The Role of Formal and Nonformal Leaders in Creating Culturally Proficient Educational Practices

2020 ◽  
pp. 144-172
Author(s):  
Brooke Soles ◽  
Peter Flores III ◽  
Joe Domingues ◽  
Francisco Solis
Keyword(s):  
Research Question ◽  
Educational Leaders ◽  
Cultural Proficiency ◽  
Transformative Leadership ◽  
Educational Practices ◽  
Educational Stakeholders ◽  
Equity And Access ◽  
Culturally Proficient ◽  
Inside Out

This chapter examines the role of formal and nonformal leaders in creating culturally proficient educational practices to create equity and access for all students. Transformative leadership is the foundation of this change process. Through the inside-out cultural proficiency journey, all educational stakeholders can create equity and access at the intersection of race, measurement, and conversations. This chapter introduces a study-in-progress with the following research question: What does it take for educational leaders to create and sustain change processes focused on culturally proficient educational practices so that all students achieve?

Cultural Proficiency: The Necessary Link to Family Engagement

2021 ◽  
pp. 155545892110377
Author(s):  
Corinne Brion
Keyword(s):  
Socioeconomic Status ◽  
Community Engagement ◽  
Family Engagement ◽  
Educational Leaders ◽  
Cultural Proficiency ◽  
Dominant Culture ◽  
Community Outcomes ◽  
Race Ethnicity ◽  
Culturally Proficient

Although family engagement is crucial to student and community outcomes, schools often alienate families who are not part of the dominant culture. As a result, school leaders need to become culturally proficient to systematically engage all families equitably regardless of their race, ethnicity, socioeconomic status, and other cultural identifiers. This teaching case study raises issues related to cultural proficiency and family engagement. To help current and future educational leaders foster family engagement, I provide a cultural proficiency for family and community engagement framework. I also pose questions designed to trigger conversations and find practical solutions related to equitable family engagement.

Cultural Proficiency: The Missing Link to Student Learning

2019 ◽  
Vol 22 (4) ◽  
pp. 99-114
Author(s):  
Corinne Brion
Keyword(s):  
Student Learning ◽  
School Leaders ◽  
Educational Leaders ◽  
Cultural Proficiency ◽  
Missing Link ◽  
Cultural Challenges ◽  
American Schools ◽  
Different Cultures ◽  
Culturally Proficient

This case illustrates why school leaders must be culturally proficient to serve all students and lead effectively. I discuss one case in Ohio that is representative of many other American schools. In particular, I examine the cultural challenges educational leaders must commonly face. This case encourages administrators to participate in meaningful conversations with stakeholders to solve complex issues. The hope is to better understand how school leaders in diverse contexts can lead and embrace different cultures, beliefs, and norms. I also pose questions designed to prepare educational leaders for similar situations where they must address issues of culture.

Culturally Proficient Leadership

2020 ◽  
Author(s):  
Randall B. Lindsey ◽  
Delores B. Lindsey ◽  
Raymond D. Terrell
Keyword(s):  
Cultural Competence ◽  
Health Professionals ◽  
School Leaders ◽  
Cultural Proficiency ◽  
Essential Elements ◽  
Guiding Principles ◽  
Culturally Proficient Leadership ◽  
Culturally Proficient ◽  
Inside Out ◽  
Policies And Practices

