Bücher zum Thema „Teachers from migratory backgrounds“

This collection of historical and contemporary writing by women argues that, in addition to gender, identity markers such as race, class, religion, citizenship, sexuality, and marital status have influenced women’s lives in the United States for more than 200 years. Voices of American Women's History illustrates that gender alone has never defined women's experiences in America. Women from diverse backgrounds are represented in media and documents that include pamphlets, book excerpts, personal narratives, photographs, advertisements, congressional testimonies, and Supreme Court rulings. Such issues as abortion, marriage equality, domestic violence, and gender parity are shown from historical and contemporary angles, as this collection of primary sources allows readers and students to easily trace how women's lives and histories have and continue to intersect. With a historical context for each selection, the book also features structured activities to help teachers with class discussion and exams, including suggestions for further reading, document analysis, essay questions, and manageable research assignments.

This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. ​ Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.

Different socioeconomic backgrounds and barriers to education have contributed to lower educational achievement among blacks, Latinos, and Native Americans, compared to American whites and Asians. The failure of legal integration to close the racial achievement gap is the result of prejudice on the part of teachers, as well as a scarcity of culturally relevant curricula materials for nonwhite children. As a plausible solution to these problems, recent studies show that poor children do better in classes where middle-class children are also present. Middle-class children already have habits and values that support success in the educational system. Integrated schools are not sufficient, because they are often divided in “tracks” that reproduce racial segregation. Racial diversity in the K-12 classroom is fruitful preparation for civic engagement in a pluralistic society made up of citizens from diverse backgrounds.

This essential handbook features overviews of sexual harassment in kindergarten through high school, college and universities, and public and private sector workplaces. The contributors to this volume come from diverse backgrounds; their disciplines include psychology, sociology, law, English literature, and management. Through teaching about this issue, conducting research, creating policies and procedures, working with administrative agencies (such as the Equal Employment Opportunity Commission and the Office for Civil Rights), litigating cases, testifying as expert witnesses in Title VII and Title IX cases and working with state legislatures, the various authors have gained much knowledge of sexual harassment. School administrators, teachers, human resources professionals, and managers and supervisors in any workplace will greatly benefit from the insights in this volume. It is a unique compilation of findings from the social science, business, and legal fields. One of the truly unique features of this work is its emphasis on multicultural perspectives. It also reviews legal cases and presents actual tools for sexual harassment policies, procedures, and training programs in educational institutions and workplaces alike.

A quiet, anxious class can be an uncomfortable learning experience for all concerned, yet it can be a situation language educators regularly face. This volume offers a range of activities which teachers can use with both classes and individual students to reduce their anxiety and increase their confidence for speaking. Drawn from a variety of theoretical backgrounds and educational contexts, the activities are presented in a clear and easy-to-follow format, allowing educators to choose according to the needs of their students and style of instruction. By describing the theories, reasons and events which gave rise to the development of the activities, readers will be able to recognize their own experiences and easily realize how they might put the activities into practice in their own situations. Theories and practices explored include: mindfulness, ‘free traits’, flow practices, self-esteem theory, Stoic philosophy, attribution retraining, Cognitive Behaviour Therapy (CBT) and positive evaluation.

As a growing number of North American educators seek unique cultural and professional experiences by teaching abroad, they need a comprehensive resource that addresses the many questions educators face when pursuing such a path. This collection combines the personal experiences of teachers from varying backgrounds, placements, and teaching assignments, with practical resources such as listings of recruiting agencies, job fairs, country research tools, and salary guidelines. Growing naturally from people's need to share their stories with those preparing to join the camaraderie of international teaching, this project resists the formalities of academic or purely informative reporting. There are many variables in overseas teaching—culture shock, housing and transportation, schools and classrooms, and securing resources in a foreign land—and important lessons can be learned from how others have dealt with them. The authentic immediacy of these personal narratives will provide answers to important questions, offer insights on a variety of global issues, and inspire and entertain the teacher-reader. Individual chapters discuss core curriculum and ESL instruction in a variety of contexts. Essays are written in a blend of narrative and expository writing styles, transporting the reader to exotic locations and giving a firsthand experience of the challenges and victories encountered by international teaching professionals.

This book is a "best of" collection of tips and exercises to help nurture young writers and strengthen core skills. Since each activity has been tried and tested in thousands of classrooms, you'll find successful methods for turning even the most reluctant students into effective, powerful writers. Writing proficiency is more important than ever, especially with the demands of standardized testing and the rigors of new standards impacting our schools. This classroom-tested manual, created from a combination of the author's extensive in-class experience and acclaimed research in neural science and developmental biology, addresses all facets of writing competency. The content links to common core curriculum elements in state language arts standards for every state. Written by experienced educator and author Kendall Haven, the work features 13 innovative writing tips and 30 engaging activities for helping students become better writers. The first part of the book covers writing hints and techniques, while the second half contains core content activities for coaxing the best writing out of your students. A short introductory section lays out the five steps of effective student writing. Lastly, the text reveals how teachers—even those from non-literary backgrounds—can successfully teach and grade writing.

This book is a "best of" collection of tips and exercises to help nurture young writers and strengthen core skills. Since each activity has been tried and tested in thousands of classrooms, you'll find successful methods for turning even the most reluctant students into effective, powerful writers. Writing proficiency is more important than ever, especially with the demands of standardized testing and the rigors of new standards impacting our schools. This classroom-tested manual, created from a combination of the author's extensive in-class experience and acclaimed research in neural science and developmental biology, addresses all facets of writing competency. The content links to common core curriculum elements in state language arts standards for every state. Written by experienced educator and author Kendall Haven, the work features 13 innovative writing tips and 30 engaging activities for helping students become better writers. The first part of the book covers writing hints and techniques, while the second half contains core content activities for coaxing the best writing out of your students. A short introductory section lays out the five steps of effective student writing. Lastly, the text reveals how teachers—even those from non-literary backgrounds—can successfully teach and grade writing.

In this sixth volume, a dedicated set of authors explore the Education field, contributing to the frontlines of knowledge. Success depends on the participation of those who wish to find creative solutions and believe in their potential to change the world, altogether to increase public engagement and cooperation from communities. Part of our mission is to serve society with these initiatives and promote knowledge, therefore it requires the reinforcement of research efforts, education and science and cooperation between the most diverse studies and backgrounds. The contents of this 6th edition show us how to navigate in the most broadening issues in contemporary education and research. In particular, this book explores four major topics within the broad theme of Education, corresponding to four sections: “Teachers and Students”, “Teachers and Learning”, “Projects and Trends” and “Organizational Issues”. Each section comprises chapters that have emerged from extended and peer reviewed selected papers, originally published last year in the proceedings of the International Conference on Education and New Developments (END) conference series (http://end-educationconference.org/). This meeting occurs annually always with successful outcomes. Original papers have been selected and the authors were invited to extend and to submit them to a new evaluation’s process. Afterwards the authors of the accepted chapters were requested to make the necessary corrections and improve the final submitted chapters. This process has resulted in the final publication of 27 high quality chapters organized into 4 sections.

New York City has long been a generative nexus for the transnational Latin music scene. Currently, there is no other place in the Americas where such large numbers of people from throughout the Caribbean come together to make music. This book seeks to recognize all of those musicians under one mighty musical sound, especially those who have historically gone unnoticed. Based on archival research, oral histories, interviews, and musicological analysis, the book examines how interethnic collaboration among musicians, composers, dancers, instrument builders, and music teachers in New York City set a standard for the study, creation, performance, and innovation of Latin music. Musicians specializing in Spanish Caribbean music in New York cultivated a sound that was grounded in tradition, including classical, jazz, and Spanish Caribbean folkloric music. The book studies this sound in detail and in its context. It offers a fresh understanding of how musicians made and formally transmitted Spanish Caribbean popular music in New York City from 1940 to 1990. Without diminishing the historical facts of segregation and racism the musicians experienced, the book treats music as a unifying force. By giving recognition to those musicians who helped bridge the gap between cultural and musical backgrounds, it recognizes the impact of entire ethnic groups who helped change music in New York. The study of these individual musicians through interviews and musical transcriptions helps to characterize the specific and identifiable New York City Latin music aesthetic that has come to be emulated internationally.

