Education Commons^™

The Constitution Of Bilingual/Esl Education As A Disciplinary Practice: Genealogical Explorations, Jaime Grinberg, Elizabeth R. Saavedra

Department of Educational Foundations Scholarship and Creative Works

This article provides a cultural and political critique of the constitution of bilingual/English-as-a-second-language (ESL) education as a disciplinary practice in the case of New Mexico. Using genealogy and postcolonial, post-structural, and critical frameworks, this article claims that the directions advanced by the Chicano/Chicana movement were lost. Instead, what emerged was a field that nurtured a mix of symbolic colonization and docilization through the construction of a settlement that controls thought and behavior, perpetuating misrecognition in a Bourdieuian sense. Illusion, collusion, and delusion have enabled the dominance of psycholinguistic approaches. Problematizing the constitution of bilingual/ESL education within a cultural and political …

"If You Build Them Up, They Will Stay": The Role Of Recognition And Feedback On Student Retention, James R. Jones

Marketing and Management Faculty Proceedings & Presentations

While such stratagems are certainly well founded, and have achieved varying degrees of success, it may be that a more fundamentally vital area of examination is being largely overlooked, namely the impact of the high school experience. One of the critical problems facing many institutions of higher learning is that of student retention. While this issue is an important one to address across the entire student population, it has become particularly acute as relates to "minority" pupils. Accordingly, many colleges and universities have developed strategies to try to arrest enrollment attrition. These strategies typically include such mechanisms as tracking programs, …

Moving A University Or College Toward A Lifelong Learning Orientation, John A. Henschke Edd

IACE Hall of Fame Repository

Extensive research and experiences have been conducted in to the processes necessary for moving a university or college toward a lifelong learning orientation. These ideas are presented here for consideration and assistance for these who wish to implement and test the ideas in new and different contexts. This paper focuses on the following elements: A definition of lifelong learning; Criteria producing a solution to today's lifelong learning issues, Faculty development of good practice oriented toward understanding and helping adults learn; Domains for planning and implementing a successful lifelong learning institution; Understanding developments that will change the environment in which lifelong …

Mentoring For University Outreach And Extension, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

At The Threshold, Alisa Solomon

Center for LGBTQ Studies (CLAGS)

Hunter College professor Joan Tronto was sitting around her office one day, she told us at the Queer CUNY conference on May 6, and a student she'd never met dropped in and sort of just smiled at her. "Hi," the student said. "I saw your name on the flyer for the conference on Saturday," and that was all. The student flashed another moony grin, and then vanished. Over the course of a few days, several other students came by and did the same thing.

Clags's Queer Pedagogy Workshops, Spring 2000, James Wilson

Center for LGBTQ Studies (CLAGS)

As a former high school English teacher and now a prospective college professor, I have long grappled with issues of gender and sexuality in the classroom. Is it, for example, incumbent upon me to be both a model and mentor for my Igbtq students? How will the classroom dynamic change if my private experiences become inextricably linked with my professional responsibilities? To what end might I implement issues regarding gender and sexuality while teaching canonical texts or traditional academic subjects? And finally, how would I handle homophobia, students coming out, and questions about my personal life in the context of …

The Emeritus Teacher, Raymond J. Dagenais, Betty E. Steffy, Billie J. Enz

Publications & Research

Mary, Clara, and Harry are part of what they call "the gray brigade." They met 6 years ago at a Retired Teachers Association meeting, warmed up to one another immediately, and began a lasting friendship. The trio has reached the emeritus phase of the Life Cycle of the Career Teacher model. They cared passionately about their profession when they were teachers, and that passion continues today. All are actively involved in helping schools improve and children succeed. Each of them goes about this quest in a very different way. Mary is a political activist well known in the halls of …

The Benedum Collaborative Model Of Teacher Education Student Handbook, Jason Cartwright, Ann Nutter, Judy A. Abbott, Sarah Steel

Faculty Publications

The College of Human Resources & Education welcomes you as students in the Five-Year Teacher Education Program. You will find that your experiences in the Benedum Collaborative will prepare you well as you begin your work in the teaching profession. Our partnership with the professional development schools in the Collaborative provides the setting for clinical experiences that build on your course work at West Virginia University.

Indoctrination And Assimilation In Plural Settings, Ken Badley

Faculty Publications - College of Education

"A twofold problem faces Canadian education. The first fold involves the indoctrination debate, still unsettled after several decades, yet still bearing decisively on educational policy. The second fold involves the changing Canadian educational landscape, now obviously characterized by increasing cultural, religious, and linguistic plurality. This plurality manifests itself in tribalism and in regular conflicts about normativity in the public square. In the midst of this plurality, many Canadian parents of school-aged children believe that courts, provincial governments, and educational authorities deny them educational justice by determining that their own religion cannot inform what their children learn in schools. Yet, from …

The Legacy Of John Dewey, David Halliburton

Professional and Organizational Development Network in Higher Education: Archives

John Dewey’s educational legacy embraces wide-ranging views on the relation of teaching to learning and to other key issues in education.

Volume 15, No. 2

Thinking: The Journal of Philosophy for Children

Green, Lena. “Never mind if it’s right or wrong, just think! Investigating the potential of Philosophy for Children with primary teachers in South Africa.” 12-­20.

Heesen, Berrie. “Stories for Thinking.” 2­-11.

Matthews, Gareth B. “Thinking in Stories: Rotten Island by William Steig.” 1.

Murris, Karin. “The role of the facilitator in philosophical inquiry.” 40-­46.

Saenz, Carmen Lopez. “The child, the school and philosophy: a phenomenological reflection.” 34­-39.

Sewald, Kristin. “4th and 5th graders discuss knowing.” 47-­48.

Turgeon, Wendy. “The mirror of aesthetic education: philosophy looks at art and art at philosophy.” 21­-31.

Volume 15, No. 3

Thinking: The Journal of Philosophy for Children

Curnow, Trevor. “The Value of Dialogue.” 36-­40.

Daniel, Marie­-France. “Audrey­Ann’s Tales.” 26­-32.

Daniel, Marie­-France and Ann-­Marie Michel. “Learning to think and to Speak: An Account of an Experiment Involving Children Aged 3 to 5 in France and Quebec.” 17­25.

Lushyn, Pavel and Kennedy, David. “The Psychodynamics of Community of Inquiry and Educational Reform: A Cross­Cultural Perspective.” 9­-16.

Matthews, Gareth B. “Thinking in Stories: Many Moons by James Thurber.” 1.

Mohr-­Lone, Jana. “5th graders discuss robotics.” 46-­47.

Scolnicov, Samuel. “The Problematic Community of Inquiry: The Socrates and Kant of Lipman and Dewey.” 41­-45.

Sheets­-Johnston, Maxine. “Dance Improvisation: A Paradigm of Thinking …