Skip to main content

Home/ Teacher Professional Development/ Group items tagged minorities

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Teachers Without Borders

Study: Minority Teacher Shortages Linked to Poor Working Conditions - Teaching Now - Ed... - 0 views

blogs.edweek.org/...o_poor_working_conditions.html

teachers turnover professional development schools study research minority

shared by Teachers Without Borders on 06 Nov 11 - No Cached
  • A new analysis of federal data suggests that minority teacher shortages are caused not by a lack of minority candidates entering the profession but by unsatisfactory working conditions in schools.
  • minority teachers, who are more likely to work in hard-to-staff urban schools, tend to leave their jobs at a much higher rate than their white counterparts, creating a "revolving door" effect.
  • ngersoll and May find that minority teachers' decisions to leave a school are most often related to dissatisfaction with their working conditions—particularly with "the level of collective faculty decision-making influence in the school and the degree of instructional autonomy held by teachers in their classroom." In other words, these teachers often feel a lack of professional control and independence.
Emily Vickery

Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

bloom assessment

shared by Emily Vickery on 15 Nov 08 - Cached
  • During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.
Teachers Without Borders

UPDATED: Keeping Cultural Ties Helps Mexican-American Pupils Succeed - Learning the Lan... - 1 views

blogs.edweek.org/...ing_in_touch_with_culture.html

ELLs immigration education Mexico minorities

shared by Teachers Without Borders on 09 Oct 11 - No Cached
  • A new study from the University of Missouri suggests that Mexican-Americans in U.S. schools fare better when they maintain a connection to their heritage. "Culture Predicts Mexican Americans' College Self-Efficacy and College Performance," published in the journal Culture and College Outcomes, shows that Mexican-Americans who continued to speak Spanish and remained attached to their cultural heritage had higher GPAs and were more successful in college.
  • He spoke about the importance of educators understanding cultural differences: "Educators need to be aware of students' home lives," Aguayo said. "Immigrant parents, in particular, tend to put more trust in educators, rather than being involved in the child's education like we normally see in the U.S. If educators can take the time to learn about the parents' culture, the educators can have a positive impact on the students' future."
  • The study adds another voice to the conversation about best practices for teaching ELLs. Arayo says that his results indicate that English-only education may hurt some students: "I understand the reasons behind English-only efforts, but the research shows that if we don't accept the cultural identity of these students in our schools, such as tolerating their native language, Mexican-Americans may not succeed."
1 - 3 of 3
Showing 20▼ items per page