Academic literature on the topic 'Memorial University of Newfoundland. Teachers Teachers'

The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the program, have based this paper on a collaborative presentation. The writers explore the tensions between the current provincial curriculum offered in the regional schools and a curriculum that is founded on Inuit history, culture, and worldview, restores the central role of the Inuit language, and is community-based as recommended in the 2011 National Strategy on Inuit Education. The students discuss four key threads of culturally relevant education: land, language, resources, and local knowledge. Moore reflects on how the IBED program incorporates these same elements to support Inuit identity and the developing pedagogy of the pre-service teachers.

Dr. Penny Hansen is an international physiology educator. She was born in America and became a Canadian citizen, and her husband is from Sweden. Dr. Hansen has a reputation throughout the world from international meetings and visiting professorships in North America and Europe. She received her bachelor’s and master’s degrees in Ohio, and her PhD and entire academic career have been at Memorial University in St. John’s, Newfoundland, which is closer to London than to New Orleans. She found a hospitable environment and stayed. Remember how some jet planes were grounded on Sept. 11 at Gander, Newfoundland; the local people opened their homes, transported passengers in school buses, and served them free meals for a couple of days. Dr. Hansen has received local and national awards for her teaching skills. At St. John’s, her ideas about education quickly outgrew the Basic Science Division in the Faculty of Medicine. She went from Assistant Dean for Undergraduate Medical Education to Director of Academic Development for Medicine to director of a center for health professional education for five professional schools. With this track record she might have been chosen to be dean of a medical school. Dr. Hansen’s most notable contribution to international physiology has been in editing our Society’s teaching journal, Advances in Physiology Education, for nine years. During that time, she has written provocative editorials, encouraged authors from developing countries, and found ways to incorporate fresh ideas about teaching. As far as I know, no other society in the Federation of American Societies for Experimental Biology has a journal devoted to teaching. This is a tribute to Dr. Hansen and her associate editors in their encouragement of teachers to do research on teaching and publish their findings. Dr. Hansen will continue writing and is authoring a textbook entitled Physiology of Life Situations, which will have unique organization. Dr. Hansen was recently appointed co-chair of the Education Committee for the International Union of Physiological Sciences. In that role, she is responsible for conducting teaching workshops and providing resources to teachers of physiology worldwide, particularly in developing countries. She spends time each winter teaching at St. George’s Medical School in Granada. Dr. Hansen is also the elected chair of the Teaching Section for the next three years. It is particularly appropriate that, on this Earth Day 2002, whose motto is “One People, One Earth, One Future,” we hear a citizen of Canada who teaches worldwide talk about“Physiology’s Recondite Curriculum.”—Roger TannerThies, PhD, Professor Emeritus of Physiology, The University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.

Introduction / Innovation Concept: Simulation-based medical education (SBME) has seen increased application in medical education. Emergency medicine (EM) trainees must develop a diverse skill set to smoothly transition to clinical practice and ensure optimal patient outcomes. The competency-based medical education (CBME) framework helps ensure residents develop the required expertise relevant to each of the CanMEDs roles. Simulation is a valuable supplement to hands-on clinical experience and allows skill development in a low-risk setting. The EM Simulation book serves to facilitate the effective application of simulation in our curriculum. Methods: A number of resources were compiled to meet the needs of our simulation program within Memorial University of Newfoundland. Personal knowledge/experience of the author and local contacts provide site relevant content. Prior training helped in review and selection of materials on simulation theory and debriefing. Core EM resources were sourced for information on procedural training. Literature review on simulation was used to compile a list of resources and materials for further reading. The development and revision of the manual continues as an iterative process with sequential edits based on review and feedback. Qualitative evaluation of the design and value of this document is planned to get feedback from key stakeholders including learners, faculty and simulation lab staff. Curriculum, Tool, or Material: The final product is a 94-page document provided in print and electronic format to the EM residents and several faculty involved in simulation. It introduces residents to our simulation program, provides relevant background information and orients them to this modality of curriculum delivery. Theory and rationale behind SBME is included. Information on the key role of debriefing is highlighted. Several core EM procedural topics are covered with tips on practice station set up. Additional learning resources are noted, including information on case development for potential teachers. Conclusion: The simulation book brings together key information to optimize the simulation-based medical education experience for EM residents at Memorial University.

