Literatura científica selecionada sobre o tema "Homeschool curriculum"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Homeschool curriculum".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Homeschool curriculum"
1
Ringstaff, Tytianna Nikia Maria. "Afrocentric Education for Liberation in the Classroom: It Takes a Village to Raise a Child". Education Sciences 13, n.º 6 (23 de maio de 2023): 532. http://dx.doi.org/10.3390/educsci13060532.
Texto completo da fonteResumo:
Racist and inequitable schools in the United States espouse an anti-Black and color blind curriculum that negatively impacts Black students’ lives. Black schools, including homeschools, are a strategic response to racist public and private schools and a viable option to address the academic and cultural needs of Black students. This paper explores Afrocentric practices, including familial relationships through culturally responsive instructional practices: an African time orientation, a personalized learning plan, authoritative teaching, OurStory, and Rising Meeting. This paper provides evidence that these practices benefit Black students. I draw upon an Afrocentric theoretical framework in this qualitative study to analyze and interpret data collected at the Black Scholars Academy (BSA), a pre-kindergarten (Pre-K) through 12th-grade Black homeschool collective in the U.S. The data consist of classroom observations, individual interviews with current and former teachers and students, and textual artifacts collected between July and November 2019. Familial relationships helped students develop cultural pride, agency, self-determination, independence, and liberation through education. The employment of Afrocentricity as a best practice in a homeschool collective is considered advisable across every educational context. There is a need for more research on Afrocentric practices as one of many culturally responsive techniques to best teach culturally diverse students, especially Black students, in educational settings.
2
Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom". International Journal of Smart Education and Urban Society 12, n.º 1 (janeiro de 2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.
Texto completo da fonteResumo:
With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.
3
Naidaitė, Edita, e Eglė Stasiūnaitienė. "Functions of Parents Homeschooling Their Children: The Case of Lithuania". Acta Paedagogica Vilnensia 50 (22 de agosto de 2023): 159–71. http://dx.doi.org/10.15388/actpaed.2023.50.10.
Texto completo da fonteResumo:
The article presents the most illustrative results of a broader empirical study carried out in Lithuania in 2021–2022. The aim is to answer the question of what the functions of parents are and how the child’s education is organised in the case of homeschooling. The research data were collected using a semi-structured interview method and were processed using content analysis. The data were analysed under the topic “Functions of parents homeschooling their children”. The topic combines the following seven sub-topics: planning and organising the educational process, selecting/developing educational content, designing learning environments, ensuring a safe learning environment, recording learning achievements, assessing learning achievements, and ensuring socialisation. The research involved ten informants (five parents homeschooling their children and five heads of educational institutions) selected by criterion sampling. To summarise the results of the empirical research, it should be highlighted that when parents choose to homeschool their children, they essentially take over the main function of educational institutions and become responsible for the organisation of the entire educational process. The child is involved in the planning of the educational process; the individual needs of the child are better taken into account, and the child’s autonomy is encouraged. The curriculum and schedule are flexible, based on the child’s acquired knowledge, competences, and skills rather than on the number of lessons. Educational environments are constantly changing and are usually chosen by the child. Parents who participated in the study have identified difficulties in analysing the documents of the education system and the lack of access to the electronic diary. The heads of educational institutions have expressed doubts about the pedagogical preparation of parents to homeschool their children and to ensure purposeful socialisation; however, the parents have noted that socialisation is sufficient and takes place according to the child’s individual needs. In the authors’ opinion, the research carried out raises topical issues for discussion and the initiation of new research in this area, with the aim of better understanding the context of the phenomenon of homeschooling.
4
Emmart, Michael, e Jodi Emmart. "Reinventing Connection with Students and Families: Conversations Worth Having for Educators in the Midst of Covid-19". AI Practitioner 22, n.º 4 (3 de novembro de 2020): 40–44. http://dx.doi.org/10.12781/978-1-907549-45-8-9.
Texto completo da fonteResumo:
The closure of schools due to Covid-19 and the resulting transition to home-based learning for children throughout the world left educators in despair about curricular goals, the limitations of technology and the wellbeing of their students. It was also an unprecedented opportunity for reinventing connection with families. The authors provided a series of free webinars using the Conversations Worth Having framework to support homeschool connections through the principles of Appreciative Inquiry.
5
Mwanyumba Tweni, Fredrick, Lydia Wamocha e Pamela Buhere. "ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA". Problems of Education in the 21st Century 80, n.º 3 (25 de junho de 2022): 474–86. http://dx.doi.org/10.33225/pec/22.80.474.
