Relevant bibliographies by topics / Teachers writing in community

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers writing in community'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teachers writing in community.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teachers writing in community"

1

Ardiansyah, Tedy. "Writing Training Classroom Action Research (CAR) in Supporting Teacher Quality and Professional Teacher ]Pelatihan Menulis Artikel Peneltitian Tindakan Kelas (PTK) dalam Menunjang Kualitas Pembelajaran dan Profesional Guru]." Proceeding of Community Development 2 (February 21, 2019): 760. http://dx.doi.org/10.30874/comdev.2018.476.

Full text
Abstract:
The implementation of community service aims to provide tips for writing classroom action research articles so that this activity can motivate teachers to write and improve their abilities in researching and writing articles where the benefits can be implemented in the classroom. Facts on the ground indicate that the obligation of teachers to write PTK is a "horror" and burdensome for teachers. That is because the teacher is not used to writing and researching. Hope after community service in both schools, the teacher can overcome problems in class and make the research culture the best solution in school.
APA, Harvard, Vancouver, ISO, and other styles
2

Fernsten, Linda. "A Writing Workshop in Mathematics: Community Practice of Content Discourse." Mathematics Teacher 101, no. 4 (November 2007): 273–78. http://dx.doi.org/10.5951/mt.101.4.0273.

Full text
Abstract:
It was once again time to model a writing workshop in my graduate class for teachers and teacher candidates. The language arts and social studies majors were poised and ready, while the mathematics majors were asking if this exercise had any relevancy to their teaching. As a mathematician who seemed to be speaking for them had written, “One reason I chose mathematics for my undergraduate major was that it didn't require papers. Math homework called for solving problems or proving theorems, and that was just fine with me” (Burns 2004, p. 30). Many mathematicians in my classes believe that they are not qualified to “teach writing,” reporting that their only pedagogical training in this area was their own experience in writing papers. Ause (1993) claims, “Our experiences as students and training as teachers often teach us two things about student writing: students write it and teachers read it—both, usually, in isolation. Writing seems to be full of silent suffering on everybody's part“ (p. 162). A writing workshop can change all of this. My mathematics students have agreed that workshops are useful for dispelling writing fears, furthering understanding of mathematical processes, advancing student learning in writing strategies used by mathematicians, and expanding mathematical discourse through targeted discussion and cooperative work.
APA, Harvard, Vancouver, ISO, and other styles
3

Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.

Full text
Abstract:
For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
APA, Harvard, Vancouver, ISO, and other styles
4

Widana, I. Wayan, I. Made Suarta, and I. Wayan Citrawan. "Penerapan Metode Simpang Tegar untuk Meningkatkan Kemampuan Guru dalam Penulisan PTK dan Artikel Ilmiah." JPM (Jurnal Pemberdayaan Masyarakat) 4, no. 1 (May 30, 2019): 365–75. http://dx.doi.org/10.21067/jpm.v4i1.3016.

Full text
Abstract:
The ability of SMAN 1 Selemadeg and SMAN 1 Kerambitan, Tabanan Regency, Bali Province teachers, in writing Classrom Action Research (CAR) reports and articles is very low. This problem has an impact on the delay of the promotion of teachers for many years, because one of the requirements is not fulfilled in the element of scientific papers. Community service aims to improve the ability of teachers in writing CAR and articles. To achieve these objectives, the Simpang Tegar method is implemented. Data on teacher understanding of the basic concepts of CAR and articles were collected using the test method. While the data on the skills of teachers writing CAR and articles are collected using observation and check-list of tasks given during mentoring. The results obtained are as follows: (1) teacher's understanding of the basic concepts of CAR and scientific articles increased from an average of 57.34 during the pre-test to 73.93 during the post-test; (2) teacher's skills of writing CAR reports and articles increased from an average of 45.41 before mentoring, to 68.58 after mentoring
APA, Harvard, Vancouver, ISO, and other styles
5

Ghozali, Imam. "The Training of The Use of Finale Software in Songs Notation for Cultural Teachers of SMP In Pontianak." JPKM (Jurnal Pengabdian Kepada Masyarakat) UNTAN 2, no. 1 (January 30, 2019): 31. http://dx.doi.org/10.26418/jpkm.v2i1.80.

