Sentences with phrase «multicultural education as»

Multicultural education as social activism.

Are education for diversity and multicultural education as well as training for justice and equality occurring for staff, students and parents?

Centering on multicultural education as a transformative process, the text includes many reflections of teachers who have undergone this process and whose experiences will be invaluable to other teachers.

Not exact matches

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.

He is on point in calling the multicultural education industry to task for its neglect of religion as a cultural marker.

She has a Masters degree in Multicultural Education from Eastern University and a Bachelor of Arts in elementary education with concentrations in early childhood, teaching English as a second language and anthEducation from Eastern University and a Bachelor of Arts in elementary education with concentrations in early childhood, teaching English as a second language and antheducation with concentrations in early childhood, teaching English as a second language and anthropology.

Labour is calling for cross-party talks on how religious education is conducted and monitored in the state sector as a special poll for the Observer shows widespread concerns about the use of taxpayers» money to fund faith schools in a multicultural Britain.

Given the more popular goal of meeting every child's unique learning style, teacher education (and therefore student learning) has been sidetracked with trendy approaches to learning, such as multiple intelligences, multicultural education, investigative learning, and so on.

I think this commitment is represented well by HGSE faculty members, including some hired during my deanship, for example: Nancy Hill with her work on parenting and family socialization practices across ethnic, socio - economic, and neighborhood contexts; Meira Levinson with her work on civic and multicultural education; Natasha Warikoo with her work on race, immigration, inequality, and culture as they relate to education; and Hiro Yoshikawa with his work on the development of young children in immigrant families.

However, determining «best practices» in teaching is far from a straightforward process, as even professionals disagree over how an effective teacher approaches bilingual education, homework, student testing, student spelling and grammar, student - directed learning, «multicultural» lessons, discipline, desk arrangement, scientific inquiry, and so on.

However, the school curriculum goes beyond multicultural songs and dances; it is based on Educating for Global Competence: Preparing Our Youth to Engage the World (PDF), a text based on interdisciplinary - instruction research from Harvard University's Project Zero and pedagogical work by global - education institutions such as the International Baccalaureate, the Asia Society, Oxfam, and Facing History and Ourselves.

The National Education Association's National Foundation for the Improvement of Education has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teEducation Association's National Foundation for the Improvement of Education has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teEducation has named five teachers as Christa McAuliffe Educators, for their leadership in multicultural education and innovative use of teeducation and innovative use of technology.

On one hand, some proponents of fostering racially and ethnically diverse student bodies in higher education facilely proclaim that diversity is crucial, as college is considered a training ground for life in our multicultural society.

I have a master's degree in multicultural & international education and work beyond the classroom — I started the Bridge Program (for intercultural understanding in school) and last year ETN (English Teachers Norway), where our vision is to increase interest in English as a subject at school and university.

The De-politicizing of Multicultural and Intercultural Education (2006, as published in Intercultural Education)

Amnesty Int» l Human Rights Education EdChange Education for Liberation Network Equity Alliance at ASU The Freire Project Gay Lesbian Straight Education Network Institute for Critical Animal Studies Institute for Humane Education International Assn. for Intercultural Education The Matrix Center National Assn. for Multicultural Education New York Collective of Radical Educators Radical Math Rethinking Schools Online SoJust: Document History of Social Justice Teachers for Social Justice (Chicago) Teachers 4 Social Justice (San Francisco) Teaching Economics as if People Mattered Teaching for Change Teaching Tolerance White Privilege Conference

Moss Greenberg has been a national leader in educational equity and multicultural education, serving as the first National Executive Director of NAME (the National Association for Multiculturamulticultural education, serving as the first National Executive Director of NAME (the National Association for Multicultural Ededucation, serving as the first National Executive Director of NAME (the National Association for MulticulturalMulticultural EducationEducation).

Narrative of Whiteness and Multicultural Education (2000, as published in the Electronic Magazine of Multicultural Education)

The Detroit Board of Education announced the appointment of Ms. McGriff, 41, as superintendent last week, hailing her as a leading authority on empowered and chartered schools, schools of choice, and multicultural curriculum.

Experience in a multicultural setting is as important to bring in to a school of education as it is to take out, one Wisconsin education school has decided.

We also include resources for social studies, science, world languages, art, music, and physical education, as well as a reading list with over 300 multicultural books.

Dr. Conley spent 20 years as a school - level and central office administrator in several districts, an executive in a state education department, and as a teacher in two public, multicultural, alternative schools before entering higher education 19 years ago.

Ms. Hattaway earned her B.A. in philosophy from Brigham Young University and a Masters in Education in Bilingual, English as a Second Language, and Multicultural Education from UMass Amherst.

Because of available interactive technologies such as the Internet, the social studies classroom has the potential to revitalize the traditional notions of citizenship education that focus on «the documents and procedures of republican government, the accomplishments of our country and typically adopts an assimilationist rather than multicultural view of history» (Cogan, Grossman, & Lei, 2000, p. 50).

WHEREAS, in a multilingual multicultural society, language is one of the most obvious cultural characteristics of its people, and WHEREAS, it is understood that foundational elements of education in U.S. society are the awareness and appreciation of bilingualism, biliteracy and multiculturalism as integral components of cultural pluralism in this society, THEREFORE, we who are advocates of bilingual education and are interested in the promotion, progress and the implementation of effective programs, unite to bring our efforts into one multilingual, multicultural professional organization.

She was actively involved with New York University's Center for Multicultural Education and Programming, serving as an Instructor for the Center's Intergroup Dialogue Program, a Fellow in the Center's ISM Project, and a Mentor in the Focus Mentorship Program.

This case study analyzes the pedagogy of one US history teacher as he prepared students for active and effective citizenship through multicultural democratic education in an underresourced alternative public high school.

Educational technology as a tool for multicultural democratic education: The case of one US history teacher in an underresourced high school.

ASCD passes the first of several resolutions recognizing the value of equity and cultural diversity as goals of education and advocating for a multicultural curriculum.

In 2016, LMU's School of Education received AACTE's Best Practice Award in Support of Multicultural Education and Diversity.131 According to AACTE, all of the teacher preparation programs at LMU are «grounded in principles such as the promotion of social justice, cultural responsiveness, inclusion, value and respect for all individuals, and leadership that is moral, intellectual, responsible, and caring.»

During his tenure as Superintendent in a highly multicultural area, Moirao was instrumental in gaining the State Board of Education's approval for his district to develop and implement a curriculum that was representative of the community's rich and diverse cultural heritage.

Along with refocusing his job priorities, Ransom had to reassess what was happening in his multicultural school as it worked to meet proficiency - based education goals.

These included movements outside education (civil rights, anti-apartheid) as well as inside education (bilingual education, multicultural education, desegregation).

There needs to be a serious effort and commitment from federal, state, and local governments, as well as coalitions of school personnel with community groups to ensure implementation, evaluation, and continued success of intercultural / multicultural education in schools in the United States and across cultures.

The Dean has 21 years of experience with consulting on issues such as public school strategic planning for diversity, rehabilitation counseling, and multicultural diversity with the Office of Special Education and Rehabilitative Services, the National Institute on Disability and Rehabilitation Research, and the Food and Drug Administration's Center for Devices and Radiological Health; and on issues of ethics and consumer protection with the Alabama Board of Examiners in Counseling.

She currently serves as President of the Georgia Association of Multilingual and Multicultural Education.

Multicultural education is interpreted as advocating for equity across, and at the intersections of, race, ethnicity, class, gender, sexuality, spirituality, exceptionality, nationality, immigrant / refugee status, and language.

The Georgia Association of Multilingual / Multicultural Education is a professional non-profit organization of individuals whose purpose is to promote multilingualism and multiculturalism as assets that provide cognitive, social, emotional, educational, and employment advantages for all Georgia residents.

In higher education, she serves as professor in the Communication Studies, Multicultural Education and Leadership programs of several univeducation, she serves as professor in the Communication Studies, Multicultural Education and Leadership programs of several univEducation and Leadership programs of several universities.

ARTICLE I. NAME The name of the organization shall be the Georgia Association of Multilingual / Multicultural, Education hereinafter referred to as GAOME or the Association.

We offer a multicultural, arts integrated education for the children, as well as conferences, discussion groups, and training programs for parents and teachers.

Through a Freirian approach to virtual field experiences that emphasized personalization, dialogue, and praxis, many preservice teachers developed the ability to function effectively as multicultural, competent, critically aware educators while enrolled in a teacher education program located in a predominantly white, rural area.

As a way of working with resistant preservice teachers, a Freirian approach to virtual field experiences was not concerned with imposing multicultural understanding but with utilizing diverse settings to illustrate the relevance of multiculturalism in practical ways that might reshape convictions regarding appropriate curriculum and instruction in public education.

For seven years, Larry Bell served as the Supervisor of Multicultural Education for Prince William County Schools providing hands - on workshops for teachers and students in 67 schools with 3000 + teachers and 50,000 students.

As Ed began to write his final course paper, he emailed Jory with a request to skip that paper and instead create a wiki that would allow the class to continue its exploration of progressive and critical multicultural education and also voice their concerns with NCLB - era educational policies.

Needless to say, he affirms the important contribution her book (written a few years later) as «one of the seminal and most widely used textbooks in the field of multicultural education, Affirming Diversity: The Sociopolitical Context of Multicultural Education» (1992, now in its 6th Edition [co-authored with Pattmulticultural education, Affirming Diversity: The Sociopolitical Context of Multicultural Education» (1992, now in its 6th Edition [co-authored with Patty Boeducation, Affirming Diversity: The Sociopolitical Context of Multicultural Education» (1992, now in its 6th Edition [co-authored with PattMulticultural Education» (1992, now in its 6th Edition [co-authored with Patty BoEducation» (1992, now in its 6th Edition [co-authored with Patty Bode]-RRB-.

As the United States continues to experience a population shift, it becomes increasingly important for leaders to understand the need for multicultural education.

Data on this teacher was collected as part of a larger study on three skilled social studies teachers and Classroom - Based Multicultural Democratic Education (CMDE; Marri, in press).

Multicultural democratic education begins in the classroom because, as Cuban (1984) stated, true long - lasting educational reform must start in the classroom.

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.