Texto completo da fonteResumo:
In recent times, the Kenyan education sector has experienced increased cases of students' indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don’t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory’s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children’s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term’s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time. Keywords: academic outcomes, homeschooling, conventional schooling, comparative research, ace curriculum
6
Tweni, Fredrick Mwanyumba, Lydia Wamocha e Dr Pamela Buhere. "The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya". Journal of Advances in Education and Philosophy 6, n.º 4 (30 de abril de 2022): 247–53. http://dx.doi.org/10.36348/jaep.2022.v06i04.007.
Texto completo da fonteResumo:
This article compares social learning outcomes of homeschooled and traditionally schooled children under the Accelerated Christian Education Curriculum (ACE). The comparison is done by looking at the social skills constructs of persistence, self–control and social competences. This study adopted the comparative research design, targeting children under the Accelerated Christian Education. 426 children were sampled, with 272 participating Questionnaires were used to collect data on the three constructs. From the computation of children Independent sample t-test, it was revealed that there were no significant differences between the homeschooled and traditionally schooled children as perceived by the children, parents and teachers on the three Social constructs. Consequently it was noted children, parents and teachers received home schooling as effective in developing children persistence, self-control and social competence learning outcomes. It was also demonstrated that acquiring these social skills was independent of home and traditional schooling. Hence it meant home school was equally effective in nurturing the social skills required for children to fit well in society. Though further studies needed to be done to test the robustness of these findings when other variable are added to the model.
7
Rochovská, Ivana, Piotr Mazur e Eva Dolinská. "HOMESCHOOLING IN POLAND, THE CZECH REPUBLIC AND SLOVAKIA". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 11, n.º 2 (5 de dezembro de 2019): 64–76. http://dx.doi.org/10.48127/spvk-epmq/19.11.64.
Texto completo da fonteResumo:
This research reveals the issue of homeschooling. It deals with homeschooling in post-communist countries with a similar tradition of the education system – Poland, the Czech Republic, and Slovakia. It defined the basic concepts associated with homeschooling and, through both quantitative and qualitative research, a questionnaire with 78 parents of homeschooled children and a document review compared the homeschooling system in these countries. On the basis of the research findings, it could be stated similar homeschooling conditions provided in each country, differing mainly in the student´s age aimed to. Unschooling, one of homeschooling types, a curriculum-free philosophy, has not been applied and recognized as a legitimate form of education in any of these countries yet. Many parents have been experimenting with educating their children at home though and would welcome it to be legal. Keywords: homeschooling, individual education, qualitative research, unschooling.
8
Jarvis, Daniel, Glenda L. Black e Maria T. Cantalini-Williams. "Education for Innovation (E4I): Exploring the Developmental Process of a Canadian Curriculum Resource". Alberta Journal of Educational Research 66, n.º 1 (19 de fevereiro de 2020): 72–99. http://dx.doi.org/10.55016/ojs/ajer.v66i1.68169.
Texto completo da fonteResumo:
The Rideau Hall Foundation (RHF) in Ottawa, Canada selected the Schulich School of Education (SSoE) at Nipissing University to create educational resources to correspond with the release of two 2017 publications (Innovation Nation written for emergent readers; and Ingenious written for older readers. Both books were co-authored by The Right Honourable David Johnston (former Governor General of Canada) and Tom Jenkins as part of the Canada 150 sesquicentennial celebrations. The SSoE organized school teacher writing teams in summer 2017 and produced three cross-curricular Education for Innovation (E4I) resources (Early Learning; Grades 1-8; Grades 7-12) each of which included an Innovation Cycle model, sample key innovation learning experiences, and suggestions for culminating Innovation Celebrations. Teacher candidates from participating SSoE faculty classes also created curriculum-specific Innovation units which were subsequently revised by teacher teams and then implemented and reviewed by teachers from different educational contexts (e.g., public schools, private schools, homeschools). The E4I project collaboration involved university faculty, teachers, teacher candidates, and community partners. Based on participant survey data, researchers identified reported benefits and challenges relating to the overall developmental process. Findings indicate that the experiences of inquiring, ideating, incubating, and implementing the E4I resources closely reflected the phases found within the Innovation Cycle model. Feedback from teachers confirmed the usefulness of E4I for promoting innovation skills and mindsets