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University Reporter - Vol. 01, No. 04 - December 1996, University Of Massachusetts Boston
University Reporter - Vol. 01, No. 04 - December 1996, University Of Massachusetts Boston
1996-2009, University Reporter
No abstract provided.
The Critical Moral Classroom: An Approach To Teaching Values, Brian Daniels
The Critical Moral Classroom: An Approach To Teaching Values, Brian Daniels
Critical and Creative Thinking Capstones Collection
In this thesis the proper place and instruction of morals and values in public schools is considered from an historic, and social view. A pedagogical approach to teaching values in the classroom, which is based in critical thinking, is offered as a resolution to the stalemate regarding morals and values in schools that is a result of competing cultural forces. In the historical review chapter I make a case that America's public school teachers have always been charged with the moral development of their students and that this charge has been primary over much of our history. The chapter concludes …
Thinking And Learning Through Creative Movement In The Classroom, Katherine M. Nauman-Borton
Thinking And Learning Through Creative Movement In The Classroom, Katherine M. Nauman-Borton
Critical and Creative Thinking Capstones Collection
In the past decade, the American school system has come under scrutiny. American children are scoring lower than children from other countries on standardized tests. What can be done to ensure that American students are able to compete in the technological world of today? Many educators believe that in order for children to fulfill their potential, they must be given more than information and knowledge. They must be taught how to think, how to use the knowledge they learn in school. Researchers such as Robert H. Ennis (1987, 1993) and Matthew Lipman (1995) believe thinking must be advanced in the …
University Reporter - Vol. 01, No. 03 - November 1996, University Of Massachusetts Boston
University Reporter - Vol. 01, No. 03 - November 1996, University Of Massachusetts Boston
1996-2009, University Reporter
No abstract provided.
We Could Shape It: Organizing For Asian Pacific American Student Empowerment, Peter Nien-Chu Kiang
We Could Shape It: Organizing For Asian Pacific American Student Empowerment, Peter Nien-Chu Kiang
Institute for Asian American Studies Publications
With the doubling of the school-age population of Asian Pacific Americans during the 1990s, the unmet needs of Asian Pacific Americans are escalating dramatically in schools throughout the country. In most settings, teachers, counselors, and administrators do not share the ethnic, linguistic, and racial backgrounds of their Asian Pacific American students. Constrained by limited resources, an increasingly hostile, anti-immigrant climate, and their own stereotypical assumptions, educators have been unable to respond effectively to the full range of academic, social, and personal challenges that face growing numbers of Asian Pacific American students.
University Reporter - Vol. 01, No. 02 - October 1996, University Of Massachusetts Boston
University Reporter - Vol. 01, No. 02 - October 1996, University Of Massachusetts Boston
1996-2009, University Reporter
No abstract provided.
University Reporter - Vol. 01, No. 01 - September 1996, University Of Massachusetts Boston
University Reporter - Vol. 01, No. 01 - September 1996, University Of Massachusetts Boston
1996-2009, University Reporter
No abstract provided.
