Not exact matches
Our
community includes Green Meadow Waldorf School (400 students, grades K - 12), the Pfeiffer Center (environmental education, biodynamic agriculture, and organic beekeeping), Eurythmy Spring Valley (movement art), Sunbridge Institute (Waldorf teacher education and adult anthroposophical studies), the Otto Specht School (Waldorf education for children with learning differences), the Fiber Craft Studio (healing senses and soul through work with plants and natural fibers), the Fellowship Community (home for the aged), and the Hungry Hollow Co-op Natural Food
community includes Green Meadow Waldorf School (400 students, grades K - 12), the Pfeiffer Center (environmental
education, biodynamic agriculture, and organic beekeeping), Eurythmy Spring Valley (movement art), Sunbridge Institute (Waldorf
teacher education and adult anthroposophical
studies), the Otto Specht School (Waldorf
education for children with learning differences), the Fiber Craft Studio (healing senses and soul through work with plants and natural fibers), the Fellowship
Community (home for the aged), and the Hungry Hollow Co-op Natural Food
Community (home for the aged), and the Hungry Hollow Co-op Natural Foods Market.
In the years following, Sunbridge College's offerings grew, eventually encompassing numerous full - and part - time certificate and degree programs and courses in Waldorf
Teacher Education, Biography and Social Art, Liberal
Studies, Remedial
Education (now the Association for a Healing
Education), Waldorf Administration and
Community Development, Applied Arts (now the Fiber Craft Studio) and other affiliated fields.
Foundation
Studies Prelude Series - Spring 2018 - Five Wednesdays starting 3/28 Foundation Series — Starting Fall of 2018 The Foundation
Studies and the Prelude series are open to any
community member (parents, board members,
teachers, alumni, alumni families) who feels a genuine longing to work on gaining a deeper acquaintance with Anthroposophy, the worldview that stands behind Waldorf
education.
At 8:30 a.m., Board of Regents Chancellor Betty Rosa and Regent Judith Chin will participate in a panel discussion on a new
study by the Learning Policy Institute and the National
Education Policy Center showing that well - implemented
community schools can lift achievement in high - poverty
communities,
Teachers College, Columbia University, Joyce Berger Cowin Auditorium, Broadway, Manhattan.
The U.S. Department of
Education intends to pay for research to
study online professional - collaboration
communities for
teachers and other educators, according to the action plan in the final version of the Obama administration's National
Education Technology Plan.
Teachers and school leaders could facilitate this opportunity by: a) setting aside specific time for students to engage in this form of design - based
education, for instance, by establishing design and innovation labs; b) infusing in the curriculum opportunities for students to establish links to this activity; c) structuring opportunities to inspire students to
study and solve a problem, for instance showcasing current and past students» exemplary projects; d) providing opportunities for students to present their projects to an authentic audience of peers and members of the
community; and e) not telling students what projects to work on by staying hands - off.
The submission proposes five priorities for reform and includes recommendations for Initial
Teacher Education providers to expand culturally appropriate and flexible pathways for Indigenous people, all graduates to complete a «comprehensive sequence» of Aboriginal and Torres Strait Islander studies during their education degree, and a national review considering the challenges of preparing teachers to work in remote Indigenous com
Education providers to expand culturally appropriate and flexible pathways for Indigenous people, all graduates to complete a «comprehensive sequence» of Aboriginal and Torres Strait Islander
studies during their
education degree, and a national review considering the challenges of preparing teachers to work in remote Indigenous com
education degree, and a national review considering the challenges of preparing
teachers to work in remote Indigenous
communities.
NOW FROM EDUTOPIA The best documentaries from The George Lucas Educational Foundation on the most pressing topics in
education: project - based learning, technology integration, math and science, social and emotional learning, assessment, school - to - career, integrated
studies,
teacher development,
community involvement, and schools that work.
She loves to travel and in 2010 she was a recipient of a Fund for
Teachers grant which sent her to Madagascar to
study the rainforest,
community development, and environmental
education.