Full text
Abstract:
This Community Service (PKM) activity is motivated by the lack of knowledge and skills of most art and culture teachers in writing music notation with beam notation in junior high schools in Pontianak. Thus we need a media that can help accelerate and exact the understanding and skills of writing music notation. The method used is the implementation of the final program in the form of training and mentoring to increase interest, knowledge, and skills in writing block notation. The training is delivered in a variety of ways through lectures, demonstrations, questions and answers, and practices at MGMP (Subject Teachers' Group) teacher group meetings. The results of the activities show that the training program has achieved the expected objectives, namely increasing the interest, knowledge, and skills of teachers in writing block notation with finale media. It is indicated by the teacher's response to the activity, the results of the assignment, and the final test for writing simple songs.
APA, Harvard, Vancouver, ISO, and other styles
6

Elisa, Elisa, Ainun Mardiyah, and Nova Irwan. "PELATIHAN PTK (PENELITIAN TINDAKAN KELAS) BAGI GURU SMA NEGERI 2 PLUS SIPIROK." Martabe : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (June 28, 2018): 22. http://dx.doi.org/10.31604/jpm.v1i1.22-26.

Full text
Abstract:
Dedication activities are motivated by the importance of conducting classroom action research in making changes in improving the quality of education. The purpose of community service is to increase the interest of writing PTK for teachers and students create and innovative teachers have as an educator so that educator goals can be achieved. The formulation of the problem in this devotion is (1) How the teacher's fundamental knowledge about PTK. (2) How creativity and activity of teacher in writing. This religious activity is held for three meetings. The first meeting discusses fundamental knowledge of PTK by providing an initial skill test. The second meeting discusses the preparation of PTK proposals and the implementation of PTK. While at the third meeting discussed the processing of data results and preparation of the final report. Based on observations during community service activities, some positive results were obtained: (1) Participants showed very high attention to community service materials. (2) The participants actively asked in exposing the problems faced during this time when making PTK. (3) From the initial test consists of 20 questions about knowledge of PTK. From the initial data obtained, only two people or about 13.33% of teachers who can answer and get a score above the KKM, while 13 people or about 86.7% of teachers have not been able to answer and earn, score below KKM. After the final test is obtained, almost all teachers around 98.97% of teachers can answer and score above KKM. The result of community service is increasing the insight of high school teacher N 2 Plus Sipirok on the preparation of PTK (classroom action research).Keywords: Classroom action Research, teacher, proposal.
APA, Harvard, Vancouver, ISO, and other styles
7

Richardo, Rino, Ahmad Anis Abdullah, Tri Rochmadi, Siti Rohayati, and Asrifatun Gustini. "Peningkatan Pemahaman Guru dalam Menulis dan Mempublikasikan Artikel Ilmiah pada Jurnal Online." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 3, no. 2 (October 20, 2019): 1. http://dx.doi.org/10.30734/j-abdipamas.v3i2.599.

Full text
Abstract:
ABSTRACTThe ability to write scientific articles for teachers is still quite low. While the career development of a teacher, especially in Submitting a Credit Score for promotion,  it is very necessary to publish scientific articles as a condition. The writing of this article is part of the implementation of community activities with the aim of increasing teacher understanding in writing and publishing scientific articles carried out in the form of training (workshops). The methods used in this training are lectures, questions and answers, practice to mentoring. The instrument used to measure teachers' understanding abilities related to writing and publication was a pre-test and post-test questionnaire with a Likert scale and was validated. In addition, to measure the level of success of community service activities, an evaluation questionnaire was given to the participants. Based on the results of questionnaire data obtained that the teacher's understanding in writing to submit / publication in online journals increased. Keywords:  Writing, Publication, Scientific Articles, Understanding, Teachers  ABSTRAKKemampuan dalam menulis artikel ilmiah bagi para guru masih cukup rendah. Sementara pengembangan karir seorang guru terutama dalam Pengajuan Angka Kredit untuk kenaikan golongan sangat diperlukan publikasi artikel ilmiah sebagai salah satu syarat. Tulisan artikel ini merupakan bagian dari pelaksanaan kegiatan masyarakat dengan yang bertujuan untuk meningkatkan pemahaman guru dalam menulis dan mempublikasikan artikel ilmiah yang dilaksanakan dalam bentuk Pelatihan (workshop). Metode yang digunakan dalam pelatihan ini yakni ceramah, tanya jawab, praktek hingga pendampingan. Instrumen yang digunakan untuk mengukur kemampuan pemahaman guru terkait menulis dan publikasi adalah angket pre-test dan post-test dengan skala likert dan telah divalidasi. Selain itu, secara umum untuk mengukur tingkat keberhasilan kegaitan diberikan instrumen angket evaluasi kepada para peserta. Berdasarkan hasil isian data angket diperoleh bahwa pemahaman guru dalam menulis hingga mensubmit/publikasi pada jurnal online meningkat. Kata Kunci: Menulis, Publikasi, Artikel Ilmiah, Pemahaman, Guru
APA, Harvard, Vancouver, ISO, and other styles
8