We explore our teaching of Biographical Explorations of Teaching and Learning, a Curriculum and Instruction Masters course in the Faculty of Education at Memorial University in which we develop creative and imaginative thinking and learning amongst educators. We invite students into a multi-modal exploration of their lives as teachers and learners via readings, visual art, drama, music, literary writing, and media pieces that explore themes in teaching and learning. Students think critically about how narratives work within personal/professional and societal cultural contexts. They learn about and engage in creative ways of telling a story. In this paper we critically reflect on the affordances and challenges of this approach to arts-informed critical graduate pedagogy.

The features of teaching normal physiology in the medical university of English-speaking students of the medical faculty are presented. It reveals the methodological approaches to the organization of teaching foreign students in the course of their receiving higher education in Ukrainian universities, discusses the basic principles and content of the organization of the educational process, taking into account the specifics of the contingent of students. Topical issues of organizing the process of teaching foreign students to medical specialities are considered. The private experience of teaching normal physiology in English to foreign students by teachers of our department is summarized. The analysis of factors affecting the effectiveness of the learning process was carried out. The features of the organization of this process are considered on the example of Vinnitsa national Pirogov’ memorial medical university. Detailed problem analysis will help to systematize and optimize the teaching and examination of knowledge of this kind of students. The use of innovative technologies in the teaching of foreign students can solve a number of both instructional and extracurricular tasks stay of foreign students in Ukraine; and it is the most optimal system of teaching biomedical disciplines in medical high school. A number of reasons are given that reduce the intensity of teaching to foreign students, the main ones being the different level of their linguistic training and educational base, lack of motivation, difficulty with discipline.

In the process of work, the doctor has to process a significant amount of information, establish contacts with different departments of the medical institution or between different institutions, work with a significant flow of patients, making decisions concerning human life and health. Modern medical information systems, which are widely implemented in various areas of health care, allow to optimize the doctor's activity, provide him with quick access to databases and resources of the clinic, improve the efficiency of diagnosis, reduce the error rate. Graduates of higher educational medical institutions must be able to apply them in their professional activities, know their advantages and disadvantages. This is facilitated by the inclusion of topic on Medical Information Systems (MIS) in the curriculum of the discipline «Medical Informatics». The aim of the article is to consider the main approaches to the organization of students'’work with modern medical software in medical informatics classes on the example of experience in studying the topic «Medical Information Systems» at National Pirogov Memorial Medical University. Research methods: theoretical analysis of methodical approaches to the study of information systems in universities and generalization of experimental experience of teachers of the Department of Biological Physics, Medical Equipment and Informatics. Effective formation of practical skills of work with MIS at future doctors is promoted by observance of the following sequence of actions: comparison of the capabilities of Medods, MedElement, Doctor Eleks, Meduchet SQL, EMCiMED platforms; work in a virtual university clinic with the Doctor Eleks software package; diagnosis of diseases using training expert systems «RG-lungs», «Diarrhea», Wero. The method of organization of practical work of students with medical information systems described in the article is used in the educational process by teachers of VNMU for the fifth year. This allowed to form in our graduates an understanding of the peculiarities of the work of various departments of medical institutions.

The purpose of the article is to analyze the images of "Soviet" and "Sovietness" in visual objects of the cultural landscape of Vinnitsia region on the basis of field ethnographic materials collected in the process of collective and individual expeditions by students of the Faculty of History, Law and Public Administration and teachers of the Department of History of Ukraine Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University in 2018-19. The methodology of the research is based on the combination of general scientific (analysis, synthesis, generalization) methods with the principles of historicism, systematicity, scientificity and verification and is carried out in the interdisciplinary plane - in the context of "cultural landscaping" (in the context of anthropology of space) and memory discourses and methodology of visual anthropology. The scientific novelty of the work is to try to breed the concepts of "Soviet" and "Sovietness". Through the analysis of visual objects of cultural landscape, the author traced the organic combination of objects of material culture (toponymy, symbolism, multifunctional architecture, vehicles, memorial sites, etc.) with varieties of human practices (daily, ritual, symbolic, artistic, etc.) focusing on the connection of visualization with a cognitive form of cognition that emphasizes sociocultural features in the creation and understanding of these visual images. The researcher also touched upon the difficulties of (not)reading the images of "Soviet" and "Sovietness" in the visual space, their (im)perception and (not)rethinking by different generations. Conclusions. The perspective of the outlined topic is important not only in the scientific but also in the public area, reflecting its applied vector. Since the main purpose of the visual in Soviet times was to achieve homogeneity and unification of society in all its spheres, therefore, the key tasks of modern "cultural landscaping" discourse is the transformation of the cultural landscape towards the construction of its "face" with a clear local identity of its inhabitants and express "individualization" space to represent sociocultural heterogeneity. This should become an active mode of formation, first of all, its tourist attraction for "others" and comfort for "self".

