Classroom Equity and the Role of a Teacher Leader

2021 ◽  
pp. 109-134
Author(s):  
Kimberly G. Dove
Keyword(s):  
Classroom Environment ◽  
Teacher Leaders ◽  
Teacher Leader ◽  
Do So ◽  
Classroom Equity

Classrooms are filled with students from multiple backgrounds. Teachers see students of different races, genders, and socioeconomic statuses. Providing the best education for these students is a necessity to produce productive members of society. To do so, teachers must work toward classroom equity. The research collected in this chapter can help teachers move toward an equitable classroom environment. There are many factors that need to be considered in creating equity. Once these factors are contemplated, the ability to change can be easily instituted. Teacher leaders have the potential to initiate change, but there are circumstances within the school that can hinder or support this change. Once schools meet the necessary criteria to create change, the role of teacher leaders is imperative in making equitable classrooms a reality.

scholarly journals El papel de la autoevaluación en el proyecto interdisciplinar “formar docentes, formar personas”. Una mirada desde la óptica de los estudiantes

2017 ◽  
Vol 4 (1) ◽  
pp. 17 ◽  
Author(s):  
Enrique Rivera García ◽  
Carmen Trigueros Cervantes ◽  
Alberto Moreno Doña ◽  
Eduardo De la Torre Navarro
Keyword(s):  
Learning Process ◽  
Classroom Environment ◽  
Point Of View ◽  
Assessment Process ◽  
Original Training ◽  
Self Assessment ◽  
Interdisciplinary Project ◽  
Teachers Training ◽  
Do So

Resumen: El proyecto “formar docentes, formar personas” es un intento de romper la inercia de la formación inicial del profesorado e inducir a nuestros estudiantes hacia una reflexión crítica desde tres ejes: interdisciplinariedad, autoevalución y participación. El trabajo interdisciplinar se construye desde tres asignaturas, buscando integrar a los docentes en un solo objetivo. Animamos a la participación democratizando el aula. Provocamos la responsabilidad del alumnado desde la confianza en su capacidad crítica y autocrítica para asumir el compromiso de su aprendizaje y, por ende, de la evaluación y calificación del mismo. La experiencia se presenta desde la doble mirada del docente y de los estudiantes, con el acento puesto en la evaluación. A la exposición de nuestros argumentos, hemos querido sumar las percepciones de nuestros alumnos, dejando al lector la puerta abierta para que pueda extraer sus propias conclusiones. The role of self-assesment the interdisciplinary project «educating teachers, training people». A view from students’ perspective assessing from self-assessment Abstract: The project “educating teachers, educating people” is an attempt to go beyond the original training/education of teachers. This project tries to make our students think critically taking into account three different aspects: interdisciplinarity, self-assessment and participation. Interdisciplinarity is developed by three different subjects (will be later explained). We encourage participation by democratizing the classroom environment. We try to make students aware of their own responsibilities, and we do so by making them feel confident about their own critical abilities. Our intention is that they become used to assess themselves and in that way they become truly engaged in their learning process. The experience is presented from the point of view of the professor and also from the point of view of the student, stressing the importance of assessment process. Apart from our ideas/arguments, we wanted to include our students’ perceptions, allowing the reader to arrive at their own conclusions.

A Re-Appraisal of the Role of Blood Coagulation and Platelets in the Generalized Shwartzman Phenomenon

1966 ◽  
Vol 15 (03/04) ◽  
pp. 519-538 ◽  
Author(s):  
J Levin ◽  
E Beck
Keyword(s):  
Blood Coagulation ◽  
The State ◽  
Coagulation System ◽  
Renal Lesions ◽  
Intravascular Coagulation ◽  
Renal Glomeruli ◽  
Coagulation Mechanism ◽  
Shwartzman Phenomenon ◽  
Do So

SummaryThe role of intravascular coagulation in the production of the generalized Shwartzman phenomenon has been evaluated. The administration of endotoxin to animals prepared with Thorotrast results in activation of the coagulation mechanism with the resultant deposition of fibrinoid material in the renal glomeruli. Anticoagulation prevents alterations in the state of the coagulation system and inhibits development of the renal lesions. Platelets are not primarily involved. Platelet antiserum produces similar lesions in animals prepared with Thorotrast, but appears to do so in a manner which does not significantly involve intravascular coagulation.The production of adrenal cortical hemorrhage, comparable to that seen in the Waterhouse-Friderichsen syndrome, following the administration of endotoxin to animals that had previously received ACTH does not require intravascular coagulation and may not be a manifestation of the generalized Shwartzman phenomenon.

‘Wheels have been set in motion’: Geocentrism and Relativity in Tom Stoppard’s Rosencrantz and Guildenstern Are Dead

2018 ◽  
Author(s):  
Liliane Campos
Keyword(s):  
20Th Century ◽  
Film Adaptation ◽  
Frames Of Reference ◽  
Quantum Uncertainty ◽  
Galilean Relativity ◽  
Modern Physics ◽  
20Th Century Physics ◽  
Time Specific ◽  
Do So

By decentring our reading of Hamlet, Stoppard’s tragicomedy questions the legitimacy of centres and of stable frames of reference. So Liliane Campos examines how Stoppard plays with the physical and cosmological models he finds in Hamlet, particularly those of the wheel and the compass, and gives a new scientific depth to the fear that time is ‘out of joint’. In both his play and his own film adaptation, Stoppard’s rewriting gives a 20th-century twist to these metaphors, through references to relativity, indeterminacy, and the role of the observer. When they refer to the uncontrollable wheels of their fate, his characters no longer describe the destruction of order, but uncertainty about which order is at work, whether heliocentric or geocentric, random or tragic. When they express their loss of bearings, they do so through the thought experiments of modern physics, from Galilean relativity to quantum uncertainty, drawing our attention to shifting frames of reference. Much like Schrödinger’s cat, Stoppard’s Rosencrantz and Guildenstern are both dead and alive. As we observe their predicament, Campos argues, we are placed in the paradoxical position of the observer in 20th-century physics, and constantly reminded that our time-specific relation to the canon inevitably determines our interpretation.

Helping when desire is low: The role of Expectancy in helping

2020 ◽  
Author(s):  
Małgorzata Kossowska
Keyword(s):  
Experimental Studies ◽  
Helping Behavior ◽  
Perceived Effectiveness ◽  
Do So

One might assume that the desire to help (here described as Want) is the essential driver of helping declarations and/or behaviors. However, even if desire to help is low, helping behavior may still occur if the expectancy regarding the perceived effectiveness of helping is high. We tested these predictions in a set of three experimental studies. In all three, we measured the desire to help (Want) and the Expectancy that the aid would be impactful for the victim; in addition, we manipulated Expectancy in Study 3. In Studies 1 and 3, we measured the participants’ declaration to help while in Study 2, their helping behavior was examined. In all three studies, we used variations of the same story about a victim. The results supported our hypothesis. Thus, the studies help to tease apart the determinants of helping behavior under conditions of lowered desire to do so, an issue of great importance in public policymaking.

History and Transport Policy

Transfers ◽  
2014 ◽  
Vol 4 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Ueli Haefeli ◽  
Fritz Kobi ◽  
Ulrich Seewer
Keyword(s):  
Knowledge Transfer ◽  
Transport Policy ◽  
Science And Policy ◽  
Direct Knowledge ◽  
Academic System ◽  
Decision Making Processes ◽  
Policy And Planning ◽  
Policy Solutions ◽  
Do So

Based on analysis of two case studies in the Canton of Bern, this article examines the question of knowledge transfer from history to transport policy and planning in the recent past in Switzerland. It shows that for several reasons, direct knowledge transfer did not occur. In particular, historians have seldom become actively involved in transport planning and policy discourses, probably partly because the academic system offers no incentive to do so. However, historical knowledge has certainly influenced decision-making processes indirectly, via personal reflection of the actors in the world of practice or through Switzerland's strongly developed modes of political participation. Because the potential for knowledge transfer to contribute to better policy solutions has not been fully utilized, we recommend strengthening the role of existing interfaces between science and policy.

Stative Morpheme In Shimakonde, An Anticausative Morpheme?

2017 ◽  
Vol 19 ◽  
pp. 343-376
Author(s):  
Ronaldo Rodrigues De Paula
Keyword(s):  
External Argument ◽  
Bantu Language ◽  
Northern Regions ◽  
Do So