in their students. Further themes emerging from the process survey data analysis include the evidence of, and need for: solid leadership, flexible support, iterative mindsets, and organic organizational structures. Key words: Innovation, Education, Curriculum, Interdisciplinary La Fondation Rideau Hall (FRH) à Ottawa, Canada, a sélectionné la Schulich School of Education (SSoE) de l’Université Nipissing pour élaborer des ressources didactiques dans le cadre de la publication de deux livres en 2017, Innovation Nation pour lecteurs débutants et Ingenious pour lecteurs plus âgés. Les deux livres ont été rédigés par le très honorable David Johnston, ancien Gouverneur général du Canada, en collaboration avec Tom Jenkins dans le cadre des célébrations du cent-cinquantenaire du Canada. La SSoE a organisé des équipes de rédaction pour enseignants à l’été 2017 et a produit trois ressources multidisciplinaires portant sur l’éducation pour l’innovation (E41), chacune comportant un modèle du cycle d’innovation, un échantillon des expériences d’apprentissage axées sur l’innovation et des suggestions axées sur les célébrations de l’innovation comme activité culminante. Des stagiaires suivant des cours avec l’équipe professorale de SSoE ont également créé des unités portant sur l’innovation alignées avec les programmes d’études. Par la suite, des équipes d’enseignants ont révisé les unités et des enseignants de divers contextes éducationnels (par exemple, écoles publiques, écoles privées, enseignement à domicile) les ont mises en œuvre et les ont commentées. Le projet E41 a impliqué la collaboration du personnel enseignant de l’université, d’enseignants, de stagiaires et de partenaires communautaires. À partir des données de sondages, les chercheurs ont identifié les avantages et les défis de l’ensemble du processus de développement. Les résultats indiquent que les expériences consistant à poser des questions, à imaginer, à réfléchir et à mettre sur pied les ressources E41 correspondent étroitement aux phases du modèle du cycle de l’innovation. La rétroaction des enseignants a confirmé l’utilité de E41 pour les compétences et les mentalités en innovation chez les étudiants. L’analyse des données du sondage a également fait ressortir la présence, et le besoin, d’un leadership solide, d’un appui souple, de mentalités itératives et de structures organisationnelles organiques. Mots clés : innovation, éducation, curriculum, interdisciplinaire
9
Musfah, Jejen, e Nurfitriani Nurfitriani. "Pengembangan Kurikulum di Komunitas Homeschooling Kak Seto Pusat". IJER (Indonesian Journal of Educational Research) 2, n.º 1 (26 de outubro de 2017): 62. http://dx.doi.org/10.30631/ijer.v2i1.34.
Texto completo da fonteResumo:
Abstrak Penelitian ini bertujuan untuk mengetahui implementasi pengembangan kurikulum yang diterapkan di homeschooling kak seto (HSKS) Pusat. Penelitian ini menggunakan metode kualitatif deskriptif. Sedangkan pengumpulan data diperoleh dengan metode wawancara, observasi dan dokumentasi. Dengan sistem homeschooling yang fleksibel dan disesuaikan dengan kebutuhan siswa maka terdapat 2 program pilihan bagi homeschooler yaitu komunitas dan distance learning. Tetapi fokus penelitian penulis hanya pada program komunitas tingkat SMA. Hasil penelitian ini menunjukkan bahwa implementasi pengembangan kurikulum di homeschooling kak Seto (HSKS) sudah berjalan efektif hal ini terbukti dari konsep yang dibuat oleh HSKS sudah terlihat pelaksanaannya seperti kurikulum cerdas kreatif dan ceria serta pendidikan ramah anak. Isi dari kurikulum HSKS sebagian besar masih menggunakan kurikulum KTSP dan terkait perkembangan psikologi anak. Mata pelajaran yang diberikan pada tingkat SMA hanya berjumlah 7 mata pelajaran yang akan masuk pada ujian nasional paket kesetaraan jurusan IPA dan IPS.Sementara kegiatan pengembangan diri siswa untuk menumbuhkan rasa percaya diri, kreativitas, pengetahuan, sosialisasi dan keterampilan adalah kegiatan Friday class, project class, dan outing.waktu belajar di homeschooling relatif singkat hanya 3 kali dalam seminggu 1 mata pelajaran perhari selama 3 jam 2 hari pembelajaran akademik dan 1 hari kegiatan pengembangan diri. Kegiatan yang berhubungan dengan orang tua di lembaga homeschooling tingkat SMA masih sebatas pengambilan rapor atau parents meetingdan konsultasi dengan psikolog, oleh karena itu walaupun orang tua sibuk dengan pekerjaan diharapkan dapat mengawasi anaknya secara terus menerus. Kata kunci :Implementasi, Kurikulum, Homeschooling Abstract Curriculum Development in Kak Seto’s Homeschooling Community Center The objectives of this study is to determine the implementation of curriculum development implemented in kak Seto’shomeschooling (HSKS) Center. This study used descriptive qualitative method. Meanwhile the data collection was obtained by interview, observation and documentation. By flexible homeschooling system and adjusted to the needs of students then there are two options for homeschoolers program that is community, and distance learning. However, in this study, the writer focuses only on the high school level community programs.The results of this study indicates that the implementation of curriculum development in kak Seto’s homeschooling (HSKS) has implemented effectively, it is proven by concept created by HSKShas already seen its implementation such as