Culturally proficient leadership is an inside-out process of personal and organizational change. Cultural proficiency reflects educational leaders’ values through their actions in service of all students. Culturally proficient leaders demonstrate their capability and willingness to embrace change as an inside-out process in which school leaders become students of their assumptions about self, others, and the context in which they work. The willingness and ability to assess and examine self, school, and school district are fundamental to addressing educational access and achievement disparity issues. Cultural proficiency provides a comprehensive, systemic structure for school leaders to identify, examine, and discuss educational equity in their schools. Cultural proficiency provides the means to assess and change school leaders’ values and behaviors through their school’s policies and practices to serve students, schools, communities, and society in an equitable and inclusive manner. Culturally proficient school leaders engage in processes of self-growth as a philosophical and moral imperative. Cultural proficiency is a mindset for how we interact with all people, irrespective of their or others’ cultural memberships. Cultural proficiency is a world view that carries explicit values, language, and standards for effective personal interactions and professional practices. Cross, Bazron, Dennis, and Isaacs were motivated to develop cultural competence and cultural proficiency when they recognized that only a few mental health professionals and institutions were effective in cross-cultural settings. They devised the elements of cultural competence to identify why some health professionals were successful irrespective of culture of the professional or client. From their work came the cultural proficient framework. The work is profound in causing shifts in thinking and actions. Educators who commit to culturally proficient leadership practices represent a paradigmatic shift from demonstrating a value for tolerating diversity to a transformative commitment to equity. The Cultural Proficiency Framework comprises an interrelated set of four tools: the Cultural Proficiency Continuum, Overcoming Barriers to Cultural Proficiency, the Guiding Principles of Cultural Proficiency, and the Essential Elements of Cultural Competence. The guiding principles inform individual and organizational core values and the essential elements inform and guide individual actions and organizational policies and practices.

PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ujang Khiyarusoleh
Keyword(s):  
Special Needs ◽  
Research Question ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Slow Learner ◽  
Learning Achievement ◽  
Study Approach ◽  
Role Of Parents ◽  
Guidance Teachers

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya. Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner   ABSTRACT Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children. Keywords: role of parents, role of special guidance teachers, slow learner

The Role of Mobile Money in Moderating Financial Exclusion: A Tanzanian Experience

2020 ◽  
Vol 2 ◽  
pp. 1-24 ◽  
Author(s):  
Deogratius Joseph Mhella
Keyword(s):  
Developing Countries ◽  
Financial Institutions ◽  
Banking Sector ◽  
Research Question ◽  
Microfinance Institutions ◽  
Mobile Money ◽  
Access To Credit ◽  
Financial Exclusion

Prior to the advent of mobile money, the banking sector in most of the developing countries excluded certain segments of the population. The excluded populations were deemed as a risk to the banking sector. The banking sector did not work with cash stripped and the financially disenfranchised people. Financial exclusion persisted to incredibly higher levels. Those excluded did not have: bank accounts, savings in financial institutions, access to credit, loan and insurance services. The advent of mobile money moderated the very factors of financial exclusion that the banks failed to resolve. This paper explains how mobile money moderates the factors of financial exclusion that the banks and microfinance institutions have always failed to moderate. The paper seeks to answer the following research question: 'How has mobile money moderated the factors of financial exclusion that other financial institutions failed to resolve between 1960 and 2008? Tanzania has been chosen as a case study to show how mobile has succeeded in moderating financial exclusion in the period after 2008.

scholarly journals Influence of Land Use on Avian Diversity in North African Urban Environments

Land ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 434
Author(s):  
Hani Amir Aouissi ◽  
Alexandru-Ionuţ Petrişor ◽  
Mostefa Ababsa ◽  
Maria Boştenaru-Dan ◽  
Mahmoud Tourki ◽  
...  
Keyword(s):  
Green Infrastructure ◽  
Diversity Index ◽  
Research Question ◽  
Urban Environments ◽  
Ecological Group ◽  
Avian Diversity ◽  
North African ◽  
Index Method ◽  
Urban Green Spaces

Land cover and use changes are important to study for their impact on ecosystem services and ultimately on sustainability. In urban environments, a particularly important research question addresses the relationship between urbanization-related changes and biodiversity, subject to controversies in the literature. Birds are an important ecological group, and useful for answering this question. The present study builds upon the hypothesis according to which avian diversity decreases with urbanization. In order to answer it, a sample of 4245 observations from 650 sites in Annaba, Algeria, obtained through the point abundance index method, were investigated by computing Shannon-Wiener’s diversity index and the species richness, mapping them, and analyzing the results statistically. The findings confirm the study hypothesis and are relevant for planning, as they stress the role of urban green spaces as biodiversity hotspots, and plead for the need of connecting them. From a planning perspective, the results emphasize the need for interconnecting the green infrastructure through avian corridors. Moreover, the results fill in an important lack of data on the biodiversity of the region, and are relevant for other similar Mediterranean areas. Future studies could use the findings to compare with data from other countries and continents.

scholarly journals Species-Specific Regulation of TRPM2 by PI(4,5)P2 via the Membrane Interfacial Cavity

2021 ◽  
Vol 22 (9) ◽  
pp. 4637
Author(s):  
Daniel Barth ◽  
Andreas Lückhoff ◽  
Frank J. P. Kühn
Keyword(s):  
Amino Acid Residues ◽  
Hek 293 ◽  
Complete Inactivation ◽  
293 Cells ◽  
Activation Mechanisms ◽  
Specific Regulation ◽  
Species Specific ◽  
Inside Out ◽  
Positively Charged

The human apoptosis channel TRPM2 is stimulated by intracellular ADR-ribose and calcium. Recent studies show pronounced species-specific activation mechanisms. Our aim was to analyse the functional effect of phosphatidylinositol 4,5-bisphosphate (PI(4,5)P2), commonly referred to as PIP2, on different TRPM2 orthologues. Moreover, we wished to identify the interaction site between TRPM2 and PIP2. We demonstrate a crucial role of PIP2, in the activation of TRPM2 orthologues of man, zebrafish, and sea anemone. Utilizing inside-out patch clamp recordings of HEK-293 cells transfected with TRPM2, differential effects of PIP2 that were dependent on the species variant became apparent. While depletion of PIP2 via polylysine uniformly caused complete inactivation of TRPM2, restoration of channel activity by artificial PIP2 differed widely. Human TRPM2 was the least sensitive species variant, making it the most susceptible one for regulation by changes in intramembranous PIP2 content. Furthermore, mutations of highly conserved positively charged amino acid residues in the membrane interfacial cavity reduced the PIP2 sensitivity in all three TRPM2 orthologues to varying degrees. We conclude that the membrane interfacial cavity acts as a uniform PIP2 binding site of TRPM2, facilitating channel activation in the presence of ADPR and Ca2+ in a species-specific manner.

Using a Culturally Proficient Leadership Lens to Effectively Serve Refugee Students

2021 ◽  
pp. 155545892110124
Author(s):  
Corinne Brion
Keyword(s):  
Middle School ◽  
Cultural Proficiency ◽  
Severe Trauma ◽  
Refugee Students ◽  
Cultural Wealth ◽  
The Republic ◽  
Culturally Proficient Leadership ◽  
Different Cultures ◽  
Culturally Proficient

This teaching case study takes place in an American middle school and tells the story of Dorah, a refugee student from the Republic of Congo who experienced severe trauma. At Lincoln Middle School, the principal and her teachers encounter difficulties serving their refugee students adequately because of their lack of cultural proficiency. This case aims to help leaders in diverse contexts understand how to embrace and advocate for different cultures, beliefs, and norms to increase the cultural wealth of their communities. To achieve this goal, I provide a cultural proficiency model and a trauma-invested framework.

Polish Ethnic Minority in Belarus and Lithuania: Politics, Institutions, and Identities

2020 ◽  
pp. 1-18
Author(s):  
Monika Frėjutė-Rakauskienė ◽  
Olga Sasunkevich ◽  
Kristina Šliavaitė
Keyword(s):  
Identity Formation ◽  
Research Question ◽  
Analysis Data ◽  
Minority Communities ◽  
Secondary Sources ◽  
Institutional Settings ◽  
Cross Case Analysis ◽  
Two Sides ◽  
State Schools

Abstract This article analyzes how institutions influence the process of identity formation within the Polish minority communities in Belarus and Lithuania. We focus on ways that the identities of people who consider themselves Poles in Belarus and Lithuania are targeted by institutions like the state, schools, and nongovernmental organizations. We aim to shed light on how these processes are shaped by institutional settings and broader political contexts. The authors take a bottom-up approach to institutions and look at how members of the Polish communities in the two neighboring countries conceptualize the role of various institutions—NGOs, schools, Karta Polaka (the Polish Card)—to shape their sense of ethnic belonging. The article is built on a cross-case analysis. Data for the Lithuanian and Belarusian cases, consisting of interviews and secondary sources, were collected independently and then reread in light of a common research question. Through our analysis, we show differences and similarities in how analogous institutions function on the two sides of the border and elaborate on the reasons why these differences occur and what role state policy and supranational regulations play in the process.

Sign in / Sign up

Export Citation Format

Share Document