Education Commons^™

Umass Boston’S School Counseling Program At Dever-Mccormack School, Amy L. Cook, Laura A. Hayden, Allie Scherer, Raphael Apter, Pamela Belford, Michael Sabin

Laura A Hayden

Given the burgeoning Latino population and the minimal research on school counseling interventions with this population, we purport to implement a culturally sensitive intervention promoting academic success among Latina youth that includes life skills, academic skills, and Latino dance.

Urban School Counselor Preparation Through Service Learning: Development Of Multicultural And Social Justice Awareness (Tsccain), Amy Cook, Laura Hayden

Laura A Hayden

Given the increasing diversity in our nation’s schools and communities, preparing school counseling students to understand and address systemic inequities are instrumental in the development of counseling skills and techniques. This session will provide counselor educators with methods to implement a uniform service-learning approach to teaching school counseling field experience seminars, while incorporating ideas for developing students’ multicultural competency and social justice awareness.

Umass Boston And Dever School: Supporting At-Risk Youth Through Physical Activity, Laura Hayden, Amy Cook, Meghan Silva

Laura A Hayden

Given the consistently poor academic performances of Latino English Language Learners (ELL) students, coupled with the known academic and behavioral benefits of physical activity, we implemented a culturally sensitive physical activity-based intervention designed to develop responsibility through movement among ELL Latina 5th graders. Two UMass Boston professors and four graduate students partnered with faculty at the Dever School to deliver this strength-based intervention.

English Language Learning Through Visual Arts Practices: A Curriculum For Conflict-Affected Youth In Secondary Education, Jennifer Lemper

Jennifer Lemper

This field project summarizes recent research in conflict and education, and presents an English language learner curriculum designed to address the current gap in quality education for conflict-affected youth. The curriculum contains six modules and develops English language literacy through student visual arts projects using text and images. The purpose of the curriculum is to familiarize students to the various confidence-building and coping mechanisms available in creative expression and to develop valuable visual and verbal language related life skills, therefore equipping students with tools to support successful futures.

Research Studies In Higher Education: Educating Multicultural College Students- Front And Back Matter. Includes Table Of Contents, Terence Hicks, Abul Pitre

Terence Hicks, Ph.D., Ed.D.

No abstract provided.

Aligning Goals, Objectives, And Assessments: A Multiliteracies Perspective, Kate Paesani, Heather W. Allen

Heather Willis Allen

No abstract provided.

Are You Too Busy To Lose Weight?.Pdf, Olivia Angel

Olivia Angel

Educational Equity: The Fight For Our Children And Our Future, Rhonda Tsoi-A-Fatt Bryant

Rhonda Tsoi-A-Fatt Bryant

No abstract provided.

Confronting The Insider-Outsider Polemic In Conducting Research With Diasporic Communities: Towards A Community-Based Approach, Bruce Collet

Bruce A Collet

Researchers focusing on diasporic contexts face the difficult task of wearing their “academic hats” while at the same time building meaningful relationships with immigrant communities. This is no more apparent (and important) than with “non-community” (i.e. outsider) researchers. Here diasporic communities, having already experienced the trauma of forced migration, must see the academic researcher as one they can trust and who is invested in their long-term well being. In this paper I address methodological and philosophical concerns related to the insider-outsider researcher distinction and to conducting research as an “outsider.” The principle aims of the paper are to critically examine …

Religion, Forced Migration And Schooling: Varying Influences Of Religious Capital Among Iraqi Christian Refugee Students In Jordan And The Usa, Bruce A. Collet

Bruce A Collet

This study is based on focus groups conducted with Christian Iraqi refugee secondary school students in the metropolitan Detroit area, and interviews with staff from volunteer aide agencies, non-governmental organizations, churches, and independent researchers in both Amman, Jordan as well as the Detroit metropolitan area. The article examines varying influences of religious capital among Iraqi Christian students. Examination of the operation of this capital within the context of the two countries’ economic and foreign policy interests including their refugee policies exposes macro-level forces that render religious capital to function in countervailing manners. Iraqi Christian students in both Amman and Detroit …