inScience Press is delighted to publish this book entitled Education Applications & Developments VII as part of the Advances in Education and Educational Trends series. These series of books comprise authors’ and editors’ work to address global research, although focused in specific sections, in the Education area. In this 7th volume, a dedicated set of authors explore the Education field, contributing to the frontlines of knowledge. Success depends on the participation of those who wish to find creative solutions and believe their potential to change the world, altogether to increase public engagement and cooperation from communities. Part of our mission is to serve society with these initiatives and promote knowledge, therefore it requires the reinforcement of research efforts, education and science and cooperation between the most diverse studies and backgrounds. These series of books comprise authors and editors work to address generalized research, albeit focused in specific sections, in the Educational area. Contents show us how to navigate in the most broadening issues in contemporary education and research. In particular, this book explores four major topics within the broad theme, which is Education, with the publication of 25 high quality peer-reviewed chapters organized into the following sections: - Teachers and Students; - Teaching and Learning; - Projects and Trends; - Organizational Issues.

Traumatic or adverse experiences are pervasive among school-aged children and youth. These experiences undermine students’ ability to learn, form relationships, and manage their feelings and behavior. Meanwhile, educators and school-based professionals often remain unaware of the complex needs of their students or how to meet them within the hours of the typical school day, all while possibly dealing with their own stressors. Supporting and Educating Traumatized Students: A Guide for School-Based Professionals provides a practically oriented tool for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff impacted by trauma. Rather than provide complex treatment protocols, the chapters in this book offer simple techniques and strategies designed for all types of educational environments within the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers, administrators, and school-based professionals, as well as courses that address crisis, trauma, and education across a broad spectrum of specializations.