Muhali, Muhali, Muhammad Asy’ari, Saiful Prayogi, Taufik Samsuri, I. Wayan Karmana, I. Ketut Sukarma, Baiq Mirawati, Laras Firdaus, and Hunaepi Hunaepi. "Pelatihan Kegiatan Penelitian dan Penulisan Karya Ilmiah bagi Guru Madrasah Aliyah Negeri 3 Lombok Tengah." Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat 1, no. 1 (October 30, 2019): 28. http://dx.doi.org/10.32663/abdihaz.v1i1.739.

Full text
Abstract:
Training on Research Activities and Scientific Writing for Madrasah Aliyah Negeri 3 Lombok Tengah Teachers The purpose of this community service was to improve the ability of teachers to conduct research and publish a research article in a national scientific journal. This program was implemented through a series of activities using in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve the ability of teachers in analyzing the learning problems that can be raised as research problems; to convey the concept of research in general, especially classroom action research; and to write a scientific article. OST activities are intended to assist the teachers in conducting research activities, writing research reports and scientific articles and publishing scientific journals. The results of IST activities illustrated the situation of Madrasah Aliyah Negeri 3 Lombok Tengah teachers that most teachers had been able to analyze problems that can be raised as the main problems in research activities; the teacher had a good understanding of the concept of classroom action research, design, instruments, and analysis of research data; the teacher was able to understand the concepts and techniques of writing research reports and scientific articles; and the teacher had been able to understand the concepts and techniques of publishing articles in national scientific journals. OST results indicated that teachers had the potential to develop themselves in conducting research and producing scientific papers. During the implementation of community service activities, the teacher consistently followed the activities well. The resulting scientific work could be categorized as good, and generally, met the criteria of scientific writing.
APA, Harvard, Vancouver, ISO, and other styles
9

Widodo, Arif, Umar Umar, Deni Sutisna, and Muhammad Tahir. "PRIMARY SCHOOL TEACHER PROSPECTIVE PERCEPTION OF SASAMBO LOCAL SCRIPT PRESERVATION IN NTB." Jurnal Pendidikan dan Kebudayaan Missio 12, no. 2 (July 6, 2020): 116–29. http://dx.doi.org/10.36928/jpkm.v12i2.424.

Full text
Abstract:
Local script is one of the local wisdoms that must be preserved. Primary school education plays an important role in the preservation of local writing. This study aims to determine the perception of prospective elementary school teachers towards the preservation of local writing. the intended local writing is the Sasambo script in NTB. This research uses a combined method. Data collection using questionnaires and interviews. The results of the questionnaire were analyzed using descriptive statistics. Interview results were analyzed qualitatively. This study involved the University of Mataram PGSD students as respondents. The problems studied include: how is the motivation of prospective teachers in preserving local writing? What do prospective teachers do in preserving local writing? What are the difficulties experienced by prospective teachers in preserving local writing? The results showed that the motivation of prospective elementary school teachers in preserving local writing was still quite high. However, prospective teachers have difficulty in preserving local writing. Difficulties faced by prospective teachers include: local writing is rarely used, low community interest in learning, lack of teachers, lack of facilities and infrastructure, lack of literature, low awareness and low literacy. Efforts to preserve local writing by prospective elementary school teachers include: studying local writing, conducting training, and holding competitions. Local writing preservation programs in NTB need attention. The attention of prospective teachers, the government and the community can save local writing from extinction
APA, Harvard, Vancouver, ISO, and other styles
10

Hilma, Rahmiwati, Prasetya Prasetya, Hasmalina Nasution, Rahmadini Syafri, Fitra Perdana, Jufrizal Syahri, and Sri Hilma Siregar. "PELATIHAN, PEMBIMBINGAN PTK DAN PUBLIKASI ILMIAH GURU-GURU SMA NEGERI 7 PEKANBARU." Jurnal Pengabdian UntukMu NegeRI 3, no. 1 (May 30, 2019): 46–51. http://dx.doi.org/10.37859/jpumri.v3i1.1124.

