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Transforming Education Through Instructional Coaching in the Mayan Highlands of Guatemala : A Historical Introspection on Policy, Practice and Educational Transformation
Get PDFSignificant efforts have been made to improve the educational system in the Western Highlands of Guatemala to foster economic growth and social development in the country. However, given the country’s linguistic and cultural diversity, challenges in terms of coverage and quality of education persist. Inadequate teacher preparation training, and the absence of an induction and pedagogical coaching system for new teachers are some of the impeding factors. The U.S. Agency for International Development (USAID) has executed targeted educational projects to support the National Ministry of Education in strengthening the human capital in education. A transformative pedagogical leadership and coaching model was developed that focuses efforts from an oversight system to a mentoring system that strengthens leadership and the capacities of teachers in the application of innovative methodologies that contribute to educational improvement. This model allows for a continuous cycle of improvement to teaching by providing new teachers with feedback on teaching practices in the classroom and opportunities for teachers to self-reflect and be empowered in their own learning process and professional growth. This approach has shown positive effects with respect to teaching practices at the school-level; however, additional measures are required to gain the support of stakeholders to expand its implementation to bilingual and multicultural contexts to maximize the country’s potential to improve the quality of education.
 
Redesigned Partnerships as a Result of Redesigned Educational Preparation Program
No full textThis study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences
School-Based Mentoring for Middle Schoolers: The Impact on Mentees and Their Pre-Service Teacher Mentors
Get PDFSchool-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities
Connecting in Isolation: Utilizing Community Circles to Build Relationships in Online Learning
Get PDFMany educators are currently teaching online due to the COVID-19 global pandemic. In distance learning, it can be a challenge for studnets and educators to create community. Community circles is a versatile practice that can be utilized to build relationships in both face-to-face and online environments. This paper offers a brief introduction to the practice of circles, discusses the preparation necessary to implement circles, and outlines the procedures for utilizing circles to foster classroom community
The Power Mean Test
Get PDFWe devise a new test for convergence or divergence of an infinite series — the Power Mean Test. We explore the strength of this test relative to that of the Ratio and Root Tests and provide a family of series where the Power Mean Test is the most useful of the three tests
Volume Bounds for Trivalent Planar Graphs
Get PDFThis paper studies the volumes of hyperbolic planar trivalent graphs. The connection between fully augmented links and trivalent planar graphs allows us to apply previous work on knots and links to this setting. Exact volume bounds for graphs with up to 12 vertices are calculated. Purcell’s sharp lower bound for the volumes of fully augmented links translates directly to a lower bound for trivalent graphs. Moreover, a natural cell decomposition on trivalent graphs allows us to interpret upper bounds for link volumes in the graph theoretic setting. This is done for both the Agol Thurston tetrahedral upper bound and Adams\u27 bipyramidal upper bound. An infinite family of graphs, inspired by Agol-Thurston’s infinite chain link fence, proves these bounds are asymptotically equivalent
NYĀYA PHILOSOPHY OF EMOTION
Get PDFIn this paper an attempt is made to present the analysis by Gautama of “human emotions” expressed through body, speech and mind. In his Nyayasutra 1.1.2 he theorises this. According to him, emotions are the outcome of misconception, misunderstanding, misinterpretation, or ignorance. Emotions can be good and bad. But looking from the point of view of ultimate goal of life namely, liberation, even good emotions are nothing but binding factors and as long as these are entertained one cannot be out of the cycle of death and birth. Misunderstanding creates emotions; emotions contribute to the formation of attitudes, good or bad, which lead to good or bad acts which, in turn, leave behind impressions which are responsible for keeping a man in the cycle of death and birth. All human sufferings, therefore, are rooted in misunderstanding. One must, therefore, break this chain and that can be broken only by true cognition or knowledge of fact or truth. In my view, the Nyayasutra 1.1.2 is a comprehensive analysis of human emotion, behaviour, action and purpose and a philosophy of transformation of human life
KNOWLEDGE AND THE HUMAN MIND: PHENOMENOLOGY AND OTHERS
Get PDFThe brain produces the mind through cultivation. Thus, the structure of the mind is not a priori, but culturally developed. The logic, semantics, and conceptual framework of a mind are all cultivated. While feeling is a natural function of the mind, all feelings of a mind are concept-laden or concept-mediated. A person is educated to think better, to feel in a certain way, and to have a better taste; the mind educated and civilized is better than the mind uneducated and barbarian. The key here is that a knowing mind is a constructor and a constructing space, not merely a knower akin to a mirror or a camera in the process of knowing
BREAKING BOUNDARIES: MEDEA AS THE “BARBARIAN” IN OVID’S HEROIDES VI AND XII
Get PDFMedea is an intriguing figure in Greek mythology who has been portrayed in a variety of ways by ancient Greek and Roman authors. One dominating feature in all her stories is her identity as an outsider who enters the mainland Greece through her marriage to Jason. In the Heroides, the Roman poet Ovid depicts Medea in two of the single letters. Taking advantage of his audience’ familiarity with the mythical tradition and possible awareness of previous literary works, Ovid plays on the idea of Medea as an outsider: in Hypsipyle’s Letter VI, Medea is represented as a barbarian, while in Letter XII Medea mocks “Greek” values and practices. Through intertextual references to each other and to the prior literary tradition, Ovid is able to portray a complicated, self-reflective figure in these two letters, whose multiple potentials are brought out when confronted with a diversity of life experiences. In creating a figure who breaks all boundaries, Ovid the poet is also breaking the boundaries of texts and genres