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Teaching
Responsive Pedagogy, Dialogue and Leadership the Key to Academic Success
Public schools in the US comprise of students hailing from diverse racial, cultural and economic backgrounds (Pehmer et.al, 2015). While certain pupils belong to poor households, just as many come from affluent backgrounds. According to an ethnic/racial survey performed in 1995, the racial composition of Oak View School located in California’s Huntington Beach and having a 609-strong student population was: 529 Hispanics, 14 Whites, 1 Black, 1 Filipino, 1 Asian, and 1 Pacific Islander. Considering the rich cultural diversity of public schools in present-day urban America, it is vital that school districts and teachers come up with innovative means of working with students hailing from diverse cultural backgrounds, as it is critical to ensuring educational equality and quality for all (Sleeter $ Milner 2011).
Further, the need to improve teaching within a large number of urban schools may be evidenced by the persistently below-average scholastic performance of urban minority and low-income pupils (Tangney et.al, 2018). For bringing about true improvements in the teaching process, urban schools must modify their culture from one which presumes obstacles to effective learning are inherent in the learner to one in which educators are expected to assume collective responsibility...
EPIC aimed at identifying educators and school leaders whose pupils made considerable achievement gains. Financial rewards were bestowed upon these teachers in return for documenting and sharing practices resulting in those gains (Pehmer et.al, 2015).
Public schools display a commendable urge to accept and respect the diverse cultural groups they cater to. This serves to improve students’ academic performance, in addition to creating a sense of community and belongingness. For instance, Pennsylvania Avenue School’s educators who were part of a 3-year study group tremendously improved in their capability of facilitating reading achievement, particularly during the final year (Sleeter $ Milner 2011). But it is an erroneous assumption that only educators are responsible for pupils’ performance and for the cultivation of a cohesive multicultural community; pupils are also equally responsible.
When dealing with a diverse student population, closeness with pupils will contribute appreciably to decreasing cultural bias within the classroom and even challenging it.…
Academic Profile of Home Schooling - a Case Study Home Schooling vs. Traditional Educational Methods Home Schooling Methodology Focus of the Practicum Culture Area of Inquiry Subject/Topic Areas Home Schooling as an Alternative Curricula and Materials Used for Home Schooling The Success of Home Schooling Evaluation Design Conditions for Change Timeline Chronology Legislative Information: Maryland: A Legal Analysis State Laws and Regulations - Maryland Goulart and Travers vs. Calvert County Home-schooled Kids Find Social Growth" Home Schoolers in the Trenches" Home School Academic Advantage Increases Over Time" Home Schooling." ERIC Digest,
Leadership Skills Impact International Education CHALLENGES OF INTERNATIONAL EDUCATION Practical Circumstances of International schools THE IMPORTANCE OF LEADERSHIP IN EDUCATION What is Effective Leadership for Today's Schools? Challenges of Intercultural Communication Challenges of Differing Cultural Values Importance of the Team Leadership Style LEADERSHIP THEORIES Current Leadership Research Transformational Leadership Skills-Authority Contingency Theories APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING Wagner's "Buy-in" vs. Ownership Understanding the Urgent Need for Change Research confirms what teachers, students, parents and superintendents have long known: the individual school is the key unit
Leadership Qualifications in the Workplace Quintessential Leader Proposed Leadership Model For eras there have been people and leaders have discussed what the qualifications that make a great leader are. Leadership travels all the way back to the period of the ancient Greeks. In the 1500's, there was an Italian statesman named Niccolo Machiavelli, who wrote The Prince, and in this book he talked about the different methods for leaders to use in obtaining
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
Cognitively Complex leadership teams influence School Culture and Student Performance? Cognitive complexity Neuman (1989) in his study defined cognitive complexity as a psychological variable or characteristic which defines how simple or complex the perceptual and frame skill of the person is. An individual with a higher cognitive complexity perceives the tasks in different ways as compared to a person with lower cognitive complexity. It can also be defined as the amount
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration