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"You can't learn the answer if you don't ask the question. So why do teachers ask all the questions in the class?
Molly Ness, Ph.D., associate professor in the Graduate School of Education’s Division of Curriculum and Teaching, wants teachers to embrace the innate curiosity that might lead children to ask questions such as 'When you lose weight, where does it go?'"
|Dr. Molly Ness|
"Walk with us into International Community High School in the South Bronx, New York City. Teenagers from Bangladesh, El Salvador, Iraq, and many other countries fill the halls. Most of these students have low literacy in their native languages, but in four years, they're expected to learn English and 13 years' worth of content in subjects they may not have studied before." Continue reading.
|Dr. Akane Zusho||Dr. Rhonda Bondie|
"This workshop is open to all expo participants to increase awareness about the experience of the students who fall academically in the middle and also are not engaged in sports or the arts. Students that are neither academically gifted nor identified as having special needs can fall the cracks.
As a consequence of being neglected they may disengage from school. Given the testing movement and state-mandated curricular requirements, these students are under extreme academic pressures but may not have the support they need. The school counselor’s role with students, family members, and school personnel will be highlighted."
"Significant concerns about the psychological health of LGB adolescents continue to surface. Compared to heterosexual teens, LGB adolescents are more likely to be victimized and bullied throughout their youth, engage in more frequent risk-taking behaviors, and are at higher risk for poor mental health outcomes.
Suicide rates among LGB adolescents are almost four times those of heterosexual teens. LGB students of color experience more frequent and more intense microaggresssions than Caucasian LGB teens. This workshop will address race and ethnicity as they impact the experiences of LGB youth.
The school counselor’s role with students, family members, and school personnel will be highlighted."
"This workshop is open to all expo participants to increase awareness about the prevalence, usage, risk factors, and warning signs related to the heroin epidemic.
The physical, social, and psychological consequences of heroin use will be covered as well as strategies for preventing and intervention. The school counselor’s role with students, family, members, and school personnel will be highlighted."
"The Florence Seminars in Mental Health are weeklong workshops held in Florence, Italy, designed for individuals who desire to expand the scope of their clinical imagination and bring greater sophistication to their practice.
The seminars are intended for mental health professionals who are committed to their life-long learning, who pursue excellence in their work, and who welcome the personal and professional transformation that can unfold from that learning.
The educational mission of The Florence Seminars is to assist clinicians' move from being helpers to becoming healers with increased grace, confidence, and effectiveness."
|image via Eric Hossinger, WikiMedia Commons|
In addition to giving general advice, Allyson talks about commuting, program size, workload, work-life balance, and minority student experiences.
There is a lot of advice out there about the transition from high school to college. What I have rarely seen is any discussion about the many changes students face when they transition from college to a Master’s or Doctoral program in psychology. Here, I provide some personal reflections on some of those changes.
|Dr. Yi Ding|
|Dr. Akane Zusho|
|Dr. Amelio D'Onofrio|
|Prospective students at an Information Session|
|Dr. Merle Keitel, Training Director of |
Counseling Psychology, Ph.D.
|Dr. Margo Jackson's (second from right) |
research considersracial microaggressions.
|2013 New Student Orientation|
|Leila Nabizadeh '14|
|Apostolic Nuncio Archbishop Carlo Maria Viganò|
|Dr. Anita Batisti|
On June 26, the Bilingual Education/ESL Teacher Leadership Academy (BETLA) honored its fifth and final cohort of students. Read more.
|Florina Rodov '07|
All across America, young people are in crisis as they parade themselves on social media and chase superficial definitions of success.
Simultaneously, Millennials' civic engagement is lower than that of previous generations, according to Jean Twenge's study in The Journal of Personality and Social Psychology, because they "are focusing more on money, image, and fame."
While they are more likely to volunteer during high school, it is to fulfill a graduation requirement rather than because of an intrinsic sense of civic duty.
In order to save our youth, we should redefine achievement to include service, because it leads to connection, perspective and -- most importantly -- well-being.
“Was anyone able to get a video into Corkulous?”Read the full post at lesleyuniversitycrrlc.wordpress.com.
Maryrose scanned her third grade classroom, her eyes coming to rest on Ricky, who had his hand in the air.
“Ricky, you know how to insert a video?” she clarified. The boy nodded. “Okay, everyone. Ricky is the video man.” With this comment, Maryrose identified Ricky as an expert in that day’s writing workshop, and during the next half hour, I saw several of his classmates approach him for a tutorial.
In their unit on research, the students were creating biographical timelines of famous individuals; they used iPads for both web-based research and creating their projects, yet they also moved easily between the device and their traditional writing notebooks, where they took notes by hand that they then typed into the Corkulous app. It was the first time Maryrose had incorporated iPads into her classroom, and she was excited to see how her students might use them.
This shift in writing workshop pedagogy — adding technology to traditional methods — helps children to develop knowledge and skills that are critical to writing in a digital age. George Hillocks has suggested that writers need knowledge of “discourse” and “substance” in order to create effective written products. Hillocks has argued that each genre of writing consists of underlying structures (e.g., argument, narration, lists) and adheres to particular conventions that help to define the genre. Writers need to know these structures and conventional elements — called discourse, or more simply, form.
Furthermore, writers need to know what they are writing about, and they need to know how to find the substance of their writing. Adding appropriate details in an essay, for instance, may mean incorporating statistics or a quote from an expert. In a story, however, details may come in the form of an elaborate description of the setting or characters. This substance — the “stuff” that makes good writing good — is the content.
“I would enthusiastically endorse the institute for the breadth and depth of materials, quality instruction, and practical application of skills.” – George Gallagher
“This was a wonderful opportunity to share ideas, methods, and strategies. The instructor’s vast knowledge provided excellent resources and practical applications related to the course.” -- Sharon Vogt
“Great experience, very worthwhile for a new AP teacher. An excellent opportunity to meet with peers and discuss ideas and topics!” -– Jack Fitzgeorge