#Namely kipp la archive#
The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "tougher Standards". Completely control both educators and their pupils through fear (Vergara), and deployment the banking model of pedagogy (Common Core State Standards CCSS), and you control access to the one thing that could allow us to overthrow our oppressors. From their self-serving perspective, self-directed learning is for the scion of the 1%, not for us working class rabble. What's left out of his important analysis is that these conditions are exactly what our ruling class-namely, but not limited to the Gates, Broad, and Walton Family Foundations-wants. That is exactly what another study found: teachers who felt controlled became more controlling, removing virtually any opportunities for students to direct their own learning." - Alfie KohnĪs always the wonderful Alfie Kohn is right on target.
#Namely kipp la how to#
Designed to increase collaboration and critical dialogue between families and educators, CRPBIS offers the possibility of contextually fit and sustainable local implementations of PBIS to address disproportionality and improve social and behavioral outcomes for all students."When teachers are told exactly what and how to teach, when they feel pressured to produce results, they in turn tend to pressure their students. CRPBIS aims to increase equity within the local adaptation of PBIS by opening up decision-making and problem solving processes with a critical collaboration of local stakeholders -educators, educational leaders, families, community members- and a researcher team.
We studied the implementation of a systemic transformation methodology, Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) Learning Lab, to address the disproportionate representation of students from non-dominant background in the identification of behavioral disorders and in office discipline referrals. The enduring existence of disproportionate representation of students from non-dominant cultural and linguistic background in special education programs creates a systemic contradiction for educators, educational leaders, and families. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching and to " rise to the concrete " practices of learning jointly and resonantly. The authors examine one long-standing social design experiment, the UCLA UC Links/Las Redes partnership and the work of one exemplary novice teacher to illustrate the importance of mediated, reflective practices in helping apprentice teachers develop a coherent and orienting framework for teaching and learning that has both heuristic and explanatory power.
Social design experiments-cultural historical formations designed to promote transformative learning for adults and children-are organized around expansive notions of learning and mediated praxis and provide new tools and practices for envisioning new pedagogical arrangements, especially for students from nondominant communities. This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning.
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