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Lisa Martin

Minority Women, Media, and Body Image - 1 views

edis.ifas.ufl.edu/fy1135

beauty media minorities

shared by Lisa Martin on 31 May 12 - No Cached
  • Lisa Martin on 31 May 12
     
    Effects of portrayal of beauty in the media on minority women.
b malczyk

The Changing Demographics of America | 40th Anniversary | Smithsonian Magazine - 0 views

www.smithsonianmag.com/...g-Demographics-of-America.html

demographics minorities

shared by b malczyk on 01 Jun 12 - No Cached
  • For all these reasons, the United States of 2050 will look different from that of today: whites will no longer be in the majority. The U.S. minority population, currently 30 percent, is expected to exceed 50 percent before 2050. No other advanced, populous country will see such diversity.
  • most of America’s net population growth will be among its minorities, as well as in a growing mixed-race population. Latino and Asian populations are expected to nearly triple, and the children of immigrants will become more prominent. Today in the United States, 25 percent of children under age 5 are Hispanic; by 2050, that percentage will be almost 40 percent.
  • b malczyk on 01 Jun 12
     
    This article describes some of the changes in demographics within the US.
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
Lisa Martin

Research Findings and Policy Recommendations - 0 views

www.criticalthinking.org/...506

research findings critical thinking

shared by Lisa Martin on 27 Jun 12 - No Cached
  • 1) Though the overwhelming majority (89%) claimed critical thinking to be a primary objective of their instruction, only a small minority (19%) could give a clear explanation of what critical thinking is. Furthermore, according to their answers, only 9% of the respondents were clearly teaching for critical thinking on a typical day in class.
  • 5) Although the majority (67%) said that their concept of critical thinking is largely explicit in their thinking, only 19% could elaborate on their concept of thinking.
  • 6) Although the vast majority (89%) stated that critical thinking was of primary importance to their instruction, 77% of the respondents had little, limited or no conception of how to reconcile content coverage with the fostering of critical thinking.
  • Lisa Martin on 27 Jun 12
     
    Research on Critical Thinking in Higher Education classrooms
alexandra m. pickett

How important is cultural diversity at your school? - 0 views

www.greatschools.org/...ultural-diversity-at-school.gs

Diversity

shared by alexandra m. pickett on 01 Jun 12 - No Cached
  • A 2007 study by Public Agenda and the National Comprehensive Center for Teacher Quality found that 76% of new teachers say they were trained to teach an ethnically diverse student body but fewer than 4 in 10 say their training helps them deal with the challenges they face.
    • b malczyk
      b malczyk on 01 Jun 12
       
      Our course provides us wiith a place to learn to interact with a diverse group which is something we can then exemplify and share with our students.
    • alexandra m. pickett
      alexandra m. pickett on 02 Jun 12
       
      nicely stated.
  • Attending a school with a diverse student body can help prepare your child for citizenship in a multicultural democracy.
    • alexandra m. pickett
      alexandra m. pickett on 02 Jun 12
       
      nice use of a diigo sticky ben!
  • the U.S. minority population will become the majority
  • alexandra m. pickett on 02 Jun 12
     
    A brief article that describes the importance of diversity in schools and signs that diversity is appreciated at a school.
b malczyk

Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views

ideas.time.com/...ill-leave-many-students-behind

shared by b malczyk on 31 Jul 12 - No Cached
  • could actually widen the learning ga
  • “give everyone access to the world-class education that has so far been available only to a select few
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  • democratize learning
  • although the content is free now, it’s unlikely that it will remain that way for long.
  • schools plan to make a profit
  • omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
  •  only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000. 
  • only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
  • , many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
  • If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
Luke Fellows

