Global Education Review (Mercy College, New York)
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A "Colored Girl" in the World
Get PDFReview of the book American Cocktail: A ΓÇ£Colored GirlΓÇ¥ in the World, byAnita Reynolds with Howard Mille
Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction
Get PDFLittle research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs) in mainstream mathematics and science (subsequently referred to as STEM) classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL), but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachersΓÇÖ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchersΓÇÖ innovative approaches to implementation of content-based instruction (CBI) and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013); and implications for teacher education programs
Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems
Get PDFMathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010).  9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009). These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL), a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000). Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC) and motivational-emotional regulation (ME). It also sought to examine the significance of these components and their contribution to learners\u27 problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form). After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed
Alicia Rodriguez and How Money Matters for Academic Learning
No full textoai:ojs.pkp.sfu.ca:article/4Many children living in low-income communities do not face struggles in school. Many learn quickly and easily. But for some students, living in a high poverty communities and attending underfunded schools has consequences that can make learning difficult. In this paper, Compton-Lilly draws on the words of a parent living in a low-income community to explore how economic challenges affected the schooling of her daughter over a ten year period. As the following accounts reveal, Ms. Rodriguez, an African American, low-income parent, was extremely committed to her daughterΓÇÖs learning and school progress. Furthermore, Ms. Rodriguez brought a thoughtful and informed critique to her childrenΓÇÖs school experience that reveals the multiple ways that money affects academic learning
Situating Disability within Comparative Education: A Review of the Literature
Get PDFThis paper is an inquiry into wherethe topic of disability falls within the vast field of comparative education research. It explores the extent to which disability is present in comparative education literature, and in what ways it is represented. A review of literature across the core comparative education peer-reviewed journals was conducted. Findings show that a limited number of studies in comparative education have examined students with disabilities, but numbers have increased in recent years. Additionally, two major themes emerged fromthe literature: (1) social interpretations of disability, and (2) global versus local. The findings are discussed in terms of implications for inclusive education and future research
It Takes Two to Tango: Inclusive Schooling in Hong Kong
Get PDFThe inclusion of students with autism and other special needs into the general education curriculum continues to be a challenging process for school communities in the United States of America (US) and, increasingly, abroad.  Although inclusion continues to be a challenging process for those involved, the global demand is growing.  Traditionally, this initiative has originated from advocates such as parents and communities who represent the students. With enough pressure from constituents of the system, those efforts may be converted into policy through the local education department.  The US has led the inclusion movement and many other developed nations have followed suit in recent decades.  Consequently, more and more schools are focused on building inclusive school communities. These programs see the value of a balanced approach that emphasizes curriculum coupled with pedagogy.  This paper provides an overview of the history of the inclusion movement in the Hong Kong Special Administrative Region of China.  Three main types of school systems in the region are explained, and one successful inclusive school model will be described with outcome data included.   Multiple factors that affect the development of the inclusion movement will also be discussed