Sentences with phrase «multicultural education which»

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For that they need programs such as the federal «Goals 2000» Act, which sets up national standards in education for «gender - equitable and multicultural» teaching.

Students at JSIS participate in weekly music classes in which they learn a variety of songs from cultures around the world, and integrate multicultural dances with physical education.

The study group on multicultural education, which will meet for the first time in January, will examine how teacher training and curriculum materials can better reflect the increasing cultural diversity of the classroom, said Brenda L. Welburn, NASBE's deputy executive director.

«Inclusion is consistent with multicultural educations, and [with] a world in which many more people have opportunities to know, play, and work with one another,» writes Mara Sapon - Shevin, a professor of education at the University of Rochester and an advocate for inclusive education.

The building, which will also be home to CNM's teacher education and early childhood multicultural education programs, will provide a collaborative environment and valuable learning opportunities for CNM students preparing to become teachers, according to the college.

Also recalling a memorable conversation with her over coffee at an annual American Educational Research Association (AERA) conference during which he encouraged her to write a multicultural education textbook, Jim describes Sonia's initial hesitation and insistence that another book in addition to his own was not needed in the field at the time.

Seeking to further understand how technology can be used in social studies classrooms, this paper examines the ways in which a skilled high social studies teacher used educational technology as a tool for multicultural democratic education.

Underachievers also expressed more concerns regarding the lack of attention to multicultural education in their classes, which contributed to their lack of interest in school.

For many reasons, which we discuss below, current efforts of professional development featuring multicultural education in general, and specifically literacy as cultural practice, fall depressingly short.

MERITO Academy Multicultural Education for Resource Issues Threatening Oceans MERITO Academy is multicultural education professional development program for 5 - 8th grade teachers which includes lesson plans, classroom visits andMulticultural Education for Resource Issues Threatening Oceans MERITO Academy is multicultural education professional development program for 5 - 8th grade teachers which includes lesson plans, classroom visits and fieEducation for Resource Issues Threatening Oceans MERITO Academy is multicultural education professional development program for 5 - 8th grade teachers which includes lesson plans, classroom visits andmulticultural education professional development program for 5 - 8th grade teachers which includes lesson plans, classroom visits and fieeducation professional development program for 5 - 8th grade teachers which includes lesson plans, classroom visits and field trips.

This is coupled with 20 years education experience; 9 years in multicultural classrooms, 3 years within a Native American culture, 2 years adult education, 3 years in special education setting, and volunteered in schools within the communities in which I have lived.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.