creatively intelligentand cheerful curriculum and child-friendly education. The content of the HSKS’scurriculum mostlyused curriculum KTSP and the related to the child’s psychology development. The subjects given at high school level only account for 7 subjects to be entered on the national high school equivalency examinationmajoring science and social science. While the students' self-development activities to foster self-confidence, creativity, knowledge, socialization and skills is Friday class activities, class projects, and outing. The learning duration inhomeschooling is a relatively short, it is only 3 times a week, 1 subject per day for 3 hours 2 days academic learning and 1 day for self-development activities. Activities related to the already in homeschoolinginstitutions for high school level is still limited to report term or a parents meeting and consulting with a psychologist, therefore, even if the parents are busy with their work, it is expected they can continuously supervise their children. Keyword: Implementation,Curriculum, Homeschooling
10
Wang, Qiu, e Mark W. Langager. "Curricular flexibility: a comparative case study of homeschooling curriculum adjusting in the USA and China". International Journal of Comparative Education and Development, 7 de fevereiro de 2023. http://dx.doi.org/10.1108/ijced-06-2022-0047.
Texto completo da fonteResumo:
PurposeGiven the less mature homeschooling ecosystem in China, together with the similarity of purpose, the current study examined the lived experiences of curricular choice making in the USA and China and categories of respective families (homeschools), as a way of understanding curricular flexibility. In addressing these features, based on an updated model of curricular flexibility as it applies to homeschooling, the authors examined the aspects of who, what, when, where and how to see if this context offers new light. The authors then consider ways in which the model can be further updated for greater analytical clarity and accuracy. The purpose of this paper is to address these issues.Design/methodology/approachA descriptive case study was conducted in the Xi'an city of China and the Seattle metropolitan area of the USA. A survey and two rounds of semi-structured interview data were collected from ten homeschooling families in both contexts.FindingsThe study found families’ adjusted curricula for different motives, as they navigated differing societal contexts, and curricular flexibility in homeschooling contexts was theorized as standardization and structuring strategies and social dimensions, and family preference patterns were identified. Chinese homeschooling families had comparatively less variety of available resources and freedom to homeschools compared to American counterparts, and they operated with the awareness of a standard national curriculum and its social implications.Originality/valueThis study elaborates on a little-discussed topic – the overall curriculum of each homeschool and motives influencing changing curricular choices during the process of homeschooling. And it is the first paper to use the model to explicitly define curricular flexibility in the homeschooling context, thus extending the existing theoretical discussion of curricular flexibility.
Teses / dissertações sobre o assunto "Homeschool curriculum"
1
Bradford, Vance Tasker. "Homeschooling Parents' Perceptions of Resources for Curriculu Development". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5610.
Texto completo da fonteResumo:
Homeschooling families in the state of Texas face challenges when developing their children's learning curriculum as they attempt to address state mandates with only limited guidelines for developing effective curricula and evaluation strategies to measure student learning. The resulting problem is that homeschooling parents are left to develop their curricula with little guidance. The absence of such guidance may create undue pressure for both the homeschooling parent and their child, while simultaneously creating the possibility of limiting student achievement. The purpose of the project study was to explore the challenges parents face in developing their homeschool curriculum in the state of Texas. Using the theoretical framework provided by Bronfenbrenner's process-person-context-time model, 10 homeschooling parents from 10 different families shared their experiences to address the guiding research question, which explored motivational factors in the design of homeschool curricula, including the use and sharing of resources. Through the use of a qualitative case study that employed semistructured interviews and field notes as sources of data, 5 themes emerged following a narrative analysis process to code the data: (a) time with family, (b) safe learning environment, (c) practical and meaningful lessons, (d) socialization, and (e) biblical training. The findings were developed into a white paper to provide parents with strategies to embed these 5 themes into a useful, quality homeschool curriculum. This project study has implications for positive social change by providing homeschooling parents in the state of Texas with curriculum design guidance from fellow homeschooling parents that can provide a basis for developing quality curricula that reflects common core values within their community.
