scholarly journals Exploring InTASC Standards and Principals from the Perspectives of Soka (Value-Creating) Education

2018 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Nai-Cheng Kuo ◽  
Loretta Aniezue
Keyword(s):  
United States ◽  
Teacher Education ◽  
Content Knowledge ◽  
Educational Philosophy ◽  
The United States ◽  
Education Standards ◽  
Learning Content ◽  
International Attention ◽  
Tsunesaburo Makiguchi ◽  
The U.S

Value-creating education, developed by Tsunesaburo Makiguchi (1871-1944), Josei Toda (1900-1958), and Daisaku Ikeda (1928-present), is a relatively new educational philosophy based on compassion and love for humanity. Originating in Japan, this philosophy has gradually gained international attention through scholarly research, particularly in the United States (Sherman, 2016). In this paper, we discuss how value-creating education can maximize the use of the U.S. national teacher education standards, InTASC, across four categories: the learner and learning, content knowledge, instructional practice, and professional responsibility. By using value-creating education, we hope to cultivate teachers whose role is not merely to deliver knowledge but to nurture the next generation who will uphold the dignity of each individual’s life.

Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research

2017 ◽  
Vol 41 (1) ◽  
pp. 453-476 ◽  
Author(s):  
Ayanna F. Brown ◽  
David Bloome ◽  
Jerome E. Morris ◽  
Stephanie Power-Carter ◽  
Arlette I. Willis
Keyword(s):  
United States ◽  
Teacher Education ◽  
African Americans ◽  
Content Knowledge ◽  
The United States ◽  
Political Discussion ◽  
Educational Inequalities ◽  
Classroom Conversations ◽  
Academic Content ◽  
The U.S

This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students’ and educators’ understandings of a racialized society, their construction of and reflection on relationships among students, as well as to their learning of academic content knowledge. The review considers research across grades P–12, as well as conversations in teacher education, with a specific focus on the U.S. context. Limiting the review to the U.S. context is done not to obfuscate conceptions of race and inequalities globally, but to elucidate how race becomes manifested in unique ways in the United States—often positioning African Americans and Blackness as the “fundamental other.” The review offers a social, historical, and political discussion that contextualizes how classroom conversations, and their omission, are not conversations only relegated to the classroom, but are part of a larger dialogue within the broader society.

After the Airlifts

2017 ◽  
Author(s):  
Allison Varzally
Keyword(s):  
United States ◽  
Media Coverage ◽  
The United States ◽  
International Attention ◽  
National Boundaries ◽  
And Migration ◽  
And Control ◽  
The U.S

This chapter focuses upon the aftermath of Operation Babylift, the mass airlift of Vietnamese children to the United states on the eve of the nation’s formal withdrawal. Arguably the most dramatic episode of the unfolding adoption and migration story, it received overwhelming media coverage, captured international attention, and pushed Vietnamese adoptees to the center of debates about the war’s end and aftermath. Although the architects of the airlift hoped it would improve the America’s reputation and benefit Vietnamese children, it stoked significant controversy among Americans and Vietnamese who accused the U.S. and Vietnamese governments of playing politics. The airlift and its controversy also displayed the creative ways in which Vietnamese families stretched across national boundaries an, demanded reunions, and disputed American efforts to contain and control the legacies of war.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

International Perspectives on Standards and Benchmarking in Teacher Education

2019 ◽  
Author(s):  
Pranati Panda
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Quality ◽  
United States Of America ◽  
The United States ◽  
Professional Standards ◽  
Quality Teachers ◽  
Education Standards ◽  
Teacher Standards ◽  
Standard Framework

