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Author: Faruhs Matkasimovs Publisher: GRIN Verlag ISBN: 3668327335 Category : Education Languages : en Pages : 94
Book Description
Bachelor Thesis from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 8, University of Latvia, language: English, abstract: The Diploma Paper explores techniques to teach American culture in English lessons in Grade 11. The author believes that teaching American culture, especially in the 21st century, is of high importance. The chosen research method was a case study in a Riga School. Interviews, questionnaire, students' portfolios and feedback were chosen as data collection methods. The data reflect that the use of the teaching techniques enhanced students’ intercultural skills. American culture contributed to Grade 11 students' ability to draw connections among ideas, justify a stand or decision as well as produce a new original work or point of view. Even though the research showed beneficial results, the author suggests carrying out further research to gather more data on the topic in other age groups.
Author: Faruhs Matkasimovs Publisher: GRIN Verlag ISBN: 3668327335 Category : Education Languages : en Pages : 94
Book Description
Bachelor Thesis from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 8, University of Latvia, language: English, abstract: The Diploma Paper explores techniques to teach American culture in English lessons in Grade 11. The author believes that teaching American culture, especially in the 21st century, is of high importance. The chosen research method was a case study in a Riga School. Interviews, questionnaire, students' portfolios and feedback were chosen as data collection methods. The data reflect that the use of the teaching techniques enhanced students’ intercultural skills. American culture contributed to Grade 11 students' ability to draw connections among ideas, justify a stand or decision as well as produce a new original work or point of view. Even though the research showed beneficial results, the author suggests carrying out further research to gather more data on the topic in other age groups.
Author: Ben Keppel Publisher: LSU Press ISBN: 0807161330 Category : Education Languages : en Pages : 240
Book Description
Brown v. Board of Education, which ended legally sanctioned segregation in American public schools, brought issues of racial equality to the forefront of the nation’s attention. Beyond its repercussions for the educational system, the decision also heralded broad changes to concepts of justice and national identity. “Brown v. Board” and the Transformation of American Culture examines the prominent cultural figures who taught the country how to embrace new values and ideas of citizenship in the aftermath of this groundbreaking decision. Through the lens of three cultural “first responders,” Ben Keppel tracks the creation of an American culture in which race, class, and ethnicity could cease to imply an inferior form of citizenship. Psychiatrist and social critic Robert Coles, in his Pulitzer Prize–winning studies of children and schools in desegregating regions of the country, helped citizens understand the value of the project of racial equality in the lives of regular families, both white and black. Comedian Bill Cosby leveraged his success with gentle, family-centric humor to create televised spaces that challenged the idea of whiteness as the cultural default. Public television producer Joan Ganz Cooney designed programs like Sesame Street that extended educational opportunities to impoverished children, while offering a new vision of urban life in which diverse populations coexisted in an atmosphere of harmony and mutual support. Together, the work of these pioneering figures provided new codes of conduct and guided America through the growing pains of becoming a truly pluralistic nation. In this cultural history of the impact of Brown v. Board, Keppel paints a vivid picture of a society at once eager for and resistant to the changes ushered in by this pivotal decision.
Author: Charles B. Hutchison Publisher: Springer ISBN: 9789048169597 Category : Education Languages : en Pages : 0
Book Description
Scenario One Imagine a teacher walking into a classroom. The students stood up to greet the teacher on his or her entrance through the door, and remained standing until they were beckoned to sit down. The students then sat down, with their eyes fixed on the teacher, waiting for instructions on what to do next. The teacher was in absolute control, knew exactly what was going on, and what to expect from the students. On their part, the students knew exactly what to expect from the teacher; standing up to greet the teacher on his or her entrance into the classroom was normal. In fact, it was cultural. They had therefore not done anything extraordinary. The teacher proceeded to have a verygood class period. Nothing different was expected; this was a normal day. Scenario Two Imagine the same teacher, with the same expectations as in Scenario One, walking into a different classroom. The students did not stand up to greet him or her; they did not know about such a tradition, nor was it a part of their culture. In fact, some were standing and chatting with friends as he or she entered the classroom.
Author: Denise M. Sandoval Publisher: Bloomsbury Publishing USA ISBN: Category : Social Science Languages : en Pages : 777
Book Description
Recent attacks on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies are creating a new culture war in America. This important work lays out the current debates—both in K–12 and higher education—to uncover the dangers and to offer solutions. In 2010, HB 2281—a law that bans ethnic studies in Arizona—was passed; in the same year, Texas whitewashed curriculum and textbook changes at the K–12 level. Since then, the nation has seen a rise in the legal and political war on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies, creating a new culture war in America. "White" Washing American Education demonstrates the value and necessity of Ethnic Studies in the 21st century by sharing the voices of those in the trenches—educators, students, community activists, and cultural workers—who are effectively using multidisciplinary approaches to education. This two-volume set of contributed essays provides readers with a historical context to the current struggles and attacks on Ethnic Studies by examining the various cultural and political "wars" that are making an impact on American educational systems, and how students, faculty, and communities are impacted as a result. It investigates specific cases of educational whitewashing and challenges to that whitewashing, such as Tom Horne's attack along with the State Board of Education against the Mexican American studies in the Tucson School District, the experiences of professors of color teaching Ethnic Studies in primarily white universities across the United States, and the role that student activists play in the movements for Ethnic Studies in their high schools, universities, and communities. Readers will come away with an understanding of the history of Ethnic Studies in the United States, the challenges and barriers that Ethnic Studies scholars and practitioners currently face, and the ways to advocate for the development of Ethnic Studies within formal and community-based spaces.
Author: Zaretta Hammond Publisher: Corwin Press ISBN: 1483308022 Category : Education Languages : en Pages : 290
Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Christine E. Sleeter Publisher: Multicultural Education ISBN: 0807763454 Category : Education Languages : en Pages : 177
Book Description
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
Author: Jonathan Zimmerman Publisher: Harvard University Press ISBN: 9780674045446 Category : Education Languages : en Pages : 330
Book Description
What do America's children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America. In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups--the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews--urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and '70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice. But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another's reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.
Author: Jurgen Herbst Publisher: Univ of Wisconsin Press ISBN: 9780299121846 Category : Biography & Autobiography Languages : en Pages : 250
Book Description
To lend weight to his charge that the public school teacher has been betrayed and gravity to his indictment of the educational establishment for that betrayal, Jurgen Herbst goes back to the beginnings of teacher education in America in the 1830s and traces its evolution up to the 1920s, by which time the essential damage had been done. Initially, attempts were made to upgrade public school teaching to a genuine profession, but that ideal was gradually abandoned. In its stead, with the advent of newly emerging graduate schools of education in the early decades of the twentieth century, came the so-called professionalization of public education. At the expense of the training of elementary school teachers (mostly women), teacher educators shifted their attention to the turning out of educational "specialists" (mostly men)--administrators, faculty members at normal schools and teachers colleges, adult education teachers, and educational researchers. Ultimately a history of the neglect of the American public school teacher, And Sadly Teach ends with a plea and a message that ring loud and clear. The plea: that the current reform proposals for American teacher education--the Carnegie and the Holmes reports--be heeded. The message: that the key to successful school reform lies in educating teacher's true professionals and in acknowledging them as such in their classrooms.
Author: Faruhs Matkasimovs
Author: Faruhs Matkasimovs
Author: Leon Botstein
Author: Ben Keppel
Author: Kalil I. Gezi
Author: Charles B. Hutchison
Author: Denise M. Sandoval
Author: Zaretta Hammond
Author: Christine E. Sleeter
Author: Jonathan Zimmerman
Author: Jurgen Herbst