(2019). Classification of Children with Learning Problems and the Establishment of Special Classes in Delaware from the 1930s to the Mid-1940s. Paedagogica Historica: International Journal of the History of Education, v55 n3 p353-370. This study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as "mentally deficient", "backward", and "special subject-matter disabilities". He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in… [Direct]
(2019). Theorizing on Role of Education in Developing Social Networking (SN) Ethics. Online Submission, International Journal of Education Humanities and Social Science v2 n6 p30-35. Social Networking (SN) gives freedom to socialize, report, create, choose, and share user-generated content and news. SN has become subject of researches in social sciences, however the current status of researches involving education and SN is largely one way serving educational interests and there is negligence of the role of education in developing SN ethics. As a result, SN ethics has not yet developed as a discipline or a field of study in its own right and in spite of many moral issue that have emerged from it. There is an unbreakable relation between SN and ethics. The social media aspect of SN, the socializing character of SN, and human centric nature of SN are difficult to be thought of without having an ethical framework. On the other hand, there is a role for ethics-based psychology in SN and it demands an ethical principle of freedom of speech. Due to complexities of SN ethics, it seems that its basis and foundation should be on social ethics; however, the technological… [PDF]
(1972). Measurement and Testing Considerations for Native American Education. Some of the general considerations and requirements for the establishment of a testing policy and procedures for a large education system are presented. Testing policy is considered necessary to establish a common understanding of the position of testing in the education program, the facilitation of the use of tests for academic gain, and to protect the civil and legal rights of all students, minority group students in particular. The following areas are discussed: (1) scope; (2) guidelines and assumptions; (3) student testing and program evaluation; (4) tests and Indian education objectives; (5) testing as feedback; (6) tests and student rights–multiple approaches to behavior sampling, the Indian student, human and civil rights, the use of criterion-referenced tests; (7) the relationship of tests to social values–fundamental postulate, social policy corollary, human potentiality and actuality, absolutism as irrational defense corollary, English language corollary, law of multiple…
(2014). Perceiving Learning Anew: Social Interaction, Dignity, and Educational Rights. Harvard Educational Review, v84 n3 p285-313 Fall. What are the origins of educational rights? In this essay, Espinoza and Vossoughi assert that educational rights are "produced," "affirmed," and "negated" not only through legislative and legal channels but also through an evolving spectrum of educational activities embedded in everyday life. Thus, they argue that the "heart" of educational rights–the very idea that positive educative experiences resulting in learning are a human entitlement irrespective of social or legal status–has come to inhere in the educational experiences of persons subjected to social degradation and humiliation. After examining key moments in the African American educational rights experience as composite historical products, the authors determine that learning is "dignity-conferring" and "rights-generative." They revisit African slave narratives, testimony from landmark desegregation cases, and foundational texts in the history of African… [Direct]
(2018). "I Just Want to Do God's Will:" Teaching Martin Luther King, Jr. as a Religious Leader. Social Studies, v109 n1 p45-56. Teachers often respond to the perils of teaching about religion by simply avoiding the subject. An investigation of secondary lesson plans on three prominent Martin Luther King, Jr. websites reveals little attention to the ideology of the civil rights movement, especially those touching on religious ideas. Ignoring King's religious views risks fundamentally misrepresenting his identity, his ideology, and his motivation for nonviolence. "Stride Toward Freedom: The Montgomery Story", King's 1958 account of the Montgomery Bus Boycott articulates three key features of the theological framework that inspired his activism: the spiritual motivation for his leadership, the ethical basis for his strategy of nonviolent direct action, and the theological understanding of human nature that undergirded his leadership and strategy. These points provide a useful model for introducing King's ideas in the classroom. The effort to intentionally and thoughtfully teach religion could… [Direct]