In the UK, belief, and faith are protected under the legal frame of the Human Rights Act 1998 (HRA) and the Equality Act 2010 (Perfect 2016, 11), in which a person is given the right to hold a religion or belief and the right to change their religion or belief. It also gives them a right to show that belief as long as the display or expression does not interfere with public safety, public order, health or morals, or the rights and freedoms of others (Equality Act 2010). The Equality Act 2010 protects employees from discrimination, harassment and victimisation because of religion or belief. Religion or belief are mainly divided into religion and religious belief, and philosophical belief (Equality Act 2010, chap. 1). The Dialogue Society supports the Equality Act 2010 (Perfect 2016, 11). Consequently, The Dialogue Society believes we have a duty to eliminate discrimination, advance equality of opportunity, and foster good relations within our organisation and society. The Dialogue Society aims to promote equality and human rights by empowering people and bringing social issues to light. To this end, we have organised many projects, research, courses, scriptural reasoning readings/gatherings, and panel discussions specifically on interfaith dialogue, having open conversations around belief and religion. To encourage dialogue, interaction and cooperation between people working on interreligious dialogue and to demonstrate good interfaith relations and dialogue are integral and essential for peace and social cohesion in our society, the Dialogue Society has been a medium, facilitating a platform to all from faith and non-faith backgrounds. The Dialogue Society thrives on being more inclusive to those who might be overlooked in society as a group. Although women seem to be in the core of society as an essential element, the women who contravene the monotype identity tend to remain in the shadows. The media is not just used to get information but also used as a way of having a sense of belonging by the audience. The media creates collective imaginary identities for public opinion. It gathers the audience under one consensus and creates an identity for the people who share this consensus. Hence, a form of media functions as a medium for identity creation and representation. Therefore, the production and reproduction of stereotypes and a monotype representation of women and women of faith in media content are the primary sources of the public's general attitudes towards women of faith. In the context of this report, the media limits not only women's gender but also their religious identity. The monotype identity of women opposes the plurality of the concept of women. Notably, media outlets are criticised for not recognising the differences in women's identities. Women of faith are susceptible to the lack of representation or misrepresentation and get stuck between the roles constructed for their gender and religion. Women who do not fit in these policies' stereotypes get misrepresented or disregarded by the media. Moreover, policymakers also limit their scope to a single monotype of women's identity when policies are made, creating a public consensus around women of faith. As both these mediums lack representation or have very symbolic and distorted representations of women of faith, we strive to provide a platform for all women from faith and non-faith backgrounds. The Dialogue Society has organised women-only community events for women of faith to have a bottom-up approach, including interfaith knitting, reading, and cooking clubs. Several women-only courses have informed women of the importance of interfaith dialogue, promoting current best practices, and identifying and promoting promising future possibilities. We have hosted panel discussions and held women-only interfaith circles where women from different faith backgrounds came together to discuss boundaries within religion and what they believed to transgress their boundaries. Consequently, we organised a panel series to focus on the roles of women of faith within different areas of society, aiming to highlight their unique individual and shared experiences and bring to light issues of inequality that impact women of faith. Although women of faith exist within all areas of society, we chose to explore women's experiences within three different settings to give a breadth of understanding about women of faith's interactions within society. Therefore, we held a panel series titled 'Women of Faith', including three panels, each focusing on a particular area: Women of Faith in Community, Women of Faith in Public Service, and Women of Faith in Media. In this report, following the content analysis method to systematically sort the information gathered by the panel series, we have written a series of recommendations to address these issues in media and policymaking. This paper has a section on specific policy recommendations for those in decision-making positions in the community, public service, and media, according to the content and findings gathered. This report aims to initiate and provide interactive and transferable advice and guidance to those in a position. The policy paper gives insight to social workers, teachers, council members, liaison officers, academics and relevant stakeholders, policymakers, and people who wish to understand more about empowering women of faith and hearing their experiences. It also aims to inspire ongoing efforts and further action to accelerate the achievement of complete freedom of faith, gender equality in promoting, recommending, and implementing direct top-level policies for faith and gender equality, and ensuring that existing policies are gender-sensitive and practices are safe from gender-based and faith-based discrimination for women of faith. Finally, this report is to engage and illustrate the importance of allyship, the outstanding achievement through dialogue based on real-life experience, and facilitate resilient relationships among people of different religious positions. We call upon every reader of this report to join the efforts of the Dialogue Society in promoting an equal society for women of faith.

An emphasis on education has long been a salient feature of the Jewish experience. Historians of the early modern and modern era frequently point to the centrality of educational institutions and pursuits within Jewish society, yet the vast majority treat them as merely a reflection of the surrounding culture. Only a small number note how schools and teachers could contribute in dynamic ways to the shaping of local communities and cultures. This volume addresses this gap in the portrayal of the Jewish past by presenting education as an active and potent force for change. It moves beyond a narrow definition of Jewish education by treating formal and informal training in academic or practical subjects with equal attention. In so doing, it sheds light not only on schools and students, but also on informal educators, youth groups, textbooks, and numerous other devices through which the mutual relationship between education and Jewish society is played out. It also places male and female education on a par with each other, and considers students of all ages, religious backgrounds, and social classes. The book spans two centuries of Jewish history, from the Austrian and Russian empires to the Second Republic of Poland and the Polish People’s Republic. It highlights the centrality of education in the vision of numerous Jewish individuals, groups, and institutions across eastern Europe, and the degree to which this vision interacted with forces within and external to Jewish society. In this way, the book highlights the interrelationship between Jewish educational endeavours, the Jewish community, and external economic, political, and social forces.