<p> Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.</p>

Purpose and objectives: To manage the core departmental responsibilities in relation to TLT, Research and Community engagement and the administrative support required for the execution thereof

<p> The growing trend for housing individuals who are developmentally disabled has been focused on community based housing; giving them an opportunity to live a less restricted lifestyle. With this shift of care, families who take on caregiving roles deal with insurmountable issues because of limited support and lack of services. Caregivers are faced with challenges such as impulsive behaviors, daily caregiving duties, and concerns about the future. These in turn take a toll on their physical and mental health. The purpose of this project was to develop a curriculum for current and future family caregivers; with the aim of helping them to empower themselves and care recipients, to ultimately reduce barriers of communication within families, to address caregiving concerns, and to provide peer support throughout the curriculum. This curriculum includes three modules that educate caregivers about planning for the future, legal concerns, and community resources.</p>

<p> The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher&rsquo;s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline &amp; Necochea, 2006; Romo &amp; Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers&rsquo; experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers&rsquo; practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretar&iacute;a de Educaci&oacute;n P&uacute;blica, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.</p>

<p> Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.</p><p> This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.</p><p> This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process? </p><p> Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.</p><p> The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.</p>

No description available.

<p> Child welfare workers are required to practice cultural competency when working with families, in order to appreciate how their values and traditions affects child welfare workers assisting families. Cultural competency does not take into account the personal experiences of the families in the child welfare system nor does it allow the child welfare worker to accept that he may not have all the resources needed due to a lack of cultural understanding. This curriculum will utilize the concept of cultural humility to bring awareness of how the personal experiences and cultural values of the families in the child welfare system can assist in assessment and establishment of positive relationships of Latino families. The curriculum will discuss the differences between cultural competency and cultural humility, Latino values and parenting practice, and will include case studies and role-playing scenarios to practice the concepts learned.</p>

<p> The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.</p><p>

<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study&rsquo;s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.</p><p>

<p> The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers&rsquo; funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs&rsquo; data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky&rsquo;s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs&rsquo; <i>perezhivanie</i>, as Vygotsky defines the lived emotional experiences of these educators and <i>obuchenie </i>, Vygotsky&rsquo;s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers&rsquo; perezhivanie shape the teachers&rsquo; funds of knowledge whereas CDEs&rsquo; family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS&rsquo; needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.</p><p>