(2018). The Analysis of Flipped Learning Centered on Prospective Study. International Journal of Mobile and Blended Learning, v10 n3 Article 4 p38-45. This article describes how the advent of the Information Age has brought an educational tendency to focus on the quality and morality, excluding the quantity of education and rote learning. This highlights the importance of developing competence of critical insight, problem solving, collaboration, communication, creative thinking, and cultural understanding in public education. However, the reality of education in Korea is that the public school fails to be apart from content-based learning, teacher-centered learning and ranking-oriented learning. To solve this problem, the Education Ministry suggests cultivating a creative human resource with integrated competency in the revised curriculum of 2015 and implement a free semester program. Moreover, flipped learning is being realized and researched as the shift the teaching paradigm, aiming to introduce it in each school. Accordingly, this project suggests establishing a step in the right direction of flipped learning so that it can be… [Direct]
(1991). Sexuality Rights Protection Policy. This booklet presents the policy of the Colorado Developmental Disabilities Planning Council to affirm and promote the sexuality rights and responsibilities of persons with disabilities. The purpose of the policy is to guide the community and empower persons with disabilities in Colorado to ensure that their inherent sexual rights and basic human needs are affirmed, defended, promoted, and respected. Guidelines are offer to assist in the development and implementation of policies and practices regarding human sexuality. The guidelines deal with privacy, sexual expression, access to sexuality education and services, agency responsibilities, staff training, definitions, legal implications, and laws relating to sexuality and persons with disabilities. (JDD)…
(2019). Ethical Complexities in Child Co-Research. Research Ethics, v15 n1 Jan. Child co-research has become popular in social research involving children. This is attributed to the emphasis on children's rights and is seen as a way to promote children's agency and voice. It is a way of putting into practice the philosophy, common amongst childhood researchers, that children are experts on childhood. In this article, we discuss ethical complexities of involving children as co-researchers, beginning with an analysis of the literature, then drawing on data from interviews with researchers who conduct child co-research. We identify six ethical complexities, some of which are new findings which have not been mentioned before in this context. In light of these possible ethical complexities, a key finding is for researchers to be reflexive — to reflect on how the research may affect child co-researchers and participants before the research starts. A separate overriding message that came out in responses from the researchers we interviewed was the need for support and… [Direct]
(2019). The Development of Science Comic in Human Digestive System Topic for Junior High School Students. Journal of Science Learning, v3 n1 p12-18. The science education approach has covered by using printed teaching media. One of the popular printed press that most accessible and may used in science education is a comic book. However, it is sometimes difficult to find the ideal and the appropriate comic books that can be used as the instructional tool of science education, because most of them are inappropriate for learning science and did not fit with the readers' culture. The purpose of this study is to develop and evaluate the Science comic to contribute to science learning about Human Digestive System Topic (HDST) concepts. In this study, a science comic book was created and implemented to 92 students of year eight from three different junior high schools and three science teachers as a subject implementation development. Students' responses through the questionnaire and students-teachers' implementation test sheets evaluated through qualitative content analysis. The model used for this study is design and development. The… [PDF]
(2019). A Unipolar Concentration of English and the Multilingual-Semilingual Paradox. International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019). 'We have the right to talk and think in our own language.' This self-evident slogan is ever challenged in the digital age of the 21st century. 'Talking and thinking' is most effectively trained and achieved by formal education carried out in one's own language. However, multilingual children growing up in multilingual societies would have to adjust their own language to a language of education in schooling. This paper clarifies scientific grounds that in such situations the main root of learning and thinking through language is discontinuous. It is claimed that the students may face semilingualism, defined as 'linguistic competence insufficiently developed for complex conceptual thinking'. Multilingualism and semilingualism are two sides of one coin, and semilingualism is affecting many parts of the world. This is due to the established eminence of English as a global lingua franca (ELF), which serves as their language of education. This paper is qualitative in nature, pointing out… [PDF]
