scholarly journals The Power of Parental Contact: Strategies for Teaching in Highly Transient, Urban Classrooms

2020 ◽  
Vol 4 (1) ◽  
pp. p93
Author(s):  
Donna R. Sanderson, Professor
Keyword(s):  
Parental Involvement ◽  
High Mobility ◽  
Practicing Teachers ◽  
School Connection ◽  
Teachers And Students ◽  
Single Strategy ◽  
The Many ◽  
Home And School Connection ◽  
Urban Classrooms ◽  
Home And School

Research states that parental involvement is associated with student success and achievement. Research also documents that currently in our society students are transferring in and out of schools at an alarming rate. Urban schools, in particular, are subject to high mobility subpopulations, and the student movement can penetrate the interaction of teachers and students around learning. This purpose of this article explores the many ways practicing teachers in an urban school in Pennsylvania are reaching out to parents of highly transient students in an effort to foster a stronger home and school connection and increased student learning. The results show that teachers use a myriad of strategies to connect with parents and not one single strategy proves to work best.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

Embracing Computer Corpora in the Language Learning Classroom and Using It in Your Classroom

2018 ◽  
pp. 131-148
Author(s):  
Sally Durand
Keyword(s):  
Language Learning ◽  
Classroom Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Language ◽  
Practicing Teachers ◽  
Classroom Strategies ◽  
Corpus Data ◽  
The Many ◽  
Learning Language

Among the many facets of Computer Assisted Language Learning (CALL), studies using computer language corpora have risen to considerable prominence in research agendas. The author argues that corpora are useful tools for practicing teachers. However, the myth that “corpus-based research is too complicated to be useful for teachers” (Conrad, 2009) prevails in pedagogical contexts. This chapter strives to dispel that myth by synthesizing a wealth of research and their accompanying pedagogical applications. Secondly, it shares specific pedagogical activities to implement corpus data in classroom teaching. These corpus-informed classroom strategies provide concrete examples that will assist TESOL/TEFL teachers in making their coursework authentic and therefore more meaningful to students learning language.

Power in Hatha Yoga Communities and Classes:Understanding Exclusion and Creating Space for Diverse Cultures

2007 ◽  
Vol 17 (1) ◽  
pp. 51-56
Author(s):  
Traci Michelle Childress
Keyword(s):  
United States ◽  
Learning Process ◽  
The United States ◽  
Hatha Yoga ◽  
Cultural Backgrounds ◽  
Teachers And Students ◽  
Diverse Community ◽  
The Many ◽  
The Relationship ◽  
Diverse Cultures

Power is an important dynamic in the Yoga community that influences who has access to the knowledge of Yoga and how that knowledge is shared. To create an ethic of inclusion in Yoga communities, we must consider the many ways in which people experience Hatha Yoga—especially the experiences of individuals who come from cultural backgrounds other than our own. Because it is difficult to see the ways in which cultures—our own and those of others—are seen, experienced, and responded to, it is easy to imagine that the reason that Yoga classes in the United States tend to be homogeneous is based on some inherent natural truth at work. To create space for diverse cultures in Yoga communities, we must recognize that (1) Both teachers and students bring knowledge and culture with them to the relationship, and that (2) Teachers (and institutions) should be held accountable to their perspectives, biases, and opinions about their own and others' cultural backgrounds. To create a diverse community, there must be an understanding of the human-ness of both the teacher and student, and of the inherent relationship that influences the learning process.

FORMATION AND USE OF THE DEVELOPMENT CAPACITY OF REGIONAL ECONOMIES CENTRAL FEDERAL

2019 ◽  
Vol 7 (6) ◽  
pp. 255-262
Author(s):  
Demyanenko A. E.
Keyword(s):  
Federal District ◽  
Specific Weight ◽  
Regional Economies ◽  
Central Federal District ◽  
Bank Deposits ◽  
Development Capacity ◽  
Teachers And Students ◽  
Economic State ◽  
The Many ◽  
Regional Product

Purpose: The research is devoted to the potential of economic development of regions of Central Federal District, in a section of determination of regularities, trends, and features of their social and economic state and development. Methodology: The conducted research is based on materials of official state statistics, with the use of a method of komparativny analysis. The carried-out analysis allows revealing a row specific, observed on regions of Central Federal District, regularities, trends and features of a social and economic state and development. Result: Essential distinctions on the analyzed territorial subjects of the federation, investments and bank deposits making considerable specific weight in the consumer investment portfolio of potential of development of regional economy are revealed. Integrated assessment of the indicators demonstrating the many-sided nature of specialization of regional production is carried out taking into account their correlation importance information of a gross regional product. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the Formation and use of the Development Capacity of Regional Economies Central Federal is presented in a comprehensive and complete manner.

scholarly journals Exploring the Meaning of Parental Involvement in Physical Education for Students With Developmental Disabilities

2013 ◽  
Vol 30 (2) ◽  
pp. 147-163 ◽  
Author(s):  
Jihoun An ◽  
Samuel R. Hodge
Keyword(s):  
Developmental Disabilities ◽  
Physical Education ◽  
Parental Involvement ◽  
Collaborative Partnerships ◽  
School Environments ◽  
Phenomenological Inquiry ◽  
Elementary Aged Children ◽  
Big Picture ◽  
Additional Support ◽  
Home And School

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

Linking proximal and downstream signalling events in hepatic ischaemia/reperfusion injury

2006 ◽  
Vol 34 (5) ◽  
pp. 957-959 ◽  
Author(s):  
G. Jeyabalan ◽  
A. Tsung ◽  
T.R. Billiar
Keyword(s):  
Reperfusion Injury ◽  
Immune Surveillance ◽  
High Mobility ◽  
Intracellular Signalling ◽  
Ischaemia Reperfusion Injury ◽  
Signalling Molecules ◽  
Ischaemia Reperfusion ◽  
The Many ◽  
Molecular Patterns

Hepatic I/R (ischaemia/reperfusion) injury occurs in a variety of clinical settings including transplantation, elective liver resections and trauma. One of the challenges in studying the pathophysiology of I/R injury is the fact that the liver plays a central role in a variety of metabolic pathways in addition to governing aspects of immune surveillance and tolerance. The pathways activated in response to insults as varied as toxins, microbial and endogenous ligands and I/R may share common elements. The multiple intracellular signalling cascades involved in this process and the initiating events are still under investigation. Recent work on the role of TLRs (Toll-like receptors) in I/R injury has elucidated some of the more proximal signalling events in the pathway. In addition to the well-established role of signalling molecules such as NO (nitric oxide) in mediating damage or protection following hepatic I/R, more recent studies have focused on the participation of endogenous danger signals or DAMPs (damage-associated molecular patterns) such as HMGB1 (high-mobility group box 1). The complex interplay between HMGB1, TLRs and the many intracellular signalling molecules and pathways is illustrative of how our understanding of hepatic I/R injury is continually evolving.

scholarly journals School and Home as Study Spaces: Attitudes of Teachers, Parents, and Students to E-learning During the COVID-19 Period: The Case of Israel

2021 ◽  
Vol 7 (4) ◽  
pp. 715-731
Author(s):  
Miri Ben ◽  
Nitza Davidovitch
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Implicit Attitudes ◽  
The Future ◽  
Teachers And Students ◽  
E Learning ◽  
Research Findings ◽  
The Relationship ◽  
Home And School

<p style="text-align: justify;">During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.</p>

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