EAL in Public Schools in British Columbia

2016 ◽  
Vol 1 (2) ◽  
pp. 67-81
Author(s):  
Roumiana Ilieva
Keyword(s):  
British Columbia ◽  
Social Justice ◽  
Public Schools ◽  
Diverse Students ◽  
Policy Makers ◽  
Fine Grained ◽  
Metro Vancouver ◽  
Local Contexts ◽  
Justice Model ◽  
Policies And Practices

This article analyzes through the lens of Nancy Fraser's (2008) multidimensional social justice model policies and practices currently guiding English as an additional language (EAL) education in public schools in British Columbia, Canada on the basis of research published in the last decade or so. It highlights directions which Fraser's model guides us to explore in further depth in order to attend more adequately to the diverse linguistic, cultural, and integration needs of EAL students in the Metro Vancouver area. A continuous search for theoretical lenses allowing for more fine-grained analyses of challenges in educating diverse students would equip policy makers and practitioners alike with refined tools to engage more meaningfully with the complexities of diversities in the local contexts within which they work.

Culturally and Linguistically Diverse Students

2021 ◽  
pp. 202-220
Author(s):  
Eda Başak Hancı-Azizoglu
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
Linguistically Diverse ◽  
Academic Failure ◽  
Culturally And Linguistically Diverse ◽  
Educational Goals ◽  
Diverse Students ◽  
Academic Needs ◽  
Policy Makers ◽  
Linguistically Diverse Students

The structure of American public schools has altered within the past 30 years due to receiving extensive number of linguistically diverse students. The fact that culturally and linguistically diverse (CALD) students often experience academic failure within the U.S. public schools creates a subgroup of students who cannot achieve their educational goals. The purpose of this study is to explore ideal practices in order to enhance teachers' and policy makers' perceptions and awareness on the unique needs of CALD students. The findings of this study reveal the fact that ineffective methods for teaching CALD students and short-term goal-oriented educational policies fall short of meeting the academic needs of CALD students, and this research offers a conceptual framework that could contribute to CALD students' intellectual growth through effective and constructive language learning practices.

Culturally and Linguistically Diverse Students

2022 ◽  
pp. 1516-1534
Author(s):  
Eda Başak Hancı-Azizoglu
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
Linguistically Diverse ◽  
Academic Failure ◽  
Culturally And Linguistically Diverse ◽  
Educational Goals ◽  
Diverse Students ◽  
Academic Needs ◽  
Policy Makers ◽  
Linguistically Diverse Students

The structure of American public schools has altered within the past 30 years due to receiving extensive number of linguistically diverse students. The fact that culturally and linguistically diverse (CALD) students often experience academic failure within the U.S. public schools creates a subgroup of students who cannot achieve their educational goals. The purpose of this study is to explore ideal practices in order to enhance teachers' and policy makers' perceptions and awareness on the unique needs of CALD students. The findings of this study reveal the fact that ineffective methods for teaching CALD students and short-term goal-oriented educational policies fall short of meeting the academic needs of CALD students, and this research offers a conceptual framework that could contribute to CALD students' intellectual growth through effective and constructive language learning practices.

scholarly journals Combining disparate data sources for improved poverty prediction and mapping

2017 ◽  
Vol 114 (46) ◽  
pp. E9783-E9792 ◽  
Author(s):  
Neeti Pokhriyal ◽  
Damien Christophe Jacques
Keyword(s):  
Bayesian Learning ◽  
Pearson Correlation ◽  
Gaussian Process Regression ◽  
Multidimensional Poverty ◽  
Environmental Data ◽  
Policy Makers ◽  
Multidimensional Poverty Index ◽  
Fine Grained ◽  
Disparate Data ◽  
Single Data

More than 330 million people are still living in extreme poverty in Africa. Timely, accurate, and spatially fine-grained baseline data are essential to determining policy in favor of reducing poverty. The potential of “Big Data” to estimate socioeconomic factors in Africa has been proven. However, most current studies are limited to using a single data source. We propose a computational framework to accurately predict the Global Multidimensional Poverty Index (MPI) at a finest spatial granularity and coverage of 552 communes in Senegal using environmental data (related to food security, economic activity, and accessibility to facilities) and call data records (capturing individualistic, spatial, and temporal aspects of people). Our framework is based on Gaussian Process regression, a Bayesian learning technique, providing uncertainty associated with predictions. We perform model selection using elastic net regularization to prevent overfitting. Our results empirically prove the superior accuracy when using disparate data (Pearson correlation of 0.91). Our approach is used to accurately predict important dimensions of poverty: health, education, and standard of living (Pearson correlation of 0.84–0.86). All predictions are validated using deprivations calculated from census. Our approach can be used to generate poverty maps frequently, and its diagnostic nature is, likely, to assist policy makers in designing better interventions for poverty eradication.

Moving beyond Brown: Race and Education After Parents v. Seattle School District No. 1

2011 ◽  
Vol 113 (4) ◽  
pp. 735-754 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Students Of Color ◽  
Global Economy ◽  
Community Schools ◽  
Policy Makers ◽  
Educational Advancement ◽  
Quality Learning ◽  
The U.S

Background By a 5–4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the Supreme Court declared that the plaintiffs, Parents Involved in Community Schools (PICS), had a valid claim of injury by asserting a interest in not being forced to compete for seats at certain high schools in a system that uses race as a deciding factor in many of its admissions decisions. Purpose The goal of the article is to discuss how conceptions of harm and fairness as articulated in Parents Involved in Community Schools v. Seattle School District No. 1 privilege the self-interests of White students and families over the educational needs of students of color. Research Design This article is a document analysis. Conclusions By referencing the Brown v. Board of Education of Topeka decision of 1954 (Brown I) to buttress its decision, the U.S. Supreme Court has determined that programmatic efforts to ensure students of color access to quality learning environments are inherently ominous. The dilemma moving forward for policy makers and scholars concerned with the educational advancement of students of color is not to develop new ways to integrate America's public schools or reconcile the gaps in the Supreme Court's logic, but rather to craft programs and policies for students of color around the human development and workforce needs of the global economy.

Democracy Now? Race, Education, and Black Self-Determination

2011 ◽  
Vol 113 (4) ◽  
pp. 811-830
Author(s):  
Adrienne D. Dixson
Keyword(s):  
Public Schools ◽  
Educational Equity ◽  
School Administrators ◽  
Research Question ◽  
Supreme Court Decision ◽  
The United States ◽  
Community Schools ◽  
Self Determination ◽  
Policy Makers ◽  
School Assignment

Background/Context The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially “undoing” the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study Given the rhetoric that education in the United States is the “great equalizer,” this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.

Telluride Mineralogy of the Deer Horn Au-Ag-Te-(Bi-Pb-W) Deposit, British Columbia: Implications for the Generation of Tellurides

2021 ◽  
Author(s):  
Jordan A. Roberts ◽  
Lee A. Groat ◽  
Paul G. Spry ◽  
Jan Cempírek
Keyword(s):  
British Columbia ◽  
Fluid Inclusions ◽  
Hanging Wall ◽  
Oscillatory Zoning ◽  
Stage Iii ◽  
Fine Grained ◽  
Melting Temperatures ◽  
Homogenization Temperatures ◽  
Intrusive Suite ◽  
Cathodoluminescence Imaging

ABSTRACT The Deer Horn deposit, located 150 km south of Smithers in west-central British Columbia, is an Eocene polymetallic system enriched in Au-Ag-Te with lesser amounts of Bi-Pb-W; the Au and Ag are hosted in Te-bearing minerals and Ag-rich gold (Au-Ag alloy). A quartz-sulfide vein system containing the main zones of Au-Ag-Te mineralization and attendant sericite alteration occurs in the hanging wall of a local, spatially related thrust fault and is genetically related to the nearby Eocene Nanika granodiorite intrusive suite. Tellurium-bearing minerals commonly form isolated euhedral to subhedral grains or composite grains (up to 525 μm in size) of Ag-, Bi-, Pb-, and Au-rich tellurium-bearing minerals (e.g., hessite, tellurobismuthite, volynskite, altaite, and petzite). Panchromatic cathodoluminescence imaging revealed four generations of quartz. Within remnant cores of quartz I, local oscillatory zoning occurs in quartz II. Fine-grained veinlets of quartz III and IV crosscut quartz I and II, showing evidence of at least two deformation events; late-forming veinlets of calcite crosscut all generations of quartz. The tellurides and Ag-rich gold occur in stage III quartz. Three types of fluid inclusions were observed in stage III and IV quartz: (1) aqueous liquid and vapor inclusions (L-V); (2) aqueous carbonic inclusions (L-L-V); and (3) carbonic inclusions (vapor-rich). Primary fluid inclusions related to the telluride mineralization within quartz III were tested with microthermometry, along with a few primary inclusions from quartz IV. Homogenization temperatures are 130.0–240.5 °C for L-V inclusions and 268.0–336.4 °C for L-L-V inclusions. Aqueous carbonic inclusions had solid CO2 melting temperatures from –62.1 to –56.8 °C, indicating the presence of ≈1 to 30 mol.% dissolved methane in these inclusions. The Deer Horn Au-Ag-Te-(Bi-Pb-W) deposit is a reduced intrusion-related gold system characterized by sheeted veins, metal zoning, low salinity aqueous-carbonic fluids, and a genetic relationship to an Eocene granodiorite. Values of δ34S of pyrite vary from –1.6 to 1.6 per mil and are compatible with a magmatic source of sulfur.

From learning to labour to custody for the precariat

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 531-547 ◽  
Author(s):  
Ove Sernhede
Keyword(s):  
Social Justice ◽  
Young Adults ◽  
Public Schools ◽  
Young People ◽  
Crucial Importance ◽  
Compulsory School ◽  
High Rise ◽  
The Past ◽  
The Poor ◽  
Large Groups

The globally reported riots in the poor high-rise suburbs of Sweden’s metropolitan districts in 2013 were stark manifestations of the increased social and economic inequality of the past 30 years. Large groups of young adults acted out their unarticulated claims for social justice. In the light of the riots, it is relevant to ask whether any trace of resistance or protest can be found in the compulsory school where the young people from these neighbourhoods spend their days. The ethnography sampled for the article comes from two public schools in two poor, multi-ethnic, high-rise neighbourhoods on the outskirts of Gothenburg. The article argues that the theoretical and methodological concepts and perspectives developed by Willis still is of crucial importance to any investigation aimed at understanding the presence or absence of resistance in contemporary Swedish schools.

Teacher Layoffs: An Empirical Illustration of Seniority versus Measures of Effectiveness

2011 ◽  
Vol 6 (3) ◽  
pp. 439-454 ◽  
Author(s):  
Donald Boyd ◽  
Hamilton Lankford ◽  
Susanna Loeb ◽  
James Wyckoff
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Teacher Effectiveness ◽  
District Leaders ◽  
Policy Makers ◽  
School District Leaders ◽  
Alternative Approaches ◽  
Teacher Layoffs ◽  
Measures Of Effectiveness

School districts are confronting difficult choices in the aftermath of the financial crisis. Today, the financial imbalance in many school districts is so large that there may be few alternatives to teacher layoffs. In nearly all school districts, layoffs are currently determined by some version of teacher seniority. Yet, alternative approaches to personnel reductions may substantially reduce the harm to students from staff reductions relative to layoffs based on seniority. As a result, many school district leaders and other policy makers are raising important questions about whether~other criteria, such as measures of teacher effectiveness, should inform layoffs. This policy brief, a quick look at some aspects of the debate, illustrates the differences in New York City public schools that would result if layoffs were determined by seniority in comparison to a measure of teacher effectiveness.

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