School Leaders and Cultural Competence

2013 ◽  
pp. 148-164 ◽  
Author(s):  
Maysaa Barakat ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Professional Development ◽  
United States ◽  
Achievement Gap ◽  
Cultural Competence ◽  
Cultural Differences ◽  
The United States ◽  
Educational Institutions ◽  
Development Programs ◽  
Core Element ◽  
Culturally Diverse Students

Culture is a core element in everyday living within the United States. The variety of races, traditions, languages, and religious beliefs contribute to a cultural combination that is rich and strengthens the bonds of our society. However, within school systems cultural differences, seen through the eyes of prejudice and stereotyping, can deter and hinder student achievement and teaching efforts. Incorporating cultural competencies within educator preparation and professional development programs can serve to provide equitable education and address the achievement gap with culturally diverse students. This chapter discusses current research practices and advances in cultural competence within U.S. schools and educational institutions.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

2020 ◽  
pp. 002242942098252
Author(s):  
Justin J. West
Keyword(s):  
Professional Development ◽  
United States ◽  
Social Interaction ◽  
Teacher Professional Development ◽  
The United States ◽  
Music Teacher ◽  
Policy Practice ◽  
Teacher Professional ◽  
Nationally Representative ◽  
Using Data

The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descriptive results against a set of broadly agreed-on criteria for “effective” PD: content specificity, relevance, voluntariness/autonomy, social interaction, and sustained duration. Findings revealed a mixed record. Commendable improvements in content-specific PD access were undercut by deficiencies in social interaction, voluntariness/autonomy, sustained duration, and relevance. School policy, as reported by teachers, was grossly inadequate, with only one of the nine PD-supportive measures appearing on SASS reaching a majority of teachers in any given survey year. Implications for policy, practice, and scholarship are presented.

In a World of Migration

2009 ◽  
Vol 1 (1) ◽  
pp. 71-92
Author(s):  
Elizabeth P. Quintero
Keyword(s):  
United States ◽  
Teacher Development ◽  
The United States ◽  
Colleges Of Education ◽  
Development Programs ◽  
Future Teachers ◽  
Host Countries ◽  
The World ◽  
Target Languages ◽  
Responsible Research

This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.

scholarly journals Estimated transmissibility and impact of SARS-CoV-2 lineage B.1.1.7 in England

Science ◽  
2021 ◽  
Vol 372 (6538) ◽  
pp. eabg3055 ◽  
Author(s):  
Nicholas G. Davies ◽  
Sam Abbott ◽  
Rosanna C. Barnard ◽  
Christopher I. Jarvis ◽  
Adam J. Kucharski ◽  
...  
Keyword(s):  
United States ◽  
Severe Acute Respiratory Syndrome ◽  
Reproduction Number ◽  
The United States ◽  
Control Measures ◽  
Transmission Model ◽  
Educational Institutions ◽  
Stringent Control ◽  
Dynamic Transmission Model ◽  
Credible Intervals

A severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) variant, VOC 202012/01 (lineage B.1.1.7), emerged in southeast England in September 2020 and is rapidly spreading toward fixation. Using a variety of statistical and dynamic modeling approaches, we estimate that this variant has a 43 to 90% (range of 95% credible intervals, 38 to 130%) higher reproduction number than preexisting variants. A fitted two-strain dynamic transmission model shows that VOC 202012/01 will lead to large resurgences of COVID-19 cases. Without stringent control measures, including limited closure of educational institutions and a greatly accelerated vaccine rollout, COVID-19 hospitalizations and deaths across England in the first 6 months of 2021 were projected to exceed those in 2020. VOC 202012/01 has spread globally and exhibits a similar transmission increase (59 to 74%) in Denmark, Switzerland, and the United States.

scholarly journals The emotion-valuation constellation: multiple emotions are governed by a common grammar of social valuation

2019 ◽  
Author(s):  
Daniel Sznycer ◽  
Aaron Lukaszewski
Keyword(s):  
United States ◽  
Cultural Differences ◽  
The United States ◽  
Cross Cultural ◽  
Social Value ◽  
Social Emotions ◽  
The Social ◽  
Social Valuation ◽  
Common Architecture ◽  
Substantial Degree