2
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Texto completo da fonte
3
Zeira, Micha, e 衛祥. "Multi intelligence children’s Chinese curriculum design and teaching methodology Experimented in Israel with homeschooled students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02980141630992645960.
Texto completo da fonteResumo:
碩士中原大學
應用華語文研究所
104
Abstract In order to teach languages successfully a lot of repetition is needed ,however, a lot of repetition causes boredome and lack of interest.The reseacher has developed ,based on 20 years of English teaching experience,a multi intelligence system for teaching Chinese to young learners ,which includes curriculum and teaching methodologies. The system was proven to be fun and interesting for students of Chinese. It was experimented in Israel with Israeli home schooled students. The class included instruction in Chinese languge and Culture. It was assessed using tests of material learned , as well as questionnaires filled by parents and students . Total of 43 participants with age ranging from 4.5-15 ,3 groups in 2 different locations After trials changes were made to to overcome the flaws in curriculum and methodologies
Livros sobre o assunto "Homeschool curriculum"
1
O'Leary, Jenifer. Write your own curriculum: A complete guide to planning, organizing, and documenting homeschool curriculums. Stevens Point, Wis: Whole Life Pub., 1993.
Encontre o texto completo da fonte
2
Duffy, Cathy. 100 top picks for homeschool curriculum: Choosing the right curriculum and approach for your child's learning style. Nashville, TN: Broadman & Holman, 2005.
Encontre o texto completo da fonte
3
Kathleen, McNaughton, e Alpha Omega Publications, eds. History & Geography: Grade 9, Unit 1. Chandler, Ariz: Alpha Omega Publications, 1996.
Encontre o texto completo da fonte
4
Mrinal, Mitra, ed. Kahānī Bhārata kī baccoṃ ke lie. Noyaḍā: Blôsama Buksa, 1997.
Encontre o texto completo da fonte
5
Mrinal, Mitra, ed. The story of India for children. Noida, U.P: Blossom Books, 1997.
Encontre o texto completo da fonte
6
Singapore. Ministry of Education. Curriculum Planning & Development Division. Primary Mathematics Project Team., ed. Primary mathematics textbook. Singapore: Times Media Private Ltd., 2003.
Encontre o texto completo da fonte
7
Kathleen, McNaughton, e Alpha Omega Publications, eds. History & Geography: Grade 9, Unit 7. Chandler, Ariz: Alpha Omega Publications, 1996.
Encontre o texto completo da fonte
8
Anne, Kiser Mary, e Reagan Rebecca, eds. Infusion lessons: Teaching critical and creative thinking in language arts. Pacific Grove, CA: Critical Thinking Books & Software, 1999.
Encontre o texto completo da fonte
9
Staff, Journals for All. Homeschool Curriculum Planner: Homeschool Log. Independently Published, 2017.
Encontre o texto completo da fonte
10
Staff, Journals for All. Homeschool Curriculum Workbooks: Homeschool Log. Independently Published, 2017.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Homeschool curriculum"
1
Paitz, Kendra, Judith Briggs, Kara Lomasney e Adrielle Schneider. "Juan Angel Chávez's Winded Rainbow". In Advances in Media, Entertainment, and the Arts, 224–43. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch013.
Texto completo da fonteResumo:
This chapter outlines the manner in which the work of Chicago-based artist Juan Angel Chávez was exhibited at a university art gallery and served as the platform for an educational outreach program that investigated issues of immigration, place, language, materiality, and environmental sustainability within a global culture. Working closely with both an Associate Professor of Art Education and the gallery's Senior Curator, two graduate teacher candidates in Art Education generated student-initiated learning experiences based on a model of curriculum creation developed and taught by visual arts educators in New South Wales (NSW), Australia. The curator and graduate students implemented a local arts grant that enabled groups from secondary schools and a homeschool program to tour the gallery's exhibition of Chávez's work, participate in workshops in their classrooms, and exhibit their own artwork at the gallery.