Global Education Review (Mercy College, New York)
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Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania
Get PDFThis article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement
Why Master Teachers Do What They Do
Get PDFReview of the book:  “Those Who Can: Why Master Teachers Do What They Do.” By Neil Bright. Lanham, MD: Rowman and Littlefield, 2013. ISBN: 978-1475801453.  Do What They Do, master teacher, administrator, and curriculum developer Neil Bright distills the secrets of effective teaching into fifteen “practices” that he describes using clear language and extensive support from research literature
Holocaust Education and Jewish Identity in Modern Poland
Get PDFBook review ofΓÇ£Jewish Studies and Holocaust Education in PolandΓÇ¥ by Lynn W. Zimmerman with Contributing Scholar
ATYPICAL: Analysis for a Massive Open Online Course (MOOC) with a terminal efficiency of 22.35%
No full textNowadays, Massive Open Online Courses (MOOCs) have raised great expectations due to their potential for changing the relationship between students and professors, academy and the general community.  To conceptualize, the terms “course”, “online”, “massive” and “open” have been redefined and reinvented so many times that it is difficult to offer a wide broad definition to cover their whole activity, for example, the term “massive” most of the times it only refers to the number of learners joined, but it does not refers to the massive desertion levels.  This document presents a comparative analysis for 11 MOOCs that obtained a terminal efficiency equal to or less than 11% and a MOOC whose calculated terminal efficiency was of 22.35%.  This last course was created as part of a teacher training strategy, was developed at Coursera’s platform and 10,161 total learners from 81 different countries joined.  The obtained results describe the characteristics of the participants, the technological resources, the tools and the didactic strategies implemented by the instructors.  It is concluded that without a correct measurement of the final results, it is not possible to evaluate the success of a MOOC, so the institutions and consortia must establish indicators to focus the efforts in order to improve the quality of teaching
Teaching English as a ΓÇÿSecond LanguageΓÇÖ In Kenya and the United States: Convergences and Divergences
No full textEnglish is spoken in five countries as the native language and in numerous other countries as an official language and the language of instruction. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all domains of life of that country.  In many countries where it is an official language and language of instruction, which includes former British colonies in Africa and Asia, students tend to use English in specific domains, particularly school, as most communication outside of school is in the local languages.  These are two contrasting contexts for enhancing English language skills.  In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language.  Focusing on the United States and Kenya, this article considers the similarities and differences in the content of English language instruction for secondary schools, in both environments and the types of challenges students encounter in the learning of English.  This article broadens the understanding of what it means to teach English language for academic purposes and provides a framework for creating and evaluating teaching and learning materials for speakers of other languages who are learning through the medium of English
Challenges and Benefits of Early Bilingualism in the U.S. Context
Get PDFThe population of young dual language learners (DLL) in the United States has tripled in the last several decades and now accounts for 25% of all children in the U.S. (Migration Policy Institute, June 2014). Many of these children are exposed to multiple languages in the home and ECE setting and the vast majority are U.S. citizens. Despite the robust research documenting the extensive capacity of infants, toddlers, and preschoolers to learn multiple languages and the cognitive, social, and linguistic benefits of early bilingualism, most young DLLs in the U.S. do not receive enriched ECE that supports their emergent bilingualism. This article reviews the latest research, describes the developmental characteristics of young dual language learners, the similarities and differences between DLLs and young monolinguals, the current ECE policies and practices toward DLLs in the U.S., and concludes with policy recommendations at the federal, state, and local levels
Private Cloud Communities for Faculty and Students
Get PDF┬áMassive open online courses (MOOCs) and public and private cloud communities continue to flourish in the field of higher education.┬á However, MOOCs have received criticism in recent years and offer little benefit to students already enrolled at an institution. This article advocates for the collaborative creation and use of institutional, program or student-specific private cloud communities developed as a way to promote academic identity, information dissemination, social discourse, and to form a bridge between faculty, administration and students.┬á Concrete steps to build a private cloud are described.┬á Placing a greater emphasis on meeting the needs of enrolled students versus engaging the masses in a MOOC for ΓÇ£edutainmentΓÇ¥ purposes is recommended.┬á┬
Lessons on Whole-System Reform
Get PDFReview of the book ΓÇ£Leading Educational ChangeΓÇ¥ by Helen Janc Malon
McREL Leadership Responsibilities through the Lens of Data: The Critical Nine
Get PDFIn the United States, the beginning of the┬á 21st century also ushered in a new era of school accountability and reform with the No Child Left Behind Act [NCLB] (US Department of Education, 2010). Although the law is no longer in effect, the district and school level accountability that it brought remains. The accountability and need for ongoing improvement rest squarely on the shoulders of school principals, many of whom have no skill sets or experience with the use of data to improve student outcomes. This article utilizes the research studies and findings from the Mid-Continent Research for Education and Learning (McREL) lab, in order to examine those leadership responsibilities intertwined with the use of data to improve student achievement. McREL has identified 21 leadership responsibilities that describe the knowledge and skills school leaders need to positively impact student achievement.┬á This analysis focuses on the McREL leadership responsibilities with an effect size of .25 or higher that require a focus on data. The use of hard and soft data to focus improvement is then analyzed and expanded upon through the McREL lens. ┬á ┬