This interview with Prof. Dr. Clea Schmidt from the University of Manitoba presents some of Dr. Schmidt's and Dr. Ferraz's perspectives in relation to language education and teacher education in Canada and Brazil. The conversation focuses on essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, immigration, LGBTQ, pedagogical practices, language policies, and teacher education. ; This interview with Prof. Dr. Clea Schmidt from the University of Manitoba presents some of Dr. Schmidt's and Dr. Ferraz's perspectives in relation to language education and teacher education in Canada and Brazil. The conversation focuses on essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, immigration, LGBTQ, pedagogical practices, language policies, and teacher education.
Prestigious college and power executives -- Elected CEOs -- Dow 30 and fortune 500 CEOs -- Foundation executives -- Military chief executives -- Media executives -- Presidents and chancellors -- A campus guide to CEO U
Academic interest in homeschooling has increased over the last decade, as what was once perceived as a marginal development, has, in fact, turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling Black parents. It is the purpose of this essay (a) to present empirical evidence regarding African American motivations for homeschooling; and (b) to explore in depth one of the main reasons why African Americans increasingly choose to educate their children at home, namely, African American discontent with the poor quality of the education available in American schools, both public and private. While discontent with the quality of education is also commonly cited by other ethnic groups, the African American definition of a satisfactory education stands out, as it is articulated within the context of a racially exclusive and discriminatory society, and often includes demands for cultural and historical relevance.
Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Preface -- Acknowledgements -- 1 The context -- 1.1 Inequalities in Covid-19 times -- 1.2 Students with immigrant backgrounds -- 1.3 Students with immigrant backgrounds in the Italian education system -- 1.4 Being Italian, being a foreigner -- 1.5 Interculturalism as a European policy -- 1.6 Interculturalism in Italy -- 1.7 Neoliberal background -- 1.8 Education in Italy: elitism, democratisation, modernisation -- References -- 2 Key theories and concepts -- 2.1 An intersectional approach -- 2.2 Social class: habitus, field, capital -- 2.3 Performativity -- 2.4 Teachers and gender -- 2.5 Ethnicity -- 2.6 A note on use of terminology -- 2.7 The collection of data -- References -- 3 Teachers' perceptions of social class -- 3.1 Teachers' classed identities -- 3.2 Just a normal family -- 3.3 A simple family -- 3.4 A family 'of a certain kind' -- 3.5 Language as a field of tensions -- 3.6 Students' classed identities: it all depends on the family -- 3.7 It's not only how poor you are: cultural capital and economic capital -- References -- 4 Teachers' views on gender -- 4.1 A job for women: time flexibility -- 4.2 Disputing a feminine essence -- 4.3 The teaching environment: lack of gender bias or gender segregation? -- 4.4 The gendered 'foreign pupil' -- References -- 5 Constructing (non)belonging -- 5.1 Drawing lines of (non)belonging: 'us' and 'them' -- 5.2 Time and language as factors of belonging -- 5.3 Yesterday's 'others': the Albanians and the Romanians -- 5.4 Today's 'others': the Muslims -- 5.5 Values and religion -- 5.6 A deficit view of immigrant pupils and families -- 5.7 School tracks -- References -- 6 Teachers' understanding of neoliberal education policies and the shaping of power relations in the classroom -- 6.1 The value of citizenship.
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In an era when quality education is a concern for education-focused international organizations and dominates national debates, teacher quality must equally be a priority. The central role of the teacher requires that teacher education must be of the highest quality toward achieving any educational agenda. This article provides a synopsis and adds to the currency of contemporary teacher education efforts in Ghana. It presents key teacher training institutions in Ghana and highlights the structure of teacher preparation, type of teacher training pursued, and pathways to teacher development in Ghana. It examines how the question of approaches teacher educators use in training student-teachers can or cannot lead to the development of critical thinking skills, which are vital to promoting teacher effectiveness. We advocate that universities, colleges, Teacher Education Division of the Ghana Education Service, and all bodies involved in teacher education in Ghana join forces to chart new content and, emphatically, approaches to teaching teachers-in-training that can promote critical thinking skills in teachers. With the increased private sector participation, we initiate a debate as to the need to ensure uniformity in teacher quality standards in Ghana.
This article examines China's strategies for and constraints on protecting and implementing children's and young people's rights to education, employment and social and political participation. It shows that the 1978 policy of reform and opening to the world brought forth significant domestic economic and social changes and exposed China and its people to the world. All this, in turn, created new demands and concerns for the development of youth education, work and citizenship. The article further shows that in China, these three domains of youth have been influenced by changing domestic and global contexts, and the state has played a vital role in facilitating these changes in three major spheres of youth. China, however, has also been confronted with equity issues arising from new developments in these domains. ; published_or_final_version
This report provides an extensive look at how the states largest ethnic group is faring at every level of Californias education system. The report finds that while the over 3 million Latino students in K-12 schools are the majority of Californias 6.2 million K-12 population, and nearly 1 million Latino students are in Californias public colleges and universities, these students continue to face troubling inequities from early learning through higher education. ; The Education Trust-West
Implementation, Effectiveness and Experience With Remote Laboratory in Engineering Education Modern educational methods bring many new challenges from the pedagogical, as well as from the technical aspect. One of the more significant is the integration of information and communication technology into the educational process. These is particularly noticeable in the engineering education where the requests of the industry for a faster and more efficient acquisition of knowledge and practical skills lead to a constant search for new solutions in the learning process which would attract and motivate students, as well as be user friendly. This is especially difficult to be reached with the practical education which is usually composed of laboratory exercises that are bound to a specific time and place. One of the possible solutions are the remote laboratories which offer the possibility of the implementation of real remote laboratory experiments in the educational institutions' laboratories and, therefore, enhance the students' knowledge and capability for dealing with some technical problems without the need for their physical presence in the laboratory. In the article, the example of a successful implementation of the remote laboratory in the field of engineering, developed and operating in the Moodle environment, is presented. The laboratory does not only represent the framework for the experiment implementation, but it also offers courses with complete documentation, therefore courses can be performed on distance. As an example, the case of the most widely used course from remote laboratory is presented, i.e., the "Control of nonlinear mechanism" course. Special attention is given to the description of the booking process for remote experiments, the execution of remote experiments and the applied user interface. The evaluation of the interface usability from the point of view of end users was performed via the acknowledged SUMI method. Additionally, another questionnaire was prepared in order to investigate the students' opinion about working in the remote laboratory. The results have shown that the presented remote laboratory is user friendly and accepted by both teachers and students as a suitable and interesting supplement to the conventional laboratory exercises.
Cover; Half Title; Series Page; Title; Copyright; Dedication; Contents; Preface; Introduction; 1 Neoliberal Fantasies and Current Predicaments; 2 Intermezzo-Destruction; 3 Outside the Margins of Reality; 4 Symbolism; 5 Awakening the Imagination; Afterword: Waking Up to a New World; Bibliography; Index
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