Download or read book The Impact of Teacher s Perceptions and Pedagogical Practices on the Educational Experieces of Immigrant Students from the Commonwealth Caribbean written by Wendy P. Hope and published by . This book was released on 2005 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers educators who are increasingly faced with diverse, multi-cultural inclusive opportunity to find a place to start the process of revisionary pedagogical practices that validate and affirm the experiences of their students. During the 1960's the United States immigration laws were changed from one based on a quota system to a method that allowed for persons from virtually every country in the world to enter the United States as immigrants. One of the by-products of such a change in the laws was the increased numbers of persons entering the United States from the Caribbean. Within this category a significant number of persons originated from the British Commonwealth Islands of Guyana, Jamaica, Trinidad and Tobago, and Barbados, among others. Upon entrance into American schools, these newly arrived immigrants have been often treated in the same manner as African American students. There have been few accommodations made for culture or language differences despite the linguistic distance existing between the language they speak and that used in American schools, as well as the cultural differences between the culture of home and school. American.This mishandling and incorrect assessment of immigrants from the British Commonwealth Islands is most likely due to false assumptions made about the language they speak. Since English is the official language of these islands, the population of persons originating from them is assumed to consist of English speakers. Such assumptions do not reflect an understanding regarding the linguistic situation of the British West Indies. In these nations English is most likely reserved for official domains in government and education while a patois is most likely the language of home, church and friends. The linguistic situation is further complicated by the many varieties of dialect that exist. These language varieties range from those that are not mutually intelligible by English speakers to other varieties with a linguistic distance closer to the English spoken in countries where English is the native language for a significant segment of the population. students is a by-product of the degree and quality of the education thatthey have received in their homeland. However, many have not attended school on a regular basis or have attended schools that are not well equipped or staffed, resulting in their not acquiring the necessary skills to do academic work in English as required in American schools. It is this population of students in a school located in Brooklyn New York that the study of teachers' beliefs, perceptions and pedagogical practices and their impact on the educational experiences of newly arrived immigrant students from the Commonwealth Caribbean focuses upon. This is an insightful and thought provoking examination of middle school students in the Buxton Intermediate School. The purpose of this study as stated by the author is to examine teachers' practices in working with immigrant students from the Commonwealth Caribbean in New York City public schools. Nonetheless, the study goes beyond its goal. informative, but also necessary for every educator who is teaching in a community with a significant population of immigrants from the British West Indies, or is teaching in a linguistically diverse environment. To reach its goal, Dr. Wendy Hope studied a class of newly arrived students from Jamaica, Guyana, Trinidad and Tobago, and Barbados as well as other Caribbean islands. It was part of a transitional program. This was a self-contained class taught for most of the day by one teacher who was also a Caribbean native, Ms. Jackson. Nonetheless, students also went to other classes such as mathematics, gym, music, and careers taught by other teachers. By examining the teaching practices of these educators who work with Caribbean students within this transitional program issues of race, power, pedagogy, hegemony, cultural conflict, language and more emerged to reveal that oftentimes well intended and hard working teachers employ approaches that are counterproductive to their goals, namely, the education of their students. two frameworks, one drawn from Henry Giroux's (1993) theory ofBorder Crossings and a second, Jim Cummins' (1993) theoretical framework for intervention: Empowering Minority Students, were employed. Both paradigms, although distinctively different, consider issues of power between students and teachers, schools and the minority community and institutional structures impacting negatively on students. Furthermore, pedagogical issues stemming from a dominant/subordinate relationship that include use of the minority students' language(s) and culture are addressed. study is beyond the purview of this introduction, a few of the questions addressed include what is the role of the students' language and culture in the classroom; is the culture and language of the students used as a vehicle to teach or is it viewed as an obstacle in the learning process; to what extent is the culture of these students included in the curriculum; how much do teachers know about the culture of these students; are parents of these students encouraged by teachers to be active participants in their children's education; how do teachers see their role in relation to the transitional program where these students are housed for a significant portion of their daily schedules; do teachers feel that different approaches should be used to teach these students. observing of teachers, it was concluded that little deviation from conventional teaching approaches was employed to teach these students despite teachers' acknowledgement that these students were part of a transitional program and their level of English competency was substandard. Furthermore, it was found that parental involvement was something that teachers considered to fall under the responsibility of school officials rather than their responsibility. In addition, most teachers had little knowledge regarding how students were assessed and placed in the transitional program. Furthermore, most teachers admitted to working alone without much collaboration with any other of the teachers including the main teacher Ms. Jackson, the teacher in the self contained class who had these students for a significant segment of the day. These findings, a few of the many resultsyielded by this study, stemmed from teachers who felt that they were good teachers with the best interest of their students in mind. While examining the results yielded by this study, a major concern regarding multicultural education emerged. need to respond to racial, linguistic, ethnic and cultural diversity has been the advocacy of most schools of education. In addition, in reviewing the mission statements of five schools of education within the City University of New York, issues of social justice, acknowledgment and respect for what students bring with them to the classroom, the need for collaboration among teachers and respect for the language and culture of students are a few of the many goals professed by these documents. Nonetheless, there exists a disparity between what schools of education are advocating and what is occurring in the classroom. Thus, other questions emerge regarding why such a divide exists between what is being taught and the actual practice of teaching. Could it be that the efforts to address the needs of a diverse population is one that is not really dealt by all but just a few teacher trainers who truly believe in such an approach? While these issues are beyond the purview of this study, the fact that they have surfaced lends testimony to the fact that we as educators must look at what we are doing.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigating the Reasons University Students in the South Central United States Have to Retake First year English Composition written by Edith Sue Kohner Burford and published by Edwin Mellen Press. This book was released on 2004 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The university Burford studies is in the southern tip of Texas, and is called a Mexican university because it is in the Lower Rio Grande Valley. Most of the students are Hispanic, and most of the faculty is of Anglo-Saxon/European heritage. The school has a history of a high rate of students repeating first-year composition, either because they did