Ensuring quality teachers and quality teacher education programmes have been fundamental global concerns over the decades. High quality teachers are critical to the future development of national educational systems and economic vitality. Teachers’ quality and professionalism are closely linked to their professional standards, preparation and development. Teacher education, therefore, plays a central role in preparing quality teacher and also laying foundation for the development of teacher as a professional. Worldwide, professional standards, teacher standards, teaching- leaning standards and teacher education standards are considered instrumental for improving teacher preparation, their quality and professionalism. In this context, it becomes pertinent to deliberate upon the multiple standards frameworks in operation and how these frameworks are informing teacher education programmes for preparing quality teachers. The discourses on standards and benchmarking provide effective platforms for measuring and improving performance, practice, and knowledge of teachers. Standard framework can be considered a diagnostic approach to the delivery of education which evolves through research and practice to generate new knowledge and to maintain an accountable profession. The analysis of teacher standards in both developed and developing countries clearly indicates that standards contribute to the professionalization of teaching and raise the status of the profession. Therefore standards and quality dimensions form the cornerstone for the teacher education policy, planning, and implementation. The ideas, concepts, and constructs for standards and benchmarking in teacher education are derived from comparative perspectives and implications on quality dimension processes. The concepts of standards and benchmarks in teacher education around the globe are interpreted and used in diverse ways. The developed countries of the world have specific or explicit teacher education standard frameworks, as per their country-specific expectations and requirements. Countries such as the United States of America, Australia, Canada, Scotland, and Singapore have exclusive standards frameworks for initial teacher education. Singapore and Finland have recognised the implication of teacher education standards and benchmarking on improving teaching profession. The implementation of standards is considered an important part of the solution to the problem of assessment, accreditation, and maintenance of teacher quality by the United States of America and Australia. Acknowledging the potential of standards to raise teacher quality, the East and South Asian countries are using implicit models by drawing essence from teacher, teaching and learning and professional standards frameworks as guiding reference for teacher education .The comparative analysis of standards frameworks across different countries reveals common features such as professional knowledge, professional competencies, professional skills, and professional conduct. Therefore, it can be argued that teaching learning and professional standards make teacher education programmes accountable to deliver quality and to prepare competent teachers. Though the use of a standards framework is highly acknowledged, it is equally critiqued by many researchers. In order to substantiate the deliberation, the major question of whether standard frameworks are facilitating teacher education or act as a trap can be explored. This question rallies around both the merits and demerits of the multiple use of standards in teacher education. Though explicit and implicit models for teacher education standards are in operation, it is recommended that standard framework should be flexible and dynamic in nature in order to be replicated and adopted by various teacher education programs. Despite the raised criticism, once can argue that standards frameworks are necessary for ensuring teacher education quality. The teacher education framework model necessitates continuous research and innovation support to make it more dynamic and contextual.

Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund

2015 ◽  
Vol 117 (5) ◽  
pp. 1-44 ◽  
Author(s):  
Kenneth Zeichner ◽  
César Peña-Sandoval
Keyword(s):  
United States ◽  
Public Policy ◽  
Teacher Education ◽  
Current System ◽  
The United States ◽  
New Schools ◽  
Venture Philanthropy ◽  
Policy And Practice ◽  
The U.S

Background & Purpose This article focuses on the growing role of venture philanthropy in shaping policy and practice in teacher education in the United States. Our goal is to bring a greater level of transparency to private influences on public policy and to promote greater discussion and debate in the public arena about alternative solutions to current problems. In this article, we focus on the role of one of the most influential private groups in the United States that invests in education, the New Schools Venture Fund (NSVF), in promoting deregulation and market-based policies. Research Design We examine the changing role of philanthropy in education and the role of the NSVF in developing and promoting a bill in the U.S. Congress (the GREAT Act) that would create a system throughout the nation of charter teacher and principal preparation programs called academies. In assessing the wisdom of the GREAT Act, we examine the warrant for claims that education schools have failed in their mission to educate teachers well and the corresponding narrative that entrepreneurial programs emanating from the private sector are the solution. Conclusions We reject both the position that the status quo in teacher education is acceptable (a position held by what we term “defenders”) and the position that the current system needs to be “blown up” and replaced by a market economy (“reformers”). We suggest a third position (“transformers”) that we believe will strengthen the U.S. system of public teacher education and provide everyone's children with high-quality teachers. We conclude with a call for more trenchant dialogue about the policy options before us and for greater transparency about the ways that private interests are influencing public policy and practice in teacher education.

Intervention and State-Building

2014 ◽  
Vol 656 (1) ◽  
pp. 173-191 ◽  
Author(s):  
Jonathan Monten
Keyword(s):  
United States ◽  
Comparative Analysis ◽  
The United States ◽  
State Building ◽  
Fragile States ◽  
State Institutions ◽  
State Strength ◽  
International Attention ◽  
External Intervention ◽  
The U.S

Since 2001, international attention has focused on the conflicts in Iraq and Afghanistan, and specifically on the question of whether external intervention can assist weak or fragile states in successfully making the transition to stable democracies. This article analyzes the U.S. occupations of Japan beginning in 1945, Afghanistan beginning in 2001, and Iraq beginning in 2003, and uses these cases to review and critique the literature on why some interventions have been more successful than others in building robust and effective state institutions. The comparative analysis suggests that external interveners face substantial barriers to state-building in circumstances that lack favorable domestic preconditions. The United States has been more successful when preserving existing state capacity than when attempting to build state strength where it did not previously exist.

