LGBTQ+ visibility in the K–12 curriculum

2018 ◽  
Vol 100 (2) ◽  
pp. 22-26
Author(s):  
Laura Moorhead
Keyword(s):  
High School ◽  
San Francisco ◽  
Gender And Sexuality ◽  
School Systems ◽  
Policy Makers ◽  
Lgbtq Studies ◽  
K 12

Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom. This fall, California’s K-12 classrooms began using LGBTQ-inclusive textbooks, and, for the last three years, a San Francisco high school has offered an LGBTQ Studies course, likely the first in the country and a pilot for others in the district. Though far from typical, these efforts — and the LGBTQ Studies course in particular — present an opportunity to see how inclusive LGBTQ+ curriculum is playing out in schools, offering guidance on how best to encourage understanding and acceptance of gender and sexuality among students.

San Francisco's New Deal Murals in Long-Term Perspective

2020 ◽  
Vol 97 (1) ◽  
pp. 3-32
Author(s):  
Robert W. Cherny
Keyword(s):  
High School ◽  
San Francisco ◽  
New Deal ◽  
Public Art ◽  
George Washington ◽  
Art Programs ◽  
City College ◽  
Washington High School ◽  
Treasure Island

The federal art programs of the New Deal produced public art in quantities not seen before or since. Historians have studied many aspects of the New Deal's art programs, but few have considered the long-term history of works produced by them. New Deal art programs produced large numbers of public murals—so many that such murals are often thought of as the typical form of New Deal art. They thus provide readily available examples of the long-term experience of New Deal art. San Francisco has a particularly rich collection of these murals. Some of them have been well cared for over the past eight decades, but public officials have proved negligent stewards—and occasionally destructive stewards—of others. Some of San Francisco's murals were considered so controversial at the time they were created that they were modified or even destroyed. Others became controversial later, with calls for modification or destruction. Some of the latter were covered, some were vandalized, and some have deteriorated. Most of the damaged murals have been restored, sometimes more than once. This article looks at the city's New Deal murals at Coit Tower, the Mothers Building at the Zoo, the Beach Chalet, the University of California San Francisco, the Alemany Health Center, Treasure Island/City College, and Rincon Annex/Center, with special attention to the George Washington High School murals that have recently been highly controversial. Controversies over the murals at Coit Tower, Rincon Annex, and George Washington High School also reveal significant changes in the role of the city's political and civic leadership with regard to public art.

Choosing to be the Hero, the Joker, the Villain: An Interview with Arthur Dong

2020 ◽  
Vol 73 (3) ◽  
pp. 41-46
Author(s):  
Oliver Wang
Keyword(s):  
High School ◽  
San Francisco ◽  
Asian Americans ◽  
Asian American ◽  
Short Film ◽  
Recent Experience ◽  
West Hollywood

Oliver Wang interviews documentary filmmaker Arthur Dong. Originally from San Francisco, Dong began his career as a student filmmaker in the 1970s before releasing the Oscar-nominated short film, Sewing Woman in 1982. Since then, his films have focused on the role of Chinese and Asian Americans in entertainment industries as well as on anti-LGBQ discrimination. In the interview, Wang and Dong discuss Dong's beginnings as a high school filmmaker, his decision to turn the story of his seamstress mother into Sewing Woman, his struggle to bring together the Asian American and queer film communities and his recent experience in staging a “Hollywood Chinese” exhibit inside a renovated bar in West Hollywood.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

The Substance and Circumstances of Race and Immigration Talk in High School Gender and Sexuality Alliances

2021 ◽  
Author(s):  
Jerel P. Calzo ◽  
Hirokazu Yoshikawa ◽  
V. Paul Poteat ◽  
Talia Kieu ◽  
Amanda Pham
Keyword(s):  
High School ◽  
Gender And Sexuality

scholarly journals School Choice in Guangzhou: Why High-Scoring Students Are Protected?

Games ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Yuanju Fang
Keyword(s):  
High School ◽  
Middle School ◽  
School Choice ◽  
Standardized Test ◽  
Policy Makers ◽  
Protection Policy ◽  
Serial Dictatorship

Each year, millions of middle school graduates in China take a standardized test and compete for high school positions. Unlike other cities, Guangzhou still uses the immediate acceptance mechanism but implements a policy that students in the high-scoring group receive their allocations before those in the low-scoring group. In this paper, we study a class of the Guangzhou mechanisms, including the immediate acceptance (IA) and the serial dictatorship (SD) mechanism. We show that, if a collection of groups is refined by splitting its groups into a larger number of smaller subgroups, then the Guangzhou mechanism will perform more stably and less manipulable than before. This result provides a tool for policy makers to improve the allocation outcome of the IA mechanism under homogeneous priorities and justifies the use of a high-scoring student protection policy in Guangzhou’s high school admission.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

A Practitioner’s Perspective on Realignment

2016 ◽  
Vol 664 (1) ◽  
pp. 221-235
Author(s):  
Wendy S. Still
Keyword(s):  
San Francisco ◽  
Local Level ◽  
Interagency Collaboration ◽  
Cultural Barriers ◽  
Practical Implementation ◽  
Direct Experience ◽  
Policy Makers ◽  
Alternatives To Incarceration ◽  
Level I ◽  
The City

This article offers a practitioner’s perspective on California’s criminal justice Realignment. Drawing on my direct experience implementing Realignment as the chief probation officer in the city and county of San Francisco, I argue that the San Francisco case illustrates how decarceration can occur without compromising public safety, and I offer a set of lessons for practitioners and policy-makers about how to achieve decarceration despite local political, organizational, and cultural barriers. Specifically, I identify interagency collaboration, investment in community corrections and a commitment to alternatives to incarceration and community engagement with the families of both victims and offenders as key facilitators of decarceration at the local level. I urge observers not to dismiss these lessons as idiosyncratic to San Francisco’s unique locale. Rather, my experience has been that even San Francisco’s exceptionally hospitable local culture is not enough to successfully implement reform; structural arrangements that institutionalize the practical implementation of cultural commitments to reduce reliance on incarceration are required.

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