Download or read book Using Assistive Technologies for Instructing Students with Disabilities written by Barry W. Birnbaum and published by Edwin Mellen Press. This book was released on 2005 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Birnbaum (special education. Northeastern Illinois U.) applies his experience in the front lines to the science and art of applying new technologies to special education. He begins with an overview of the technologies available for the classroom, reviews human factors in technology, and locates sources and ways of conducting research about technolo

Download or read book Great Teachers written by Barbara Bruns and published by World Bank Publications. This book was released on 2014-10-28 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book analyzes teacher quality in Latin America and the Caribbean, which is the key to faster education progress. Based on new research in 15,000 classrooms in seven different countries, it documents the sources of low teacher quality and distills the global evidence on practical policies that can help the region produce "great teachers."

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Download or read book Book Review Index written by and published by . This book was released on 2006 with total page 1426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every 3rd issue is a quarterly cumulation.

Download or read book The British National Bibliography written by Arthur James Wells and published by . This book was released on 2006 with total page 1884 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Next Steps in Managing Teacher Migration written by Jonathan Penson and published by UNESCO. This book was released on 2012-01-01 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Professional Development written by Eleonora Villegas-Reimers and published by . This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Superdiversity written by Steven Vertovec and published by Taylor & Francis. This book was released on 2022-11-15 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Superdiversity explores processes of diversification and the complex, emergent social configurations that now supersede prior forms of diversity in societies around the world. Migration plays a key role in these processes, bringing changes not just in social, cultural, religious, and linguistic phenomena, but also in the ways that these phenomena combine with others like gender, age, and legal status. The concept of superdiversity has been adopted by scholars across the social sciences in order to address a variety of forms, modes, and outcomes of diversification. Central to this field is the relationship between social categorization and social organization, including stratification and inequality. Increasingly complex categories of social “difference” have significant impacts across scales, from entire societies to individual identities. While diversification is often met with simplifying stereotypes, threat narratives, and expressions of antagonism, superdiversity encourages a perspective on difference as comprising multiple social processes, flexible collective meanings, and overlapping personal and group identities. A superdiversity approach encourages the re-evaluation and recognition of social categories as multidimensional, unfixed, and porous as opposed to views based on hardened, one-dimensional thinking about groups. Diversification and increasing social complexity are bound to continue, if not intensify, in light of climate change. This will have profound impacts on the nature of global migration, social relations, and inequalities. Superdiversity presents a convincing case for recognizing new social formations created by changing migration patterns and calls for a re-thinking of public policy and social scientific approaches to social difference. This introduction to the multidisciplinary concept of superdiversity will be of considerable interest to students and researchers in a range of fields in the humanities and social sciences. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Download or read book Textbooks and Quality Learning for All written by Unesco and published by UNESCO. This book was released on 2006 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of reviews of the international perspectives as well as case studies on Brazil, Russian Federation, and Rwanda. It also documents strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; and raise textbook supply efficiently.