Social emotions are hypothesized to be adaptations designed by selection to solve adaptiveproblems pertaining to social valuation—the disposition to attend to, associate with, and aid atarget individual based on her probable contributions to the fitness of the valuer. To steerbetween effectiveness and economy, social emotions need to activate in precise proportion to the local evaluations of the various acts and characteristics that dictate the social value of self and others. Supporting this hypothesis, experiments conducted in the United States and India indicate that five different social emotions all track a common set of valuations. The extent to which people value each of 25 positive characteristics in others predicts the intensities of: pride (if you had those characteristics), anger (if someone failed to acknowledge that you have thosecharacteristics), gratitude (if someone convinced others that you have those characteristics), guilt (if you harmed someone who has those characteristics), and sadness (if someone died who had those characteristics). The five emotions track local valuations (mean r = +.72) and even foreign valuations (mean r = +.70). In addition, cultural differences in emotion are patterned: They follow cultural differences in valuation. These findings suggest that multiple social emotions are governed (in part) by a common architecture of social valuation, that the valuation architecture operates with a substantial degree of universality in its content, and that a unified theoretical framework may explain cross-cultural invariances and cultural differences in emotion.

scholarly journals Introduction

2021 ◽  
Vol 27 (3) ◽  
pp. 321-327
Author(s):  
Joseph M. Pierce ◽  
María Amelia Viteri ◽  
Diego Falconí Trávez ◽  
Salvador Vidal-Ortiz ◽  
Lourdes Martínez-Echazábal
Keyword(s):  
United States ◽  
Cultural Differences ◽  
Knowledge Production ◽  
Working Group ◽  
American Studies ◽  
The United States ◽  
Gender And Sexuality ◽  
Special Issue ◽  
Gender And Sexuality Studies ◽  
Hemispheric American Studies

Abstract This special issue questions translation and its politics of (in)visibilizing certain bodies and geographies, and sheds light on queer and cuir histories that have confronted the imperial gaze, or that remain untranslatable. Part of a larger scholarly and activist project of the Feminist and Cuir/Queer Américas Working Group, the special issue situates the relationships across linguistic and cultural differences as central to a hemispheric queer/cuir dialogue. We have assembled contributions with activists, scholars, and artists working through queer and cuir studies, gender and sexuality studies, intersectional feminisms, decolonial approaches, migration studies, and hemispheric American studies. Published across three journals, GLQ in the United States, Periódicus in Brazil, and El lugar sin límites in Argentina, this special issue homes in on the production, circulation, and transformation of knowledge, and on how knowledge production relates to cultural, disciplinary, or market-based logics.

scholarly journals As Tranças de Ifemelu: a Migração e o Entre-lugar no Livro Americanah

2020 ◽  
pp. 79
Author(s):  
CLARA CARDOSO FERREIRA COSTA
Keyword(s):  
United States ◽  
Cultural Differences ◽  
Black Woman ◽  
United States Of America ◽  
The United States

Em Americanah (ADICHIE, 2014), conhecemos Ifemelu, que se descobre nigeriana, imigrante, negra, escritora e mulher, assim que chega aos Estados Unidos e se depara com a necessidade de afirmar e encarar todas as identidades que, previamente, não precisou afirmar. Quinze anos depois, prepara-se para retornar à terra natal, receosa de ser vista como “americanah” (como os nigerianos chamam aqueles que retornam à Nigéria com trejeitos e sotaques estadunidenses). Nesse artigo, analisamos a migração, suas consequências nas identidades dos que se deslocam, as dificuldades no convívio com as diferenças culturais e conceitos como hibridismo e entre-lugar (BHABHA, 1998), a partir da história de Ifemelu. Portanto, faremos uma análise do livro e do desenvolvimento de suas personagens a partir da seguinte trança de conceitos: identidade, cultura, deslocamento, hibridismo e entre-lugar.Palavras-chave: Americanah. Entre-lugar. Migração.Ifemelu’s Braids: Migration and In-between in the Book Americanah ABSTRACTIn Americanah (ADICHIE, 2014), we meet Ifemelu, who discovers herself as a Nigerian, an immigrant, a black woman, a writer and a woman, as soon as she arrives at the United States of America and encounters all of the identities that she did not have to claim previously. Fifteen years later, she prepares herself to go back to her homeland, afraid to be seen as “americanah” (Nigerians use this term to call those who come back to Nigeria with American grimaces and accents). In this article, we analyze migration, its consequences in the identities of those who move, the difficulties they encounter while coexist among cultural differences and concepts as hybridism and in-between (BHABHA, 1998), after Ifemelu’s story. Therefore, we will analyze the book and its characters’ development after the following braid of concepts: identity, culture, displacement, hybridism and in-between.Keywords: Americanah. In-between. Migration.

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