diversity EU438: Gifted Education York University, 2011-2012: ED/EDUC 2000 6.00 Teaching and Learning for Inclusive Classrooms ED/PJIE 3500 3.00 Inclusive Education
Students only analyze the exposed tip of the iceberg. Critical media literacy attacks the ideologies that exist both explicitly and implicitly. Faculty members sometimes do not address multicultural education or address it only at a superficial level.
Schools tend to stress content rather than thinking about content. When we don’t criticize it, we take it for granted and often accept it, and then perpetuate it elsewhere.
From all education partners: unless it is explicitly stated, do teacher education programs have to follow this?
Intersecting Grounds of Discrimination: Two or more of the prohibited grounds of discrimination under the Ontario Human Rights Code, and other, similar factors, can intersect in one individual or group and create additional biases or barriers.
From all education partners: unless it is explicitly stated, do teacher education programs have to follow this?