Education Update:Managing Today's Classroom:Managing Today's Classroom - 0 views

www.ascd.org/...anaging-Today's-Classroom.aspx

shared by Luke Fellows on 12 Jul 13 - No Cached
  • In the past, most students "agreed to be controlled" by the teacher, he says. Today, students are more likely to challenge a teacher's authority
  • For a particular student, it might be "worth it" to beat up Mary, despite the punishment that follows.
  • "What's in it for me?"
  • ...7 more annotations...
  • "telling students your rules—using the first week to show who's in charge—is a way of getting kids to see themselves as either automatons or rebels,"
  • If a teacher imposes rules unilaterally, the rules "don't belong to those kids, and the kids won't feel a necessity for them,"
  • Unlike a coercive approach, where the teacher "regulates" children by telling them what to do, this cooperative approach encourages children to be self-regulating and helps them develop "autonomous morality,"
  • "Never assume; talk to kids,"
  • It's a truism among educators that a small minority of students cause the vast majority of classroom disruptions. What can teachers do about students who are repeat offenders?
  • Experts agree that classroom management is much easier when students find the curriculum engaging and relevant.
  • Historically, teachers did not receive formal training in classroom management, Martin says. Teachers learned on the job. As a result, they have tended to perpetuate the same practices, which are not necessarily the best ones.
Kristen Della

Sonia Nieto - 0 views

sonianieto.com/aboutsonia.html

multiculturalism humanistic educator minorities inequality pedagogy language

shared by Kristen Della on 12 Jun 11 - No Cached
  • Kristen Della on 12 Jun 11
     
    Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. Born and raised in Brooklyn, New York, she was educated in the New York City Public Schools. She attended St. John's University, Brooklyn campus, where she received a B.S. in Elementary Education in 1965. Upon graduation, she attended New York University's Graduate Program in Madrid, Spain, and received her MA in Spanish and Hispanic Literature in 1966. A junior high school teacher of English, Spanish, and ESL in Ocean Hiil/Brownsville, Brooklyn, in 1968 she took a job at P.S. 25 in the Bronx, the first fully bilingual school in the Northeast. Her first position in higher education was as an Instructor in the Department of Puerto Rican Studies in Brooklyn College, where she taught in a bilingual education teacher preparation program co-sponsored with the School of Education. Moving to Massachusetts with her family in 1975, she completed her doctoral studies in 1979 with specializations in curriculum studies, bilingual education, and multicultural education.
Kristen Della

Pedagogy of the Oppressed - 1 views

books.google.com/...Pedagogy_of_the_oppressed.html

Paulo methodology educator brazilian pedagogy oppressed empowerment banking system of education

shared by Kristen Della on 12 Jun 11 - No Cached
  • Kristen Della on 12 Jun 11
     
    The methodology of the late Paulo Freire, once considered such a threat to the established order that he was "invited" to leave his native Brazil, has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm. With a substantive new introduction to Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
alexandra m. pickett

The Metaconstitutional Manifesto: A Bourgeois Vision of the Classless Society - 3 views

www.merlot.org/...viewMaterial.htm

manifesto vision society Module 4 assignment. Module 4 assignment.

shared by alexandra m. pickett on 18 Jul 11 - No Cached
  • ccording to the author, "In the following pages I am going to argue that, mixed in with all the nonsense in his ideas, Marx did get two things right: First: To achieve an ideal society we must indeed move beyond capitalism. (Historical experience since Marx wrote, and a principled, systematic analysis of his ideas, however, indicate that the direction in which he proposed to move away from capitalism was profoundly incorrect.) Second: An ideal society will indeed be a classless one. (However it will not be achieved by liquidating the bourgeoisie by a revolutionary process, as Marx thought. Instead, it will be reached by elevating the proletariat into the bourgeoisie by a process of reform.)"
    • Michael Lucatorto
      Michael Lucatorto on 22 Jul 11
       
      I would like to use Ch. 5 to highlight the issues that occur with majority rule for minority groups
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      perfect!!!!
  • Michael Lucatorto on 18 Jul 11
     
    Module 4 Assignment
  • alexandra m. pickett on 22 Jul 11
     
    ok... now how will you use this in your online course?
  • alexandra m. pickett on 22 Jul 11
     
    Module 4 Assignment
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
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