Sites Of Refuge: Refugees, Religiosity, And Public Schools In The United States, Bruce A. Collet

Bruce A Collet

In this article the author examines public schools in the United States as sites where immigrants and refugees express their religious identities as part of their integration processes. In particular, the author examines the schools as “sites of refuge” for refugee students. Although public schools provide refugees with opportunity for study without regard to race, religion, nationality, membership of a particular social group or political opinion (areas of potential persecution under the 1951 UN Convention Regarding the Status of Refugees), owing to their liberal and secular nature they necessarily put constraints on the degree to which students may exercise their …

"These Rights Go Beyond Borders And Pieces Of Paper": Urban High School Teachers And Newcomer Immigrant Youth Engaging In Human Rights Education, Juliet Schiller

Juliet A Schiller

This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of critical pedagogy at an urban pubic high school. Research data included eight months of classroom observations and interviews with two teachers and nineteen of their students across four of their classrooms. In this study, the complexity of engaging in HRE with newcomer students was brought to light as two teachers enacted their vision of critical pedagogy, human rights content and learning goals, as well as English language instruction.

The findings in this study conveyed that engaging …

A Culture Of One. Every Healthcare Encounter Is A Cultural Encounter, Debbie Salas-Lopez

Debbie Salas-Lopez MD, MPH

No abstract provided.

Internationalizing Curriculum And Pedagogy In Higher Education, Krishna Bista, Charlotte Foster

Krishna Bista

Enhancing Cross-Cultural Competence In Multicultural Teacher Education: Transformation In Global Learning, Vilma Seeberg, T. Minick

Vilma Seeberg

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university, utilizing Web 2.0 technologies, the authors implemented and evaluated a pedagogical approach intended to foster cross-cultural competence with an emphasis on dispositional transformation. A mixed-method design assessed students on CCC standards and found that they developed affective as well as cognitive CCC. By implication, the model can be adapted in other teacher …

Frederick Ii: Holy Roman Emperor Extraordinaire, Prose/Poem 7/23/2014, Charles Kay Smith

Charles Kay Smith

Frederick avoided fighting the 6th Crusade by negotiating a peaceful sharing of Jerusalem by people of all faiths. No doubt it helped that he spoke Arabic and personally engaged in five months of negotiations rather than combat.

Indiana, Susan R. Adams

Susan Adams

Indiana was admitted to the Union as the 19th state on December 11, 1816. Corydon, Indiana, located in southern Indiana, was the first state capitol until 1825, when the capital was moved to a more central location in Indianapolis. Indiana, located in the midwest, was formerly part of the Indiana Territory, dissolved in 1798. The first governor of the territory was William Henry Harrison, who served from 1800 until 1813. Harrison later became the into president of the United States, in 1840. Two constitutions have been ratified in Indiana: the first in 1816, and the current constitution in 1851. Indiana …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

English Proficiency / Fluent English Proficient Students, Susan R. Adams

Susan Adams

K-12 students whose first language is not English are identified upon enrollment in U.S. schools through a home language survey and are immediately assessed to determine whether English as a second language (ESL) services are required. Students who do not pass this initial screening assessment are classified as English Language Learners (ELLs), or as limited English proficiency (LEP) students, and are identified to receive school-provided English language development (ELD) and accommodations. Students who pass the initial screener or who demonstrate English proficiency two years in a row on state-mandated annual assessments are deemed fluent or fully English proficient (FEP) students …

Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks

Susan Adams

Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan’s stage …

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Susan Adams

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.

Warning! This Is Not A Test!, Edward Earl Bell

Dr. Edward E. Bell

May I have your attention please; may I have your attention please. This is not a test, I repeat, this is not a test. This is an actual emergency. I repeat this is an actual emergency, so please pay close attention and govern yourselves accordingly. The message you are about to read is of vital importance.