An American Language

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
National Policy ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speakers ◽  
Language Recognition ◽  
Political Language ◽  
Political Issue ◽  
History Of ◽  
The U.S

An American Language is a political history of the Spanish language in the United States. The nation has always been multilingual and the Spanish language in particular has remained as an important political issue into the present. After the U.S.-Mexican War, the Spanish language became a language of politics as Spanish speakers in the U.S. Southwest used it to build territorial and state governments. In the twentieth century, Spanish became a political language where speakers and those opposed to its use clashed over what Spanish's presence in the United States meant. This book recovers this story by using evidence that includes Spanish language newspapers, letters, state and territorial session laws, and federal archives to profile the struggle and resilience of Spanish speakers who advocated for their language rights as U.S. citizens. Comparing Spanish as a language of politics and as a political language across the Southwest and noncontiguous territories provides an opportunity to measure shifts in allegiance to the nation and exposes differing forms of nationalism. Language concessions and continued use of Spanish is a measure of power. Official language recognition by federal or state officials validates Spanish speakers' claims to US citizenship. The long history of policies relating to language in the United States provides a way to measure how U.S. visions of itself have shifted due to continuous migration from Latin America. Spanish-speaking U.S. citizens are crucial arbiters of Spanish language politics and their successes have broader implications on national policy and our understanding of Americans.

Palestine Unbound

2018 ◽  
Vol 47 (3) ◽  
pp. 130-134
Keyword(s):  
United States ◽  
Human Rights ◽  
Task Force ◽  
The United States ◽  
Donald Trump ◽  
Tel Aviv ◽  
The Us ◽  
Intention To Move ◽  
Arab Israeli Conflict ◽  
The U.S

This section, updated regularly on the blog Palestine Square, covers popular conversations related to the Palestinians and the Arab-Israeli conflict during the quarter 16 November 2017 to 15 February 2018: #JerusalemIstheCapitalofPalestine went viral after U.S. president Donald Trump recognized Jerusalem as the capital of Israel and announced his intention to move the U.S. embassy there from Tel Aviv. The arrest of Palestinian teenager Ahed Tamimi for slapping an Israeli soldier also prompted a viral campaign under the hashtag #FreeAhed. A smaller campaign protested the exclusion of Palestinian human rights from the agenda of the annual Creating Change conference organized by the US-based National LGBTQ Task Force in Washington. And, UNRWA publicized its emergency funding appeal, following the decision of the United States to slash funding to the organization, with the hashtag #DignityIsPriceless.

The French Way

2011 ◽  
Author(s):  
Richard F. Kuisel
Keyword(s):  
United States ◽  
The United States ◽  
French Language ◽  
French Cinema ◽  
Free Markets ◽  
Technology Sector ◽  
Aids Epidemic ◽  
Political Reality ◽  
Politics And Culture ◽  
The U.S

There are over 1,000 McDonald's on French soil. Two Disney theme parks have opened near Paris in the last two decades. And American-inspired vocabulary such as “le weekend” has been absorbed into the French language. But as former French president Jacques Chirac put it: “The U.S. finds France unbearably pretentious. And we find the U.S. unbearably hegemonic.” Are the French fascinated or threatened by America? They Americanize yet are notorious for expressions of anti-Americanism. From McDonald's and Coca-Cola to free markets and foreign policy, this book looks closely at the conflicts and contradictions of France's relationship to American politics and culture. The book shows how the French have used America as both yardstick and foil to measure their own distinct national identity. France has charted its own path: it has welcomed America's products but rejected American policies; assailed Americ's “jungle capitalism” while liberalizing its own economy; attacked “Reaganomics” while defending French social security; and protected French cinema, television, food, and language even while ingesting American pop culture. The book examines France's role as an independent ally of the United States, but he also considers the country's failures in influencing the Reagan, Bush, and Clinton administrations. Whether investigating France's successful information technology sector or its spurning of American expertise during the AIDS epidemic, the book asks if this insistence on a French way represents a growing distance between Europe and the United States or a reaction to American globalization. Exploring cultural trends, values, public opinion, and political reality, this book delves into the complex relationship between two modern nations.

Latino Catholicism

2011 ◽  
Author(s):  
Timothy Matovina
Keyword(s):  
United States ◽  
Sixteenth Century ◽  
Catholic Church ◽  
Social Life ◽  
Social Issues ◽  
The United States ◽  
Societal Impact ◽  
Comprehensive Overview ◽  
Public Debates ◽  
The U.S

Most histories of Catholicism in the United States focus on the experience of Euro-American Catholics, whose views on social issues have dominated public debates. This book provides a comprehensive overview of the Latino Catholic experience in America from the sixteenth century to today, and offers the most in-depth examination to date of the important ways the U.S. Catholic Church, its evolving Latino majority, and American culture are mutually transforming one another. This book highlights the vital contributions of Latinos to American religious and social life, demonstrating in particular how their engagement with the U.S. cultural milieu is the most significant factor behind their ecclesial and societal impact.

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