In our roles teaching the social
studies methods course to students enrolled in our
teacher education program (TEP), we try to teach our students directly about the value of colearning within
communities of praxis.
These one - week summer seminars, held at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social
studies, and English language arts
teachers;
community college faculty; school librarians; National Park Service interpreters and New
Teacher Fellows (students about to graduate from college with a degree in history or
education, who intend to pursue a teaching career).
AASA Journal of Scholarship & Practice About Campus Academic Leadership Journal in Student Research Academic Questions Accounting
Education ACM Transactions on Computing
Education Across the Disciplines Acta Didactica Napocensia Action in
Teacher Education Action Learning: Research and Practice Action, Criticism, and Theory for Music
Education Active Learning in Higher
Education Administrative Issues Journal: Connecting
Education, Practice, and Research Adult
Education Quarterly: A Journal of Research and Theory Adult Learner: The Irish Journal of Adult and
Community Education Adult Learning Adults Learning Mathematics Advances in Engineering
Education Advances in Health Sciences
Education Advances in Language and Literary
Studies Advances in Physiology
Education AERA Open Africa
Education Review African Higher
Education Review African Journal of Research in Mathematics, Science and Technology
Education Afterschool Matters AILA Review AILACTE Journal Alabama Journal of Educational Leadership American Annals of the Deaf American Biology
Teacher American Educational History Journal American Educational Research Journal American Educator American Journal of Business
Education American Journal of Distance
Education American Journal of
Education American Journal of Engineering
Education American Journal of Evaluation American Journal of Health
Education American Journal of Play American Journal of Sexuality
Education American Journal on Intellectual and Developmental Disabilities Analysis of Verbal Behavior Anatomical Sciences
Education Annals of Dyslexia Annual Review of Economics Anthropology &
Education Quarterly Applied Developmental Science Applied Environmental
Education and Communication Applied Language Learning Applied Linguistics Applied Measurement in
Education Art
Education Art Therapy: Journal of the American Art Therapy Association Arts and Humanities in Higher
Education: An International Journal of Theory, Research and Practice Arts
Education Policy Review ASHE Higher
Education Report Asia Pacific
Education Review Asia Pacific Journal of
Education Asian Journal of
Education and Training Asia - Pacific Forum on Science Learning and Teaching Asia - Pacific Journal of
Teacher Education Assessment & Evaluation in Higher
Education Assessment for Effective Intervention Assessment in
Education: Principles, Policy & Practice Assessment Update Association of Mexican American Educators Journal Athletic Training
Education Journal Australasian Journal of Early Childhood Australasian Journal of Educational Technology Australasian Journal of Gifted
Education Australasian Journal of Special and Inclusive
Education Australian and International Journal of Rural
Education Australian Educational Computing Australian Educational Researcher Australian Journal of Adult Learning Australian Journal of Career Development Australian Journal of
Education Australian Journal of Educational & Developmental Psychology Australian Journal of Environmental
Education Australian Journal of Indigenous
Education Australian Journal of Learning Difficulties Australian Journal of Music
Education Australian Journal of
Teacher Education Australian Mathematics
Teacher Australian Primary Mathematics Classroom Australian Review of Applied Linguistics Australian Senior Mathematics Journal Australian Universities» Review Autism: The International Journal of Research and Practice
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
NOW FROM EDUTOPIA The best documentaries from The George Lucas Educational Foundation on the most pressing topics in
education: project - based learning, technology integration, math and science, social and emotional learning, assessment, school - to - career, integrated
studies,
community involvement, and
teacher development.
A just - released
study of the initiative, conducted by the
Community College Research Center at
Teachers College, Columbia University, found that among the 3,000 students enrolled in the program, participants were, on average, more likely to graduate from high school, transition to a four - year college (rather than a two - year college), accumulate more college credits and persist in postsecondary
education.
Teacher candidates may participate in several global opportunities, including
education -
study abroad programs, PK - 12 mentoring, and a new linguistically diverse program, «The Conversation Tree:
Community - Based Language Partnerships.»
Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or
community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School
teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social
Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent /
teacher conferences Work with the Special
Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Over the next few years, we worked with the
community,
teachers and parents to develop and implement competency - based
education (CBE), a form of personalized learning that allows students to
study and learn at their own pace, working through competencies that build on each other to maximize learning.
The partnership has morphed into a collaborative action
community (as in Pierson & McNeil, 2000), where the college students and the middle level
teachers work together toward a common goal: improving social
studies education.
After interviewing various students,
teachers, parents, administrators, and other
education and
community leaders who had been part of each school at different times in its history, I visited classrooms and collected written case
studies, newspaper accounts, memos, and other communications about significant events.
Amy is certified (grades K - 8 Elementary, and grades 9 - 12 Secondary Social
Studies) by the Commonwealth of Pennsylvania and also has certification in the
Teacher Education Program by the National Coalition of Alternative
Community Schools.
The entire story is a great case
study in how the corporate
education reform industry is trying to destroying our public
education system and how parents,
teachers and
communities can fight back.
Jataun Austin, Paraprofessional Jon Bacal, Chief Entrepreneurship Officer Hannah Bech, Americorps VISTA
Community Engagement Specialist Reva Berman, Middle School Special
Education Teacher Brittany Boegel, 6th Grade STEM
Teacher Desmond Brooks, Maker
Teacher Alexei Casselle, Paraprofessional Clara Catalan, Enrollment & Operations Coordinator Yesenia Cuadra, Paraprofessional Derek Davidson, High School Dean of Instruction & Reading
Teacher Dawna Diamon, Middle School Special
Education Teacher John Dietzen, Social Worker Shannon Durphy, Paraprofessional CJ Ellsworth, High School Math
Teacher Erik Erickson, Paraprofessional Marques Fondren, Paraprofessional Corey George, Paraprofessional Katie Green, 6th Grade Humanities
Teacher Michelle Harris, Paraprofessional Megan Hartman, Youth Program Manager Marcus Heidelberg, Paraprofessional Travis Heidelberg, Student Support Liaison Margaret Holland, High School Partnership Coordinator Jamaal Jarmon, Paraprofessional Anne Keroff, High School Special
Education Teacher Chris Keller, Paraprofessional Levi Kotas, Paraprofessional Jessica Loper, 8th Grade STEM
Teacher Alex Mingus, Paraprofessional Anne Molitor, Middle School Special
Education Teacher Deris Morgan, Paraprofessional Kerry Muse, School Leader / Chief Learning Officer Peter Pisano, High School Social
Studies Teacher Danika Ragnhild, Paraprofessional Sarah Reschovsky, 7th Grade STEM
Teacher Carlos Rivera, Middle School Special
Education Teacher Luis Rodriguez, Middle School Special
Education Teacher Jose Ruiz, Paraprofessional Amanda Salden, Paraprofessional Brian Shephard, 7th Grade Humanities
Teacher Heidi Smith, High School Science
Teacher Jacob Smith, ESL
Teacher Troy Strand, Maker
Teacher Dexter Summers, 6th Grade Deeper Literacy / Culture
Teacher Stephanie Tofte, Intervention Specialist Paraprofessional Carlos Torres, Recruitment Specialist Bre Vollrath, Middle School Dean of Instruction Mike Warner, Dean of Culture Elise Wehrman, Operations Director Lee Wright, 8th Grade Humanities
Teacher
This
study examined the engagement of one
teacher with the Mutually Adaptive Learning Paradigm (MALP) in
community adult basic
education ESL literacy programs and her development as she implemented this model in a
community - based adult language and literacy program for Haitians.
This solid case
study yielding largely positive results could be an effective model to aid in pre-service
teacher education, as well as
community arts initiatives.
While working in
community - based organizations, Ramatu earned both a Masters of
Education (EdM) and Doctorate of
Education (EdD) in International & Transcultural
Studies Teachers College, Columbia University.
Active Learning in Higher
Education Adult
Education Quarterly American Educational Research Journal Arts and Humanities in Higher
Education Assessment for Effective Intervention Autism Canadian Journal of School Psychology Communication Disorders Quarterly
Community College Review
Education and Urban Society
Education, Citizenship and Social Justice Educational Policy Educational Administration Quarterly Educational and Psychological Measurement Educational Evaluation and Policy Analysis Educational Management Administration & Leadership Educational Researcher European Physical
Education Review Focus on Autism and Other Developmental Disabilities Gifted Child Quarterly Improving Schools International Journal of Music
Education Intervention in School and Clinic Journal of Cases in Educational Leadership Journal of Disability Policy
Studies Journal of Educational and Behavioral Statistics Journal of Emotional and Behavioral Disorders Journal of Hispanic Higher
Education Journal of Learning Disabilities Journal of Positive Behavior Interventions Journal of Early Childhood Literacy Journal of Early Childhood Research Journal of Psychoeducational Assessment Journal of Research in International
Education Journal of
Studies in International
Education Journal of
Teacher Education Journal of Transformative
Education Management in
Education NASSP Bulletin Psychology of Music Rehabilitation Counseling Bulletin Remedial and Special
Education Research
Studies in Music
Education Review of Educational Research Review of Research in
Education School Psychology International The Journal of Special
Education Theory and Research in
Education Topics in Early Childhood
Education Urban
Education Word of Mouth
As a student of the University of Canterbury,
studying towards a Masters in
Education (eLearning specialisation) she is focused on keeping up to date with the current pedagogical theories, the needs of
teachers at the coal face and all the learners in our diverse
communities.
2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving
community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen
Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish)
EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development
Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust,
Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
Education Artist 2007 - 2008
Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
Education Officer Chelsea Physic Garden 2006 - 2007
Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish)
EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedis
EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga
teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spanish
2014 - Present Santa Fe University of Art & Design - international workshop instructor in architectural photography and design thinking 2010 - Present Kate Joyce Studios, Chicago, IL - owner, architectural photography, commissions, image licensing 2006 - 2009 Hedrich Blessing Photographers, Chicago, IL — apprenticeship and staff photographer 2006 O'Keeffe Art and Leadership Program for Girls, Santa Fe, NM - photography art
teacher 2005 - 2006 Lewis Hine Documentary Initiative, Center for Documentary
Studies, Durham, NC — program coordinator 2004 Diketso Eseng Dipuo
Community Development Trust, Bloemfontein, South Africa — documentary projects specialist
EDUCATION
Once there, the
teachers will
study the islands» singular habitats for use in their curriculum back home, join the local
education community in discussion on environmental topics, and collaborate on conservation projects.
Barrington
Community School, Woodridge, VA 11/2014 — Present Second Grade
Teacher • Teach reading, language arts, social
studies, mathematics, science, art and physical
education to second grade students • Create and impart effective lesson plans for each subject • Develop instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when needed • Create and administer tests and check and grade test papers
However, our
study showed that there is strong support for sexuality
education on the part of students,
teachers, principals and members of the
community, and a persistent desire and enthusiasm among students to broaden their knowledge on a range of sexuality
education topics.
Our comparative, multivocal ethnographic
study of
teachers in five U.S. cities in a number of early childhood settings suggests that immigrant
teachers often experience difficulty applying their cultural knowledge to the
education and care of young children of immigrants because they face a dilemma between their pedagogical training and their cultural knowledge; between the expectations of their fellow
teachers and of parents; and between the goals of being culturally responsive to children, families, and their
community and being perceived as professional by their fellow
teachers and their superiors.
Strategies: Enhancing numeracy and literacy; enhancing retention through greater family and
community involvement in schools; increase numbers of ATSI
teachers; encourage AECGs to implement Aboriginal
Education Policy; establish homework centres; encourage mature age
study.
Strategies: Develop initiatives that target parents and
community in the importance of breakfast before school; provide adequate numbers of ATSI
community education counsellors and
teachers aids at all schools with significant numbers of ATSI students; undertake feasibility
study on the establishment of an ATSI Unit at the regional TAFE; increase academic scholarships available to ATSI students.