Schooling, Jobbing, Marrying: What's A Girl To Do To Make Life Better? Empowerment Capabilities Of Girls At The Margins Of Globalization In China, Vilma Seeberg

Vilma Seeberg

No abstract provided.

Village Girls On Schooling In Their Own Words, What Do They Value And Gain? Empowerment-Capabilities & Achieved Freedom, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

Abstract

This chapter explores the relationship between village girls’ schooling and enhanced capabilities and achievements in western China during the economic explosion in the first decade of the 21^st century. We seek to understand what village girls wanted and gained, what opportunities for change they sought to obtain from schooling, why they and their families sacrificed much to attend low quality schooling. Capturing these dynamics may allow us to identify the lever that generates change and frame policy that enhances and increases relevant opportunities to eliminate extreme poverty

Seeberg’s empowerment-capability framework (Seeberg and Lou 2012) applies Sen’s capability approach …

Village Girls’ Schooling Matters: Attainment, Empowerment Capabilities & Achievement, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

This paper explores the relationship between village girls’ schooling, their intrinsic capabilities and achieved re-gendered identities in western China during the tumultuous first decade of the 21st century. Using an empowerment-capability framework developed by Seeberg (Seeberg and Lou 2012 forthcoming) which focuses Sen’s capability approach on rural girls schooling, we seek to explain what village girls themselves said they got out of schooling. In interviews 23 girls and young women from one village described how they valued certain functionings of well-being, agency and achievement, and how these were associated with attainment levels in schooling. We found that with rising attainment …

Reflection On Student Action Research, Genan Anderson, Julie Nelson, Bryan Waite

Genan Anderson

This article is a summary by the authors on the research done by two student teachers of early childhood education, Joelle Fierro and Rachel Probst. These student teachers were concerned about how best to serve the ethnic diversity they would experience as preservice teachers, and they developed creative teaching methods, through reflection, to address the issue. One of the ideas that emerged from their reflection was their very creative use of the Writer’s Workshop to encourage the children to write in their own diverse languages, share translations and stories, and thereby grow in acceptance of, and friendship with, one another …

The Effect Of Dual Language Education On Student Achievement, Alfonsina Rodriguez

Alfonsina Rodriguez

This thesis studies the educational effect of the two-way immersion dual language programs (DLE) in California’s public elementary school system using statewide testing scores as the common measurement tool. The average California Test Standards (CTS) test scores for English language arts (ELA), Mathematics and Science on the California statewide assessment, STAR, for 5th graders in the years 2009-2012, were utilize to compare student achievement for dual language participants to students in similar schools. Similar schools are matched to the participating schools by the state assigned schools ranking.

This study evaluated DLE programs in terms of academic achievement and its effect …

Dreaming And Surviving In Heterotopia: First-Generation Immigrant Girls’ Pursuit Of The American Dream In New York City, Kaoru Miyazawa

Kaoru Miyazawa

This paper analyzes experiences of first-generation immigrant girls in a newcomer school using Foucault’s notions of heterotopia.

The More She Longs For Home, The Farther Away It Appears: A Paradox Of Nostalgia In A Fulani Immigrant Girl’S Life, Kaoru Miyazawa

Kaoru Miyazawa

Nostalgia, which is derived from the Greek words nos (returning home) and algia (pain), refers to longing for the loss of the familiar (Kaplan, 1987). The loss of our connection to the familiar is a painful experience as such loss is connected to a fundamental loss, the loss of ourselves. By losing a connection to familiar people, objects, and places that continue to remain the same from the past to the future, we also lose the continuity within ourselves. And this discontinuity of our past, present, and future selves creates anxiety within us (Milligan, 2003). The painful experience that accompanies …

A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander

Grace H. C. Huang

The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.