Full text
Abstract:
Scientific writing training was one of the efforts to develop the profession of high school teachers N 7 Pekanbaru. The training aims to equip high school teachers of N 7 Pekanbaru in terms of strategizing the scientific papers correctly according to the writing guidelines, and equip the teachers in the scientific writing publication procedures in the journal. The training method is the percentage of resources, discussion and simulation of papers that have been prepared by the trainees. The lecture method is necessary to explain the procedures of scientific writing, including how to arrange class action research into a scientific work. The exercise/practice method is required to give participants a scientific writing for the journal article. This scientific writing training activity in its entirety can be said to be seen from the achievement of the target participants, the achievement of training objectives, the achievement of planned target material, and the ability of participants in Material. The supporting factors in this community service activities are the availability of experts who are imported to the training in SMA N 7 Pekanbaru, participant enthusiasm, the support of the school principal, and the supporting fund of the university . The Output of this activity is expected to have several teacher papers (participants) in the form of journals and proceeding that are ready to be submitted to the relevant journal. Keywords: scientific writings, scientific publications, teacher profession development
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teachers writing in community"

1

McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Turner, Jesse Patrick. "Inventing a transactional classroom: An Upward Bound, Native American writing community." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.

Full text
Abstract:
This teacher-researcher study examines the experiences of secondary students in a unique Upward Bound program exclusively for Native Americans. The study followed the reading and writing experiences of these students during a 2-year period. The focus of the dissertation is on the literacy experiences of students as they were exposed to a rich writing program that used culture as the invitation to literacy. The investigation follows both teacher researcher and students during the emergence of a transactional curriculum that closely followed the Indian Nations at Risk Task Force recommendations for Native American learners. The study enlisted 20 Native American students who were already participating in the Upward Bound program. This program was chosen because it was the only such program in the United States exclusively for Native American students. These students attended public high schools in Tucson, Arizona, or high schools on the Tohono O'odham reservation outside Tucson. The curriculum focus is on transactional literacy experiences and inquiry. These focuses and the concept of teacher as researcher provide the theoretical framework. This framework illuminates curriculum as it attempts to transform the educational experiences of Native American adolescents immersed in writing experiences rooted in Native American ways of viewing the world. This analysis of one distinctive writing class suggests that the often documented institutionally-produced factors that contribute to Native American adolescent failure and discontinuity in secondary writing settings can be overcome when Native American culture is not only valued, but embraced as the focus of literacy in school. This dissertation provides insights into the uniqueness of Native American school experiences and extends the current body of literature on Native American education by considering culture as the invitation into literacy and the teacher as change agent. This study also asks others to pick up the torch. Finally, teacher researcher generated recommendations provide an opportunity for teachers themselves to begin the process of changing the discontinuity of learning often felt by Native Americans in their own classrooms. These recommendations include five conditions for an emerging curriculum: (a) creating space for transactional dialogues, (b) sharing responsibility, (c) trusting inquiry, (d) using multiple sign systems, and (e) accessing personal and social ways of knowing. We need not wait for institutional change to make a difference. As has often been stated in educational research, the teacher makes the difference.
APA, Harvard, Vancouver, ISO, and other styles
3

Pearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.

Full text
Abstract:
This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.
APA, Harvard, Vancouver, ISO, and other styles
4

Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.

Full text
Abstract:
As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.
APA, Harvard, Vancouver, ISO, and other styles
5

Missakian, Ilona Virginia. "Perceptions of Writing Centers in the Community College Ways that Students, Tutors, and Instructors Concur and Diverge." Thesis, University of California, Irvine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717093.

Full text
Abstract:

This monograph presents the perceptions of Writing Center assistance that three groups at community colleges have: composition students, Writing Center tutors, and English instructors. While the three groups have been highlighted often separately in many studies, this study adds to those that compare how the three groups respond to the same issues about writing and Writing Center assistance. The study examines three questions: (1) What are the writing challenges that English instructors, center tutors, and students served in Writing Centers identify and expect the Writing Center to assist students with? (2) How do Writing Center models (mandatory or voluntary) provide or deliver the assistance that is needed? (3) What are the perceptions of the three groups of the efficacy of Writing Center assistance?

Four community colleges in southern California participated in the study and the three groups included individuals from developmental, college-transfer, and advanced levels. Matching surveys with the same question sequence were used to gather the responses of the three groups, and comparisons of their responses in the form of frequency counts, means, and standard deviation were made. Results reveal: (1) The three groups have differing priorities of what is important in writing. (2) The three groups have differing perceptions of what Writing Center assistance is focused upon. (3) The three groups have a few overlapping recommendations about improvements that Writing Centers might implement.

The majority of the differing priorities in writing involve the writing process and mechanical/proofreading issues vs. analytical approaches. While tutors and instructors agree on a few writing features, students exhibit wide discrepancy in their priorities. The differences in perceptions of Writing Center assistance also reveal wide discrepancies in what students express that they need help with, what they actually take to the Writing Center, and what they believe they received help with. Instructors and tutors also have differing perceptions of what the Writing Center assists students with, or should assist students with. Survey results also suggest a slight preference for Writing Center assistance being mandatory (requiring attendance) as opposed to being voluntary (not requiring attendance), and the participants recommend that Writing Centers have more tutors, expanded hours, and an interesting suggestion of “other” for flexibility in how Writing Centers can assist students. The implications for that recommendation for flexibility indicate that additional studies of Writing Centers can yield valuable insights for the ongoing development of Writing Centers.

APA, Harvard, Vancouver, ISO, and other styles
6

Bohney, Brandie L. "Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Liu, Rossina Zamora. "The possibilities of public literacy spaces: homeless veterans (and other adults) draft nonfiction and selves inside a community writing workshop." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1681.

Full text
Abstract:
Deficits dominate our culture's narratives of homelessness, associating poverty with lower literacy and skewing social policies about access and equity in schools, jobs, healthcare, and community (Bomer, 2008; Miller, 2011; Miller, 2014; Moore, 2013). Scant, if any, literature exists about literacy and identity in homeless adults, in ways that they might enroll in college and/or seek long-term careers. Yet if one of our roles as educators is to advocate for justice and disrupt social apathy, then we ought to consider more studies identifying literacy strengths (Barton & Hamilton, 1998; Bomer, 2008; Janks, 2010; Miller, 2011, 2014; Moore, 2013) of marginalized groups. In particular, studies examining literacy spaces where homeless adults come together to partake in the writing culture of their town can inform, if not disrupt, what literacies we privilege, and whose. What can we learn about writing and writers, reading and readers when we broaden the boundaries of access to the community? When we appropriate Bakhtin's notion of dialogic tools inside a co-constructed learning space? This dissertation is based on my four-year and ongoing ethnographic observation of, and participation in, the literate lives of 75 men and women in the Community Stories Writing Workshop (CSWW) at a homeless shelter house (SH), a writing group I founded in fall 2010 and for which I am the facilitator. I focus on ways in which members negotiate, through composition, the layers of deficits ascribed to them as youths in school and as adults in transience (Gee, 2012, 2013; Holland, Lachicotte, Skinner, & Cain, 1998; Holland & Lachicotte, 2007) within the physical and mental, social and personal spaces of the CSWW. Implicitly this overarching pursuit assumes that the CSWW is indeed a kind of third space co-constructed by its members, and as such, throughout my dissertation, and particularly in the "pre-profile," I illustrate the various cultural practices and literacies or knowledge funds (González, Moll, & Amanti, 2013; Moje, et al., 2004) that members exchange with one another (and potentially integrate) inside the CSWW. In the first, second, and third profiles, I look at how members position themselves inside this space, as well as how my dual roles as facilitator and researcher affect the practices of the group. I consider, too, the various group dynamics inside the CSWW and ways in which they function as audience for the writers. Questions I ask in this study include: How might the act and process of telling, writing, revising, and sharing nonfiction narratives inside the CSWW afford adults in homeless circumstances the physical and mental, the social and personal spaces to exercise what they know and to construct who they are as literate beings? What identities and literacies do members perform in their stories (e.g., drafts of narratives) and off the page, or outside of their stories relative to audience? How does audience--inside the CSWW and CSWW-sponsored spaces--support and disrupt these self-discoveries and/or enactments for CSWW members--as writers, readers, and literate beings? As my ongoing quest, I wonder how these identities might correlate with those of the narrator's in drafts and the transformative implications of writing.
APA, Harvard, Vancouver, ISO, and other styles
8

Blackstone, Jordan Y. "Ready or Not: Addressing the Preparation Gap Between High School and College-Level Writers." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403790235.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.

Full text
Abstract:
The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was: • In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators? This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators. Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.
APA, Harvard, Vancouver, ISO, and other styles
10

Conway, April Rayana. "Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing Instructors." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459792763.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teachers writing in community"

1

Tinberg, Howard B. Border talk: Writing and knowing in the two-year college. Urbana, Ill: National Council of Teachers of English, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

White, Jeffrey Alexander. Writing our way 'out' of the margins: A critical narrative of queerness and the importance of community. Theodor-Heuss-Ring 26, 50668 Koln, Germany: Lambert Academic Publishing, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lee, Shulman, ed. Ways of thinking, ways of teaching. New York: Teachers College Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Making relationships: Gender in the forming of academic community. New York: Peter Lang, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Writing without teachers. 2nd ed. New York: Oxford University Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wallen, Margaret. A writing community. London: School Curriculum Development Committee, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Teachers in our community. New York: PowerKids Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Smith, Jenifer, and Simon Wrigley. Introducing Teachers' Writing Groups. Abingdon, Oxon; New York, NY: Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315757155.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

A rhetoric for writing teachers. 2nd ed. New York: Oxford University Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Teachers writing in community"

1

Bizzaro, Patrick. "The Writer-Teacher in the United States: The Place of Teachers in the Community of Writers." In A Companion to Creative Writing, 405–20. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118325759.ch27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Knights, Ben. "Writing as Teachers." In Pedagogic Criticism, 211–34. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-27813-5_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Thomas, P. L. "Writing Community." In Politics, Participation & Power Relations, 153–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-743-1_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

DeVries, Beverly A. "Writing." In Literacy Assessment and Intervention for Classroom Teachers, 293–331. Fifth Edition. | New York : Routledge, 2019. | “Fourth edition published by Routledge 2017”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351108157-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

O’Sullivan, Gary. "Technology and the Community." In Technology Education for Teachers, 167–95. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Building a Community of Writing Practice." In Developing Writing Teachers, 135–52. Routledge, 2014. http://dx.doi.org/10.4324/9780203096451-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Writing groups – from community to classroom and from classroom to community." In Introducing Teachers' Writing Groups, 129–33. Abingdon, Oxon; New York, NY: Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315757155-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Harman, Ruth, and Dong-shin Shin. "Multimodal and Community-Based Literacies." In Advances in Early Childhood and K-12 Education, 217–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch011.

Full text
Abstract:
In recent decades, high-stakes school reforms and draconian budget cuts have constrained the autonomy of public school teachers in developing multi literacy approaches with emergent bilingual learners (e.g., English-only laws, high stakes testing). This chapter describes the community and multimodal instructional practices of two urban elementary school teachers/ researchers, developed in the context of a professional development initiative. Using critical, sociocultural conceptions of literacy and qualitative methods of investigation, the paper investigates different aspects of the teachers' writing instruction (i.e., community involvement; genre-based instruction; digital literacy; and multimodality); it also explores how the writing processes of focal bilingual students incorporated these practices. Findings show that this approach positioned bilingual learners as agentive text makers. In addition, the second-grade students developed a heightened awareness of audience and context. Implications are discussed, including the pressing need for teacher collaboration, robust school-university partnerships, and innovative multimodal approaches to literacy.
APA, Harvard, Vancouver, ISO, and other styles
9

Bird, Jennifer Lynne. "Writing Healing Narratives." In Healthcare Community Synergism between Patients, Practitioners, and Researchers, 1–28. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0640-9.ch001.

Full text
Abstract:
People, especially hospital patients, want someone to know their stories. Teachers in English classrooms rely on narratives to learn their students' stories. Since learning patients' narratives is an emerging trend in the field of physical therapy as well as other medical practice, this chapter makes connections between writing, health coaching, and physical therapy to illustrate the value of narratives for patients not only in physical therapy, but also in other fields of medicine. Health coaching is a relatively new addition to the medical field that encourages patients to share their stories and set goals for themselves in addition to the goals set for them by their medical team. This chapter uses a multigenre format which discusses writing theory while simultaneously demonstrating an innovative narrative.
APA, Harvard, Vancouver, ISO, and other styles
10

"Effie Waller Smith." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 123–26. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0018.

Full text
Abstract:
Much of the biographical information about poet Effie Waller Smith comes from oral history. Smith’s parents were born into slavery. After their marriage, they settled in Pike County, Kentucky, in a racially mixed community. Effie’s family became financially secure, and she and her two siblings attended local segregated schools before progressing to the Kentucky Normal School for Colored Persons in Frankfort. All three became teachers....
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teachers writing in community"

1

Arifani, Yudhi, and Sri Suryanti. "Empowering Rural Teachers Teaching Reading and Writing Literacies Using a Blended Smart-Rectormu Model." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yan, Jin, Cui Jiang, and Wei Tao. "Research on the Construction of Professional Learning Community of English Writing Teachers in Colleges and Universities." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

Full text
Abstract:
The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
APA, Harvard, Vancouver, ISO, and other styles
4

Viana, Rayza Gomes, Cely Pessanha Cabral, Dayse Aparecida dos Santos Azevedo, Teresa Claudina de Oliveira Cunha, and Karla Osiris Freire Leal Viana. "Abilities and competences needed by the teacher in training: his pedagogical making with children with reading and writing difficulties in the Tamarindo Community." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202164.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.

Full text
Abstract:
Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.
APA, Harvard, Vancouver, ISO, and other styles
6

Candiasa, I. Made, and Ni Made Sri Mertasari. "Online Teachers Community." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ge, D. F. "Effects of Writing RoadmapTM 2.0 on Teachers in English Writing Teaching." In 2015 International Conference on Industrial Technology and Management Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yang, Shih-Hsien, Hsiu-Ting Hung, and Hui-Chin Yeh. "How Student Teachers' Online Commentaries Scaffold Student Writing." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.76.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Aminzadeh, Roxana, and Sima Karimloo Sayah. "PHILOSOPHICAL COMMUNITY OF ENQUIRY AND WRITING ABILITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Xu, Yiqun. "Ten roles of teachers in Computer Assisted English Writing." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teachers writing in community"

1

Fitzpatrick, Maria, Cassandra Benson, and Samuel Bondurant. Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w27033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Reyes, Karen. Finding a new voice : the Oregon writing community between the world wars. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5486.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mastne, Patrizia. Teachers' Critical Reflection in an Equity-Focused Professional Learning Community: A Case Study. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7332.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bedford, Juliet. SSHAP Roundtable: 2021 Ebola Outbreak in Guinea. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/sshap.2021.019.

Full text
Abstract:
SSHAP convened a virtual roundtable of expert advisors on Friday 12 March 2021 to discuss the outbreak of Ebola in Guinea declared on 14 February 2021. At the time of writing (19 March 2021), there have been 18 cases (14 confirmed, 4 probable), 9 deaths (including 5 in the community; CFR 50%) and 6 recoveries. Six of the 7 first cases identified were from the family of the first case, a 51-year-old nurse from Gouecke who died in N’Zérékoré on 28 January. Vaccination was launched on 23 February, and as of 17 March, 3,492 people had been vaccinated. The last new case was reported on 4 March 2021.
APA, Harvard, Vancouver, ISO, and other styles
5

Mager, Franziska, and Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, November 2020. http://dx.doi.org/10.21201/2020.6416.

Full text
Abstract:
Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
APA, Harvard, Vancouver, ISO, and other styles
6

Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

Full text
Abstract:
The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
APA, Harvard, Vancouver, ISO, and other styles
7

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text
Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
APA, Harvard, Vancouver, ISO, and other styles
8

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
APA, Harvard, Vancouver, ISO, and other styles
9

Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

Full text
Abstract:
The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
APA, Harvard, Vancouver, ISO, and other styles
10

Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

Full text
Abstract:
This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teachers writing in community' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography