Sentences with phrase «cultural teacher and community»

Not exact matches

Luis Tejada is a Dominican - born engineer and teacher who founded the Mirabal Sisters Cultural and Community Center in Washington Heights.

A former high school teacher and college professor, Tejada is the founder of the Mirabal Sisters Cultural and Community Center, a non-profit organization in Harlem devoted to social justice issues and assisting low - income and immigrant families.

One suggestion for improving the mental health of the teaching body was for schools to keep a record of the teacher's «attainments and attitudes,» including her cultural background and her community leadership.

I currently hold a dual position as teacher of a course on emotional wellness, identity development, and cultural competence, responsiveness, and (Habits, Community, and Culture), as well as Dean of Students for both 9th and 12th grades.

«We delve into cultural competencies and discover the impact that culturally responsive teaching can bring to a community,» explains Carla Smith, the teacher academy coordinator for Renton High School in Renton, Washington, a 10 - year - old RWT site where over two - thirds of the student population is black, Asian, or Latino.

The school system should actively support teachers to build a cultural perspective on teaching STEM and involving the community in helping to create a collaborative learning environment.»

The teacher brings multiple perspectives to the discussion of subject matter, including attention to students» personal, family, and community experiences and cultural norms.

A few weeks prior, teachers rank their preferences for which community they would like to learn about based on the students in their classes and the cultural groups they feel less knowledgeable about.

Linking with the BSA's principles to reach out beyond the science community, ’30 inspirational ideas» also contains ideas linked to the arts and other cultural areas relevant to the curriculum, so is ideal for «non-STEM» teachers to dip into.

The authors also point out that sustained programs of professional development and support are required «if the substantial rewards promised by the research evidence are to be secured,» so that each teacher can «find his or her own ways of incorporating [feedback] into his or her own patterns of classroom work and into the cultural norms and expectations of a particular school community.»

The positives were abundant: great pride among families in their children; a close - knit, supportive community; respect for teachers; a veneration of the school itself as a cultural and social center.

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

In one program, prospective teachers are asked to look at their own cultural experiences and history, think about the match between their family community culture and their school culture, and then discuss ways in which some children's home and school cultures differ.

In programs that prepare teachers to work in urban schools or in communities with linguistic and cultural diversity, community experiences tend to be emphasized.

The report says, `... Teachers should have access to professional development opportunities to improve their knowledge and appreciation of the local community's historical, cultural and social context.

Each learning stage has four units and free lesson planning resources, including learning outcomes, suggested activities, information on community and cultural considerations, scene setting scenarios providing real life context, focus questions, assessment tasks and rubrics, teachers» notes, curriculum links and links to additional resources.

Schools report into local municipalities, who supplement resources; the traditional culture, including a deep Lutheran cultural imprint, underlines a pragmatic and prudent design disposition; universities assure a reliable professional base, imprinting research centrally within teacher development; and the business community voice assures vocational linkages, with the national government setting a generalized core curricular frame, the main plaza in which each sector interacts.

They explore complex contemporary issues and problems facing education and society — including issues of community - focused leadership development for high - poverty rural schools, college access and student success, sexual violence, cross cultural counseling, community college leadership, and state and institutional policies that affect children and adult learning — with a view toward solutions that will make a real, positive difference for students, teachers, counselors, administrators, policy makers, and communities.

Her current research focuses on market - based education reforms in urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development of inclusive classroom practices.

With a hearty mix of creativity, cultural acumen, and professional expertise, teachers can help English language learners acquire language skills more rapidly — and foster inclusion in the school community.

Though rural communities can offer unusually tight social connections, they can lack other amenities that might attract young teachers, such as cultural diversity and proximity to entertainment venues.

Mississippi's plan would address the problems of poor teacher recruitment and retention and would also try to increase teachers» cultural competence and community connections.

... teachers who learn about, honor, and leverage the cultural knowledge, experiences, and frames of reference of their students — and their students» communities — make learning more relevant and effective.

Candidates will use data collected during PLE # 1 to construct a meaningful account of teacher learning within the cultural and historical context of the school and its community.

A pedagogical objective of this assignment was to increase the interaction among preservice teachers for the purpose of improving the following: (a) their understanding of musical vernacular, genres, and cultures; (b) their appreciation of the relationships among personal, social, and cultural identities; and (c) an introduction to digital learning technologies as a platform for community building.

The fact that teachers and artists both felt enriched on multiple levels and believed that they were encouraging cultural growth and understanding in their students demonstrate the importance of creating cultural partnerships in school systems and the community.

We support student success by providing full - time intern teachers from Japan to our classrooms, by creating opportunities for students to experience Japanese culture directly through cultural exchanges, and by organizing community events.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

«Most teacher preparation programs do not require prospective teachers to learn about the cultural and community history, racial dynamics, and equity issues that Chicago students experience.»

Both the community and the university students have benefited in numerous ways since the program started in 2009, ranging from higher elementary student achievement to cultural immersion for teacher candidates to grant funding for community improvements, such as a shared walking path on the grounds of the elementary school.

«Their average ratings of each survey domain were around the scale's midpoint, meaning that tended to «somewhat agree» that the academic and instructional supports provided by their teachers were culturally responsive, that they were proud of and felt connected to their cultural identity, and that the school had good relationships with their families and communities.»

Developing collaborative partnerships between and among arts and non-arts teachers, teaching artists and community arts and cultural resources

Together the four supports we've identified — structural, cultural and social / emotional, learning and process, and teacher ownership / agency — have potential to create and sustain inquiry communities.

Does it make sense to bring in «teachers» who know absolutely nothing about the cultural norms and idiosyncrasies that apply to the Black community, especially a community like New Orleans?

RDLS features: — Highly - qualified and fully bilingual staff with diverse cultural and language backgrounds — Classroom teachers, specialists and support staff attend to each student's unique learning needs and work together to help every student excel — A warm, welcoming community extends genuine care and support to each student and family

Free schools can be set up by parents, teachers, charities, businesses, cultural and sporting bodies, community groups, academy trusts and sponsors, and existing schools in response to demand from the local community, either where there is a shortage of places, or where the parents are not happy with the places on offer.

«Our goal through this partnership is to develop a world - class teaching workforce by supporting the teachers who are already in BIE schools, and who are dedicated to preserving the unique cultural heritage of these communities, even as they prepare their students for the future.»

Cultural Brokers facilitate communication between parents, staff, and community agencies and can be frequently found supporting school services like parent teacher conferences, IEPs, school meetings and specialized interventions with at risk students.

In the late 1990s, the recently diversified Annandale High School in Virginia pulled together administrators, teachers, parents, and other elements in its community to build an accepting climate and draw students from all cultural groups into advanced classes.

In - Service Bilingual Teacher candidates gather information about the role and place of both languages at their school site, gather evidence as to the cultural and historical context of the Latinx community that they serve as well as sharpen their bilingual methodologies.

We examine how, using MALP, the teacher was able to encourage active participation, develop a sense of community, and reduce the cultural dissonance (Ibarra, 2001) that students were experiencing.

Drawing on expertise and guidance ranging from district leadership and teachers, to community arts organizations, cultural leaders, world renowned performers, and students, the following people were instrumental in the development of the CPS Arts Education Plan.

The CPS Arts Education Plan was developed through more than 25 community engagement sessions with key stakeholders including principals, teachers, parents, students, arts and cultural organizations and the general public.

Teachers should offer: (1) collaborative learning, which entails collaborative intellectual exchanges among students and ensures that all classroom participants are actively involved in the learning process; (2) meaningful learning, which builds on student experiences and knowledge by making connections to significant events in their lives; and (3) cultural resources, which pro-actively build on the cultural, family, and community assets, values and practices students bring from home (Boykin & Noguera, 2011; Ramani & Siegler, 2011; Yeager & Walton, 2011).

Graduates of this program go on to become: Elementary teachers in public and private schools Science educators at community and cultural organizations

Help learners plan experiences that reflect and expand their personal identity, values, and family backgrounds Example: A teacher helps a student who is a recent immigrant volunteer at different cultural activities around the community.

Teachers of the program have built a «learning community» that uses team teaching, self - directed professional learning, and shared goal setting to meet each student's unique needs and encourage cultural pride.

As a solution, she suggests that teachers and students should consider themselves researchers who expose the flaws of existing curricular materials and generate their own materials through archival research, oral histories, cultural exchanges, and visits to multicultural communities and institutions.

To eliminate the devastating effects of low - expectations and close the achievement gap, we must create policies that combat the trivialization and dismissal of communities of color by counteracting teacher bias and valorizing the cultural and intellectual contributions of communities of color.

At the center of this vision is the desire to build a deep educational and cultural knowledge base in our teacher residents so they can advocate for social justice effectively and stimulate community transformation.