(2022). Making Relatives: The Poetics and Politics of a Trans-Indigenous Teacher Collective. Comparative Education Review, v66 n3 p442-464 Aug. We write this article as educators working at Sahasatsuksa school, an urban Indigenous school in Thailand, who also maintain ties with related Redes de Tutor√≠a work in Mexico. This article engages the stories of our trans-Indigenous teacher collective to illustrate how poetic ways of making relatives across time advanced our intellectual, ethical, and political work. We ground our reaches for Indigenous futures in the Mekong through a lens of "relative-ness"–specifically how making relatives toward enacting more "poetic" forms of teaching and learning held "political" possibilities to disrupt colonial logics implicit in global schooling for Indigenous children. While the extension of schooling worldwide is deemed important for development, rhetorics of modernity have largely suppressed the rich family-based knowledges that Indigenous children bring into classrooms, contributing to the debilitation of human communities' intellectual and socioecological… [Direct]
(2021). Connecting in the Online Classroom: Building Rapport between Teachers and Students. Johns Hopkins University Press More students than ever before are taking online classes, yet higher education is facing an online retention crisis; students are failing and dropping out of online classes at dramatically higher rates than face-to-face classes. Grounded in academic research, original surveys, and experimental studies, "Connecting in the Online Classroom" demonstrates how connecting with students in online classes through even simple rapport-building efforts can significantly improve retention rates and help students succeed. Drawing on more than a dozen years of experience teaching and researching online, Rebecca Glazier provides practical, easy-to-use techniques that online instructors can implement right away to begin building rapport with their students, including: (1) proactively reaching out through personalized check-in emails; (2) creating opportunities for human connection before courses even begin through a short welcome survey; (3) communicating faculty investment in students'… [Direct]
(1999). A Core Curriculum & Training Program To Prepare Paraeducators To Work in Inclusive Classrooms Serving School Age Students with Disabilities. Second Edition. These instructional materials are designed to provide personnel developers and trainers with resources that can be used to improve the performance of paraeducators working in inclusive classrooms servicing school age students with disabilities. The competency-based program helps participants to learn skills they can apply immediately, to accept new practices, and to increase their understanding of education issues. The modules cover: (1) strengthening the teacher and paraeducator team, paraeducator roles and responsibilities, communication and problem solving; (2) human and legal rights of children and youth with disabilities and their families; (3) principles of human development and factors that may impede typical human development; (4) the instructional process (individualized education programs, assessment, data collection, goals and objectives, instructional interventions, strategies for one to one instruction and reinforcing lessons, approaches to teaching reading, arithmetic… [PDF]
(2019). Finding Our Common Humanity amidst "The Fierce Urgency of Now". Change: The Magazine of Higher Learning, v51 n1 p28-34. As institutions of higher education across the nation strive to prepare the next generation of student leaders, Dr. King's words echo in our ears: "We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there 'is' such a thing as being too late" (King, 2001). We must build on the work of courageous individual actors as well as historical and current movements that challenge racist ideologies. We must undo the ramifications of structures that perpetuate unfounded beliefs in the hierarchy of human value that have defined America's culture for far too long. The Truth, Racial Healing, and Transformation (TRHT) national effort builds on the legacies of the Civil Rights movement and complements contemporary anti-racism initiatives by using coalition building to critically examine the history of racism in America, envisioning paths forward. TRHT seeks to unearth and extinguish the… [Direct]
(2015). Continuity and Change in Children's Longitudinal Neural Responses to Numbers. Developmental Science, v18 n2 p314-326 Mar. Human children possess the ability to approximate numerical quantity nonverbally from a young age. Over the course of early childhood, children develop increasingly precise representations of numerical values, including a symbolic number system that allows them to conceive of numerical information as Arabic numerals or number words. Functional brain imaging studies of adults report that activity in bilateral regions of the intraparietal sulcus (IPS) represents a key neural correlate of numerical cognition. Developmental neuroimaging studies indicate that the right IPS develops its number-related neural response profile more rapidly than the left IPS during early childhood. One prediction that can be derived from previous findings is that there is longitudinal continuity in the number-related neural responses of the right IPS over development while the development of the left IPS depends on the acquisition of numerical skills. We tested this hypothesis using fMRI in a longitudinal… [Direct]