Tis paper aims to describe the syntax of the constructions that present the verbal extensions {-ik-} and {-uk-} and their allomorphs in Shimakonde, a Bantu language classifed as P23 in the Guthrie classifcation (GUTHRIE 1967-71). Tis language is spoken in the northern regions of Mozambique and Tanzania. Tese verbal extensions are reported in literature under the labels of stative, impositive, pseudo-passive, neuter, and quasi-passive (DOKE, 1947; SATYO, 1985; MCHOMBO, 1993; DUBINSKY SIMANGO, 1996; BENTLEY KULEMEKA, 2001; LIPHOLA, 2001; NGUNGA, 2004; KHUMALO, 2009; LEACH, 2010; LANGA, 2013). Te addition of the {-ik-} or {-uk-} morphemes to the verb structure usually demotes or suppresses the external argument, turning a basically transitive predicate into an intransitive one. Tis paper aims to investigate in Shimakonde if alternations from a dyadic to a monadic predicate, through the use of one of the aforementioned morphemes, are instances of the phenomenon known in literature as causative/ anticausative alternation (HASPELMATH, 1987, 1993; LEVIN RAPPAPORT HOVAV, 1992, 1995; NAVES, 1998, 2005; VAN HOUT, 2004; OLIVEIRA, 2011; KALLULLI, 2007). In order to do so, I analyze the grammatical role of this morpheme with two Shimakonde native consultants from different Mozambique districts (Mocimboa da Praia and Montepuez). Te feldwork activities consisted of translations of sentences from Portuguese to Shimakonde, testing the grammaticality of the proposed sentences. In order to examine the data that were collected, I adopted the Alexiadou, Anagnostopoulou and Schäfer (2006) refnement of the verbal categories by Levin Rappaport Hovav (1992, 1995). One of the results obtained is that the verbal extensions display an atelic reading (giving rise to stative interpretation) or a telic reading (giving rise to anticausative or passive interpretation). To account for the different interpretations in these constructions, I propose distinct associations between Asp head and Voice head in accordance with Kratzer (1996), Pylkkänen (2002), van Hout (2004), and Oliveira (2010).

The Role of the Judiciary and Its Relationship to the Convention on the Rights of Persons with Disabilities

2018 ◽  
Author(s):  
Lisa Waddington
Keyword(s):  
Legal System ◽  
Amicus Curiae ◽  
Persons With Disabilities ◽  
Legal Duty ◽  
The Relationship ◽  
Do So

This chapter examines the role of the judiciary with regard to the Convention on the Rights of Persons with Disabilities (CRPD). It considers the relationship which the judiciary have or appear to perceive themselves as having with the CRPD and explores some of the factors seemingly prompting courts to refer to it. The first section reflects on: whether judges are able to choose to refer to the Convention or have a legal duty to do so; the significance of the fact that the CRPD is international law; and whether judges appear to see themselves merely as domestic actors, or as agents or trustees of the CRPD. The second section explores whether judges are referring to the CRPD in response to arguments raised before the court or doing so of their own volition. Also considered are the relevance of amicus curiae interventions; reasons for referral related to the domestic legal system; and the role of particularly engaged individuals.

Levinas as a Reader of Jewish Texts

2018 ◽  
pp. 442-458
Author(s):  
Ethan Kleinberg
Keyword(s):  
Reading Strategies ◽  
Related Issue ◽  
Written Texts ◽  
The Holocaust ◽  
Historical Moment ◽  
And Training ◽  
Do So

This article attempts to understand Levinas as a reader of Jewish texts, with particular attention paid to his Talmudic commentaries. To do so, the entangled relation between oral and written texts is explored; one must be able to properly “read” but also “write,” and there is the related issue of the methodology and training to be able to do so properly. Levinas offers commentary on each issue. Several interpretations of Talmudic texts and an important discussion of reading Scripture are analyzed in order to elucidate Levinas’s reading strategies, what this tells us about his relation to the larger tradition of Talmudic commentary, and Levinas’s particular historical moment, especially the role of the Holocaust for his approach to reading the Talmud and traditional texts.

scholarly journals Wider-community Segregation and the Effect of Neighbourhood Ethnic Diversity on Social Capital: An Investigation into Intra-Neighbourhood Trust in Great Britain and London

Sociology ◽  
2016 ◽  
Vol 51 (5) ◽  
pp. 1011-1033 ◽  
Author(s):  
James Laurence
Keyword(s):  
Social Capital ◽  
Great Britain ◽  
Ethnic Diversity ◽  
Linear Models ◽  
Critical Role ◽  
Hierarchical Linear Models ◽  
Negatively Associated ◽  
Community Segregation ◽  
Do So

Extensive research has demonstrated that neighbourhood ethnic diversity is negatively associated with intra-neighbourhood social capital. This study explores the role of segregation and integration in this relationship. To do so it applies three-level hierarchical linear models to two sets of data from across Great Britain and within London, and examines how segregation across the wider-community in which a neighbourhood is nested impacts trust amongst neighbours. This study replicates the increasingly ubiquitous finding that neighbourhood diversity is negatively associated with neighbour-trust. However, we demonstrate that this relationship is highly dependent on the level of segregation across the wider-community in which a neighbourhood is nested. Increasing neighbourhood diversity only negatively impacts neighbour-trust when nested in more segregated wider-communities. Individuals living in diverse neighbourhoods nested within integrated wider-communities experience no trust-penalty. These findings show that segregation plays a critical role in the neighbourhood diversity/trust relationship, and that its absence from the literature biases our understanding of how ethnic diversity affects social cohesion.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

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