The role of Teachers has been transformed in recent years due to the increasingly complex educational demands and responsibilities that come from the students’ families. The aim of the present study was to investigate how Elementary School Teachers in Brazil and Uruguay perceive and evaluate the demands they receive from families, and how prepared they think they are to face this reality. A qualitative, exploratory and transcultural method was used, based on the technique of Focal Groups, with one group being conducted in Brazil (10 participants) and anther one in Uruguay (9 participants). In both groups, participants were women, with experience in public and private schools. Data were treated using the Content Analysis technique and results pointed out two main themes: Academic Formation and Family Demands. The analysis showed several similarities in the relationship between family and school in daily practice - both in Brazil and Uruguay - especially regarding the Teacher’s role. It was observed that Teachers still face some challenges in set out their roles for themselves and the families. Teachers have also shown they have insufficient resources to work with the diversity of family demands and it is possible to think that they would benefit from spaces of reflection and sensitivity development, in order to better discriminate these demands. Thus, it may be said that it is necessary to inaugurate a deep discussion about what it means to form Teachers to work with families.ResumoO papel dos professores tem se transformado nos últimos anos devido às demandas e responsabilidades educacionais, cada vez mais complexas, que derivam das famílias de seus alunos. O objetivo deste estudo foi investigar como os professores de ensino fundamental do Brasil e Uruguai percebem e avaliam as demandas que recebem das famílias e o quão preparados se sentem para enfrentar essa realidade. Foi utilizado método qualitativo, exploratório e transcultural, a partir da técnica do Grupo Focal, sendo conduzido um grupo no Brasil (10 participantes) e um no Uruguai (9 participantes). Em ambos os grupos, os participantes foram mulheres, com experiência nas redes pública e privada. Os dados foram tratados a partir da técnica de Análise de Conteúdo e os resultados apontaram dois temas principais: Formação Acadêmica e Demandas das Famílias. A análise evidenciou inúmeras semelhanças na relação que a família e a escola estabelecem na prática diária - tanto no Brasil quanto no Uruguai - especialmente no que diz respeito ao papel docente. Observou-se a dificuldade dos professores em delimitar seu papel para si e para as famílias. Os professores também se mostraram com poucos recursos para trabalhar com a diversidade de demandas familiares e é possível pensar que eles se beneficiariam de espaços de reflexão e desenvolvimento de sensibilidade para poder discriminar essas demandas. Assim, pode-se dizer que é necessário inaugurar uma discussão profunda sobre o que significa formar os professores para o trabalho com as famílias.ResumenEl papel de los docentes se ha transformado en los últimos años debido a las exigencias y responsabilidades educativas cada vez más complejas que derivan de las familias de sus alumnos. El objetivo de este estudio consistió en investigar cómo docentes de educación primaria de Brasil y Uruguay perciben y evalúan las demandas que reciben de las familias y cuán preparados se sienten para enfrentar esa realidad. El diseño fue cualitativo, exploratorio y transcultural, utilizando la técnica de Grupo Focal, siendo uno brasileño (10 participantes) y uno uruguayo (9 participantes). En ambos grupos los participantes fueron mujeres, con experiencia tanto en la red pública como privada. Los datos fueron tratados con Análisis de Contenido y los resultados apuntaron a dos grandes temas: Formación Académica y Demandas de las Familias. El análisis permite comprobar innumerables semejanzas en la relación que familia y escuela establecen en la práctica cotidiana tanto en Brasil como en el Uruguay, sobre todo en lo que se refiere al rol docente. Se observa la dificultad que las docentes expresaron en cuanto a delimitar su papel frente a si mismas y frente a las familias. También las docentes se mostraron con pocos recursos para trabajar con la diversidad de las demandas familiares y es posible pensar que se beneficiarían de espacios de reflexión y desarrollo de la sensibilidad para poder discriminar tales demandas. Así, se puede decir que se necesita abrir una discusión profunda sobre lo que significa formar a los docentes para el trabajo con las familias. Keywords: Family school relationship, Preservice teachers, Cross Cultural Studies.Palavras-chave: Relação família-escola, Formação docente, Demandas familiares, Estudo transcultural.Palabras clave: Relación escuela-familia, Formación docente, Demandas familiares, Estudio transcultural.ReferencesANDRES, Sergio; GIRO, Joaquín. El papel y la representación del profesorado en la participación de las familias en la escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, Zaragoza, v.19, n.1, 61-71, 2016. URL: http://revistas.um.es/reifop/article/view/245461/189131AZPILLAGA, Verónica; INTXAUSTI, Nahia; JOARISTI, Luis Maria. Implicacion de las familias en los centros escolares de alta eficacia en la Comunidad Autónoma Vasca. Bordón: Revista de Pedagogía, Bordón, v.66, n.3, 27-38, 2014. URL: https://dialnet.unirioja.es/servlet/articulo?codigo=4748791BAEZA, Silvia. El imprescindible puente Familia-Escuela. Estrategias e intervenciones psicopedagógicas. Buenos Aires: Aprendizaje Hoy, 2009, 320p.BARRERA, Patricia. Los deberes escolares y tareas en casa: exploración sobre los objetivos para los que son enviados y su cumplimiento. 2008. Memorial Final de Post-graduación en Psicología Educacional (Post-graduación en Psicología) - Universidad Católica del Uruguay, Montevideo, Uruguay, 2008.BRONFENBRENNER, Urie. Strengthening family systems. En: ZIGLER, Edward F.; FRANK, Meryl. (Eds.) The parental leave crisis: toward a national policy. New Haven, CT: Yale University Press, 1998.BRONFENBRENNER, Urie; EVANS, Gary W. Developement science in the 21st. Century: Emerging questions, Theoretical Models, Research Designs and Empirical Findings. Social Development, Malden-USA, v.9, n.1, 115-125, 2000.CARVALHO, Maria Eulina P. Modos de Educação, Gênero e Relações Escola-Família. Cadernos de Pesquisa, São Paulo, v. 34, n. 121, 41-58, jan./abr. 2004. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-15742004000100003&lng=en&nrm=iso&tlng=ptCAVALCANTE, Roseli S. C. Colaboração entre pais e escola: educação abrangente. Psicologia Escolar e Educacional, Campinas, v.2, n.2, 153-160, 1998. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85571998000200009&lng=en&nrm=iso&tlng=ptCLARKE, David; HOLLINGSWORTH, Hilary. Elaborating a model of teacher professional growth. Teaching and Teacher Education, v. 18, 947-967, 2002. URL: https://www.deepdyve.com/lp/elsevier/elaborating-a-model-of-teacher-professional-growth-7H3jboIiAhCOMELLAS, Maria Jesus. Familia y escuela: compartir la educación. Barcelona: Grao, 2009, 149p.DELGADO, Juan Manuel; GUTIÉRREZ, Juan. Métodos y técnicos cualitativos de investigación en ciencias sociales. Madrid: Editorial Síntesis, 1995, 604p.DITRANO, Christine; SILVERSTEIN, Louise B. Listening to parents’ voices: participatory action research in the schools. Professional Psychology: research and practice, Washington-USA, v. 37, n. 4, 359-366, 2006.DOWLING, Emilia; OSBORNE, Elsie. Familia y escuela. Una aproximación conjunta y sistémica a los problemas infantiles. Barcelona: Paidos, 1996, 224p.EPSTEIN, Joyce. L. School, family, and community partnerships: preparing educators and improving schools. Baltimore, Johns Hopkins University: Westview Press, 2011, 656p.ESCAYOLA, Empar. Padres y educadores: un encuentro singular. En: ALFONSO, Carmen et al. (Eds). La participación de los padres y madres en la escuela (pp.73-78.) Barcelona: Editorial Grào, 2009, 155p.FINN STEVENSON, Matia. Family, school and community partnerships: practical strategies for after schools programs. New directions for youth development, n.144, 89-103, 2014.GARCIA-BACETE, F. J. Cómo son y cómo podrían ser las relaciones entre escuelas y familias en opinion del profesorado. Cultura y Educación, v.18, n. 3-4, 247-265, 2006.GERVILLA, Ángeles. Familia y educación familiar: conceptos clave, situación actual y valores. Madrid: Narcea, 2008, 208p. GONDIM, Sonia Maria G. Grupos focais como técnica de investigação qualitativa: desafios metodológicos. Paidéia: Cadernos de Psicologia e Educação, Ribeirão Preto, v. 12, n.24, 149-161, 2003. URL: http://www.scielo.br/pdf/paideia/v12n24/04.pdf HAINES, Shana J. et al. Fostering family school and community school partnerships in inclusive schools. Using practice as a guide. Research and Practice for persons with severe disabilities, v.40, n.3, 227-239, 2015.HILL, Nancy E.; TAYLOR, Lorraine C. Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, Georgia Institute of Technology, v.13, n.4, 161-164, 2004.HORNBY, Garry; LAFAELE, Rayleen. Barriers to parental involvement in education: an explanatory model. Educational Review, London, v.63, n.1, 37-52, 2011.INSTITUTO NACIONAL DE EVALUACION EDUCATIVA. Informe sobre el estado de la Educación en Uruguay 2015-2016. Montevideo: INEED 2017.KOUTROUBA, Konstantina et al. An investigation of Greek teachers’ views on parental involvement in education. School Psychology International, v.30, n.3, 311-328, 2009. URL: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.977.7897&rep=rep1&type=pdfLONDOÑO, Laura Victoria; RAMIREZ, Luz Ángela. Construyendo relación familia-escuela: consideraciones a partir de la intervención interdisciplinaria en el Colegio Bello Oriente en Medellín, Colombia. Revista Virtual Universidad Católica del Norte, Colombia, n.36, 193-220, 2012. URL: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/375/712LÓPEZ LARROSA, S. La relación familia-escuela. Guía práctica para profesionales. Madrid: CCS, 2009.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente ¿Cómo se aprende a enseñar? Madrid: Narcea, 2010, 170p.MARCONDES, Keila Hellen B.; SIGOLO, Sílvia Regina R. L. Comunicação e envolvimento: possibilidades de interconexões entre família-escola? Paidéia, Ribeirão Preto, v.22, n.51, 91-99, 2012. URL: http://www.scielo.br/pdf/paideia/v22n51/11.pdfMARTÍNEZ CERÓN, Ginés. Sombras y luces de la relación familia y escuela. En: Escudero Muñoz, Juan Manuel et al. (Eds.) Sistema educativo y democracia. Madrid: Octaedro, 2005, 168p.MORGADO, Beatriz; JIMENEZ-LAGARES, Irene; GONZÁLEZ, María del Mar. Ideas del profesorado de primaria acerca de la diversidad familiar. Cultura y Educación, Fundación Dialnet-España, v.21, n.4, 441-451, 2009.MORGAN, David L. Focus groups as qualitative research. California: Sage Publications, 1997, 88p.OLABUÉNAGA, José Ignácio R. Metodologia de la investigación cualitativa. Bilbao: Universidad de Deusto, 2012, 344p.OLIVEIRA, Dalila Andrade A. Reestruturação do trabalho docente: precarização e flexibilização. Educação e Sociedade, Campinas, v.25, n.89, 1127-1144, 2004. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-73302004000400003&lng=en&nrm=iso&tlng=ptOLIVEIRA, Cynthia B. E.; MARINHO ARAÚJO, Claisy M. A relação família-escola: intersecções e desafios. Estudos de Psicologia, Campinas, v.27, n.1,99-108, 2010. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2010000100012&lng=en&nrm=iso&tlng=ptPAULA, Andréia Cristina R. R.; NAVES, Marisa L. de P. O estresse e o bem-estar docente. Revista Educação Profissional, Rio de Janeiro, v.36, n.1, 61-71, 2010.PERERA, Héctor; BERTONI, Elba; CONTERA, Cristina. Modelos de formación docente en Uruguay. Estudios de três casos. Educação, Porto Alegre, v.57, n.3, 461-486, 2005. URL: http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/427/323PERRENOUD, Philippe. Diez nuevas competencias para enseñar. España: Grao, 2004, 168p.PERRENOUD, Philippe. La formación del profesorado: un compromiso entre visiones inconciliables de la coherencia. Revista Interuniversitaria de Formación del Profesorado, Espanha, v.68, n.24/2, 103-122, 2010. URL: http://aufop.com/aufop/uploaded_files/articulos/1279237044.pdfPETRICONE CHIARILLI, Francesco. La familia de origen del docente: estilo educativo y aspectos relacionados con su ejercicio profesional. En.: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.POLONIA, Ana da C.; DESSEN, Maria Auxiliadora. Em busca de uma compreensão das Relações entre família e escola. Psicologia Escolar e Educacional, Maringá, v.9, n.2, 303- 312, 2005. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572005000200012&lng=en&nrm=iso&tlng=ptRÍOS GONZÁLEZ, Jose Antonio. La educación como contexto interactivo: el encuentro familia-centro educativo. En: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.RIVAS, Sonia; UGARTE, Carolina. Formación docente y cultura participativa del centro educativo: claves para favorecer la participación familia-escuela. Estudios sobre educación, Navarra, v.27, 153-168, 2014. URL: https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/490/357RIVERA, Maritza; MILICIC, Neva. Alianza Familia-Escuela: percepciones, creencias, expectativas y aspiraciones de padres y profesores de enseñanza general básica. Psykhe, Santiago, v.15, n.1, 119-135, 2006. URL: http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282006000100010SANTOS, Miguel; GODAS, Augustín; LORENZO, Mar. ¿Puede la implicación de los padres mejorar el estudio de sus hijos en la escuela? La evidencia de un programa pedagógico. Estudios sobre educación, Navarra, v.30, 9-30, 2016. URL: http://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/4800/4126SARAIVA, Lisiane A.; WAGNER, Adriana. A relação Família-Escola sob a ótica de professores e pais de crianças que frequentam o Ensino Fundamental. Ensaio: avaliação e políticas públicas em Educação, Rio de Janeiro, v.21, n.81, 739-772, 2013. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362013000400006&lng=en&nrm=iso&tlng=pt SIMPLÍCIO, Sandra D.; ANDRADE, Márcia S. Compreendendo a questão da saúde dos professores da rede pública municipal de São Paulo. Psico, Porto Alegre, v.42, n.2, 159-167, 2011. URL: http://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/7566/6517 VÁZQUEZ HUERTAS, C.; LÓPEZ-LARROSA, S. Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica. Revista de Estudios e Investigación en Psicología y Educación, v.1, n.2, 111-121, 2014.VILA, Ignasi. Familia y escuela: dos contextos y un solo niño. En: ALFONSO, Carmen C. et al. (Eds.). La participación de los padres y madres en la escuela. Barcelona: Editorial Grào, 2003, 155p. WAGNER, Adriana; TRONCO, Cristina; ARMANI, Ananda B. Introdução – Os Desafios da Família Contemporânea: Revisitando Conceitos. En.: Wagner, Adriana e cols. (Eds.) Desafios Psicossociais da Família Contemporânea: pesquisas e reflexões. Porto Alegre: Artmed, 2011, 208p.

In 2020, a coalition of citizens, organizers, legislators, and educators came together to commemorate the Fifteenth and Nineteenth Amendments by establishing a new monument in Harrisburg, Pennsylvania. This would be a memorial dedicated to the capital city’s significant African American community and its historic struggle for the vote. The Commonwealth Monument, located on the Irvis Equality Circle on the South Lawn of Pennsylvania’s State Capitol Grounds, features a bronze pedestal inscribed with one hundred names of change agents who pursued the power of suffrage and citizenship between 1850 and 1920. This book is a companion to this monument and tells the stories of those one hundred freedom seekers, abolitionists, activists, suffragists, moralists, policemen, masons, doctors, lawyers, musicians, poets, publishers, teachers, preachers, housekeepers, janitors, and business leaders, among many others. In their committed advocacy for freedom, equality, and justice, these inspiring men and women made unique and lasting contributions to the standing and life of African Americans—and, indeed, the political power of all Americans—within their local communities and across the country. Calobe Jackson, Jr., is an historian of Harrisburg African American studies, Katie Wingert McArdle is a writer and researcher currently serving as the head swim coach at Dickinson College, and David Pettegrew is a professor of history at Messiah University.