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1986 with total page 1256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reign of Error written by Diane Ravitch and published by Vintage. This book was released on 2013-09-17 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: From one of the foremost authorities on education in the United States, former U.S. assistant secretary of education, “whistle-blower extraordinaire” (The Wall Street Journal), author of the best-selling The Death and Life of the Great American School System (“Important and riveting”—Library Journal), The Language Police (“Impassioned . . . Fiercely argued . . . Every bit as alarming as it is illuminating”—The New York Times), and other notable books on education history and policy—an incisive, comprehensive look at today’s American school system that argues against those who claim it is broken and beyond repair; an impassioned but reasoned call to stop the privatization movement that is draining students and funding from our public schools. ​In Reign of Error, Diane Ravitch argues that the crisis in American education is not a crisis of academic achievement but a concerted effort to destroy public schools in this country. She makes clear that, contrary to the claims being made, public school test scores and graduation rates are the highest they’ve ever been, and dropout rates are at their lowest point. ​She argues that federal programs such as George W. Bush’s No Child Left Behind and Barack Obama’s Race to the Top set unreasonable targets for American students, punish schools, and result in teachers being fired if their students underperform, unfairly branding those educators as failures. She warns that major foundations, individual billionaires, and Wall Street hedge fund managers are encouraging the privatization of public education, some for idealistic reasons, others for profit. Many who work with equity funds are eyeing public education as an emerging market for investors. ​Reign of Error begins where The Death and Life of the Great American School System left off, providing a deeper argument against privatization and for public education, and in a chapter-by-chapter breakdown, putting forth a plan for what can be done to preserve and improve it. She makes clear what is right about U.S. education, how policy makers are failing to address the root causes of educational failure, and how we can fix it. ​For Ravitch, public school education is about knowledge, about learning, about developing character, and about creating citizens for our society. It’s about helping to inspire independent thinkers, not just honing job skills or preparing people for college. Public school education is essential to our democracy, and its aim, since the founding of this country, has been to educate citizens who will help carry democracy into the future.

Download or read book Migrant Teachers written by Lora Bartlett and published by Harvard University Press. This book was released on 2014-01-01 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Migrant Teachers investigates an overlooked trend in U.S. public schools today: the growing reliance on teachers trained overseas, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. A narrowly technocratic view of teachers as subject specialists has led districts to look abroad, Lora Bartlett asserts, resulting in transient teaching professionals with little opportunity to connect meaningfully with students. Highly recruited by inner-city school districts that struggle to attract educators, approximately 90,000 teachers from the Philippines, India, and other countries came to the United States between 2002 and 2008. From administrators' perspective, these instructors are excellent employees--well educated and able to teach subjects like math, science, and special education where teachers are in short supply. Despite the additional recruitment of qualified teachers, American schools are failing to reap the possible benefits of the global labor market. Bartlett shows how the framing of these recruited teachers as stopgap, low-status workers cultivates a high-turnover, low-investment workforce that undermines the conditions needed for good teaching and learning. Bartlett calls on schools to provide better support to both overseas-trained teachers and their American counterparts.

Download or read book British Education Index written by and published by . This book was released on 1980 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: