Developing Culturally Competent Leaders: Current Theory, Research, and Lessons Learned

2011 ◽  
Author(s):  
Arwen Hunter DeCostanza ◽  
Marissa L. Shuffler
Keyword(s):  
Current Theory ◽  
Lessons Learned ◽  
Culturally Competent ◽  
Theory Research

scholarly journals A 50+ Year Search for effective, efficient and engaging instruction

2017 ◽  
Vol 24 ◽  
Author(s):  
M. David Merrill
Keyword(s):  
Research Study ◽  
Research Data ◽  
Lessons Learned ◽  
Computer Assisted ◽  
Research Approach ◽  
Extensive Experience ◽  
Authoring Systems ◽  
Engaging Instruction ◽  
Approach Theory ◽  
Theory Research

In this paper I will chronicle my 50+ year career, from my interest in making education more effective, to an epiphany about theories, and some of my published work that, for a time, gained the attention of others in the field of instructional technology.  My extensive experience with computer-assisted learning covers early efforts to teach concepts to attempts to design automated authoring systems. My most recent work attempts to identify underlying principles common to most theories of instruction.The professional press publishes reports of theory, research, data, prescriptions, and opinions, but seldom do we get the back story. Where did these ideas originate?  What events led to a particular theoretical or research approach?  What were the challenges—personal and interpersonal—that affected a given approach, theory or research study?  In this paper, in addition to identifying a few of the most notable contributions to this literature, I will provide some of the back story that contributed to my career and inspired or significantly influenced my work. I will also highlight some of the lessons learned along the way.Download the PDF and read more...

Integrated Technology for Culturally Competent Communication in Urban Schools

2012 ◽  
pp. 34-47
Author(s):  
Maura Wechsler Linas ◽  
Joan E. Aitken
Keyword(s):  
Lessons Learned ◽  
Communication Process ◽  
Culturally Competent ◽  
Special Education Services ◽  
Urban Context ◽  
Urban Centers ◽  
Face To Face ◽  
Integrated Technology ◽  
Primary Focus ◽  
And Behavior

A disproportionately high number of students who live in urban centers are found eligible for special education services. For some of these students, teachers and administrators may misinterpret communication and other behaviors. This chapter will provide ideas generated from the literature and lessons learned about interpreting communication and behavior in the urban context. Although the primary focus is face-to-face communication, the authors also discuss ways to integrate technology to support the communication process.

Motivational Perspectives on Chronic Pain

2018 ◽  
Keyword(s):  
Chronic Pain ◽  
Stress Reactivity ◽  
Self Regulation ◽  
Current Theory ◽  
Sociocultural Factors ◽  
Interpersonal Processes ◽  
Goal Systems ◽  
Broad Array ◽  
The One ◽  
Theory Research

This edited volume is the first to present a cohesive account of adaptation to chronic pain from a motivational perspective. Across the 15 chapters, scholars from diverse domains of psychology explore the multileveled and bidirectional nature of pain and motivation, drawing from a broad array of constructs, including self-regulation, goal systems, cognitive control, attention, conflict, interpersonal processes, coping, conditioning, and stress reactivity. Also addressed is the relation between pain and psychopathology, the nature of pain-affect dynamics, and the neural mechanisms underlying the pain experience. Applied considerations are presented in chapters on Motivational Interviewing, ACT, Internet-based methods, and related clinical topics. Our volume provides an up-to-date compendium of cutting-edge research and interventions that collectively illustrate the utility of viewing chronic pain as neither a “disease” nor an imposed lifestyle, but as the emergent and potentially flexible product of a complex transactional system that is bounded by sociocultural factors, on the one hand, and by biogenetic and neural moderating forces on the other. The chapters capture the vibrancy of current theory, research, and practice while pointing toward unexplored new directions. Students and seasoned pain researchers will find within the motivation-centered framework a host of intriguing ideas to complement extant formulations. And those engaged in treating/training persons with chronic pain will discover the unique, integrative value of motivational models.

scholarly journals A lezione con i task: fra teoria e operatività

EL LE ◽  
2018 ◽  
Author(s):  
Marilisa Birello ◽  
Enrico Odelli ◽  
Albert Vilagrasa
Keyword(s):  
Language Teaching ◽  
Current Theory ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Focus On Form ◽  
Practicing Teachers ◽  
Research And Practice ◽  
Set Up ◽  
Theory Research ◽  
The Relationship

This article aims to: present a literature review about Task-Based Language Teaching (TBLT) for practicing teachers and teachers in preparation; set up a link between TBLT and the guidelines of the Action-Oriented Approach described in the Common European Framework of Reference for Languages; and bring together current theory, research and practice. In this paper we define the notion of ‘task’ and we discuss the relationship between TBLT and a communicative language teaching. We also describe a TBLT syllabus, we analyse different instructional sequences, we outline our own framework according to the TBLT criteria and we argue which place the Focus on form must have in it. Additionally we explore which possibilities the Web 2.0 provides to this methodology. The text is illustrated with examples in order to bridge the gap between theory and practice.

Assessment and Culturally Relevant Inclusive Education

2019 ◽  
pp. 228-245
Author(s):  
Angi Stone-MacDonald ◽  
Japhari Robert Shehaghilo
Keyword(s):  
Inclusive Education ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Lessons Learned ◽  
Governmental Organization ◽  
Special Needs Education ◽  
History Of ◽  
Culturally Relevant Practices ◽  
Theory Research

In this chapter, the authors will describe a case study that illuminates assessment, identification, and inclusive educational practices in Tanzania. The key purposes of this chapter are to briefly describe the history of special needs education and policies and assessment practices in Tanzania, to examine how one non-governmental organization project uses culturally relevant assessment and inclusive education to support assessment and education of children in Tanzania, and to offer lessons learned from this study on how assessment and teacher preparation can support inclusive practices and teacher education in Tanzania and other similar locations. This chapter incorporates assessment theory, research in the field, and an understanding of culturally relevant practices drawn from the authors' practical work in the field and Tanzania. This chapter will add to the limited scholarly literature on assessment in inclusive education in Tanzania, while also offering research to practice solutions for teachers and teacher educators in the field.

Higher Education and Web 2.0

2016 ◽  
pp. 1738-1757
Author(s):  
Pedro Isaías ◽  
Sara Pífano ◽  
Paula Miranda
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Web 2.0 ◽  
Empirical Evidence ◽  
Current Theory ◽  
Lessons Learned ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Wiki Technology

The inclusion of Web 2.0 in education has been a polemic process comprised both with enthusiasm and scepticism. There is empirical evidence of Web 2.0's effective employment in educational contexts and it seems that the background of hesitation that has always accompanied Web 2.0's didactic progress is now more concentrated on questioning how to use it rather than whether or not it should be used. In light of this predicament, this chapter aims to analyse how some Web 2.0 tools are being used in higher education as well as to uncover what best practices should guide their successful deployment. This chapter begins by providing an overview of the advantages and disadvantages of using Web 2.0 pedagogically, and it then focuses on particular cases where educators have experimented with YouTube, wiki technology, and Twitter in their teaching settings. The lessons learned and the outcomes of their experiences are combined with current theory on Web 2.0 in education to serve as guidelines.

Integrated Technology for Culturally Competent Communication in Urban Schools

2013 ◽  
pp. 27-40
Author(s):  
Maura Wechsler Linas ◽  
Joan E. Aitken
Keyword(s):  
Lessons Learned ◽  
Communication Process ◽  
Culturally Competent ◽  
Special Education Services ◽  
Urban Context ◽  
Urban Centers ◽  
Face To Face ◽  
Integrated Technology ◽  
Primary Focus ◽  
And Behavior

A disproportionately high number of students who live in urban centers are found eligible for special education services. For some of these students, teachers and administrators may misinterpret communication and other behaviors. This chapter will provide ideas generated from the literature and lessons learned about interpreting communication and behavior in the urban context. Although the primary focus is face-to-face communication, the authors also discuss ways to integrate technology to support the communication process.

Sign in / Sign up

Export Citation Format

Share Document