Philosophical Teaching As A Means For Raising Critical And Moral Consciousness, Christine D. Jacques
Philosophical Teaching As A Means For Raising Critical And Moral Consciousness, Christine D. Jacques
Critical and Creative Thinking Capstones Collection
Traditionally, high school English classes have been "tracked", according to ability level. This thesis addresses the problem of teaching an English course to a heterogeneous group of students with diverse academic backgrounds and a range of abilities. It shows how a philosophy-based approach to teaching, as compared with the traditional/didactic approach, provided a means for every ability level of student to participate in the thinking/learning process. "Philosophical teaching" is a method of teaching and a way of learning that promotes critical thinking, self-expression, and reasoning through self-reflection, while developing critical and moral consciousness at the same time. It is a …
How Does The Teacher Know? One Teacher's Search For Authenticity In The Classroom, Ellen Catherine M. Eberly
How Does The Teacher Know? One Teacher's Search For Authenticity In The Classroom, Ellen Catherine M. Eberly
Critical and Creative Thinking Capstones Collection
The author, a master teacher of secondary language arts, shares her reflections on how she uses CCT skills to synthesize her insights and observations of her own learning, teaching, and investigative experiences - past and present -- in order to make VALID choices about what is worth knowing and teaching in a classroom preparing students for the 21st Century. In general, the thesis emphasizes the importance of AUTHENTICITY in determining whether a curriculum or teacher's instructional methodology is VALID for today's students. AUTHENTICITY is determined by the degree of personal connectivity experienced by both student and teacher with the subject …
Using Hands-On Manipulatives To Teach Problem Solving, Cynthia A. Greenwood
Using Hands-On Manipulatives To Teach Problem Solving, Cynthia A. Greenwood
Critical and Creative Thinking Capstones Collection
As educators we share a link with the classic story of the "Velveteen Rabbit", as we also seek what is real. In education "real" is what holds meaning for the students and connects their world to the world of the classroom. As teachers we continually ask for the students' active participation, involvement and commitment to the learning task, but too often we teach only from the textbook. Classroom tasks that do go beyond textbook mastery may spark the students' interest, but sometimes appear to have no link to the reality of the students' world. Cognitive research reminds educators of the …
Changing Practices In The Assessment Of Writing A Discipline Redefining Itself, Marie E. Schleiff
Changing Practices In The Assessment Of Writing A Discipline Redefining Itself, Marie E. Schleiff
Critical and Creative Thinking Capstones Collection
This thesis concerns how changes in the assessment of writing mirror the historical changes in the purposes and methodologies in education. We have witnessed a dramatic shift from the viewing and testing of writing as a series of sub-skills, with emphasis on error-avoidance and correctness of form, to viewing both the process of writing and its assessment as a means of discovery, reflection, and learning. New practices in the evaluation of writing reflect knowledge of how writing occurs and how it is taught. Results of a survey conducted over two years show high school students' responses to traditional and new …
Friday Report - Vol. 06, No. 05 - May 10, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 05 - May 10, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
A Portfolio Model For Teaching Writing And Thinking, Peter A. Galeno
A Portfolio Model For Teaching Writing And Thinking, Peter A. Galeno
Critical and Creative Thinking Capstones Collection
The college composition course is increasingly viewed as a pivotal course in fostering in students the skills they will need for meaningful participation in the discourse of the academy. This course is often the students' initiation into an academic environment that emphasizes the significance of the written word. Because of the nature of teaching the abstract and elusive subject of writing, the course presents significant challenges for many composition instructors. This thesis focuses on the development of a student writing portfolio that provides a powerful means of addressing these issues. The work required to complete the portfolio fosters the students' …
Friday Report - Vol. 06, No. 05 - April 26, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 05 - April 26, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 06, No. 04 - April 12, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 04 - April 12, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 06, No. 03 - March 29, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 03 - March 29, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Latino Students' Academic Literacy In Science Education: Contextualizing Policies, Raimundo Mora
Latino Students' Academic Literacy In Science Education: Contextualizing Policies, Raimundo Mora
New England Journal of Public Policy
This article reviews various interpretations of academic literacy that are being applied to science education, their limitations in terms of Latino students, and the case study experiences of three Latino students majoring in science. The author examines the ways in which factors he has identified in his experiences and research as crucial can be integrated to improve academic literacy programs. He recommends to planners of science programs methods to effect advancement in Latinos' academic performance.
Friday Report - Vol. 06, No. 02 - March 8, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 02 - March 8, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 06, No. 01 - February 9, 1996, University Of Massachusetts Boston
Friday Report - Vol. 06, No. 01 - February 9, 1996, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Black Women In Antebellum America: Active Agents In The Fight For Freedom, Sandra M. Grayson
Black Women In Antebellum America: Active Agents In The Fight For Freedom, Sandra M. Grayson
William Monroe Trotter Institute Publications
The most prominent images of Black women in antebellum America depicted in classes across the United States are of passive victims as opposed to active agents of change. The names and deeds of Black women like Frances E. W. Harper, Maria Stewart, Sarah Mapps Douglass, and Sarah Jane Giddings are not an integral part of American education. Further, most history books overlook Black women's roles in antebellum America — oversights which can be considered suppression through historical omission. In order to reflect a more accurate picture of American history, public and private school curriculums need to include texts by and …