Papers by Elizabeth Sandell
Any of the previous five activities can be done as writing exercises. Depending on the stage of a... more Any of the previous five activities can be done as writing exercises. Depending on the stage of adjustment parents are in, or how willing they are to express themselves in a group, writing can be much less threatening than'talking. You may also have some group members who clarify their thoughts best in private; an occasional writing activity will accomodate these individuals, it also lends some variety to your meeting formats. Select the specific questions or ideas you'd like the group to consider. Distribute writing materials and give people twenty to thirty minutes to put their thoughts on paper. Point out that no one will read what they write unless they choose to share it. Afterwards, you may or may not choose to have people speak about their general reactions to the exercise, and any insights into their experience it offered them. This could be done in pairs, or in small or large group discussion. VII. VIDEO View the videotape "Lost Dreams and Growth," by Ken Moses, a psychologist who works with parents. The 72-minute presentation addresses the grieving process typically experienced by parents of children with special needs. Because of the program's length, you may prefer to devote two meetings to viewing and discussing it.
Any of the previous five activities can be done as writing exercises. Depending on the stage of a... more Any of the previous five activities can be done as writing exercises. Depending on the stage of adjustment parents are in, or how willing they are to express themselves in a group, writing can be much less threatening than'talking. You may also have some group members who clarify their thoughts best in private; an occasional writing activity will accomodate these individuals, it also lends some variety to your meeting formats. Select the specific questions or ideas you'd like the group to consider. Distribute writing materials and give people twenty to thirty minutes to put their thoughts on paper. Point out that no one will read what they write unless they choose to share it. Afterwards, you may or may not choose to have people speak about their general reactions to the exercise, and any insights into their experience it offered them. This could be done in pairs, or in small or large group discussion. VII. VIDEO View the videotape "Lost Dreams and Growth," by Ken Moses, a psychologist who works with parents. The 72-minute presentation addresses the grieving process typically experienced by parents of children with special needs. Because of the program's length, you may prefer to devote two meetings to viewing and discussing it.
Marketing Education Review, Sep 20, 2022
https://cornerstone.lib.mnsu.edu/university-archives-msu-authors/1123/thumbnail.jp
Service-Learning expands domains of practice across the community and supports the development of... more Service-Learning expands domains of practice across the community and supports the development of culturally responsive practice among pre-service teachers. This study examined Intercultural Competence (ICC) among a group of university undergraduate students in the College of Education who participated in a course (Human Relations in a Multicultural Society) that required completion of 18 hours of service learning. For purposes of this project, ICC was defined as the capacity to gracefully adapt one’s behavior in order to interact well with people from a different culture. Service learning was broadly defined as learning through active participation in thoughtfully organized community service projects that are integrated into the academic curriculum. This study focused on the research question: How does the intercultural competency of pre-service teachers change after participating in service learning in the teacher preparation program? The methodology included a mixed-methods appro...
Everyone seems to agree that parent involvement is a wonderful idea. In fact, researchers tell us... more Everyone seems to agree that parent involvement is a wonderful idea. In fact, researchers tell us that the single fastest way to improve a student\u27s academic performance is to involve the parents. Given this widespread agreement, it is perplexing that we don\u27t have more actual parent involvement in our schools. The purpose of this chapter is to introduce you to: the rationale for parent involvement, a parent-involvement model, ways in which you can involve parents, ways of evaluating a parent-involvement program, and issues and concerns in parent involvement
Quality in early childhood education matters. Scholarly research has demonstrated the critical im... more Quality in early childhood education matters. Scholarly research has demonstrated the critical importance of the first three years of a child's life. The experiences and interactions children have in these early years significantly affects brain development and helps to establish the foundation for future learning. The topic of this study was to pilot test a Quality Rating and Improvement System (QRIS) in early education programs in Magadan, Russian Federation (RU) and in Mankato, Minnesota, United States of America (USA). The purpose of this study was to understand the use of a specific instrument to provide direction for the improvement of the quality of the learning environments in early childhood classrooms in two countries. Investigators hypothesized that the selected QRIS will be reliable for reviewers of programs in the two countries. This project examined two questions: 1. Is the Global Guidelines Assessment (GGA) useful to compare early childhood education in Magadan, RU and early childhood education programs in Mankato, Minnesota, USA? 2. What is the level of agreement among reviewers in the US and in Russia, using scores on the GGA for one early childhood education program in Magadan, RU and for one early childhood education program in Mankato, Minnesota, USA? The study included translation of the Global Guidelines Assessment (GGA) into Russian. One quality review (with multiple reviewers) was completed for one early education program in each country. Completed reviews by eleven reviewers were delivered to Minnesota State University, Mankato for data entry and analysis. The report includes: (1) descriptive data for reviewers and for early education programs and (2) inter-rater agreement (consistency among assessors). This study concluded that there was excellent inter-rater agreement among reviewers in Russia and in the US. As a result of this investigation, this study concluded that the Global Guidelines Assessment will be useful for comparing early childhood education programs in Magadan, Russian Federation and in Minnesota, USA because the GGA is easy, affordable, and reliable to use for quality improvement of early education throughout the world. Now the GGA may be used in Russia as well.
The Global Guidelines for Early Childhood Education and Care in the 21st Century were developed a... more The Global Guidelines for Early Childhood Education and Care in the 21st Century were developed as a collaborative project between the U. S. National Committee of the World Organization for Early Childhood (OMEP) and of the Association for Childhood Education International (ACEI). The project\u27s intent was to provide guidance concerning the fundamental elements that are necessary to create high quality environments for early care and education. This paper presents the history of the development of a related instrument, called the ACEI Global Guidelines Assessment (GGA). The GGA was developed to help early childhood educators assess and improve program quality, particularly in developing countries. It is divided into five areas: (1) Environment and Physical Space; (2) Curriculum Content and Pedagogy; (3) Early Childhood Educators and Caregivers; (4) Partnership with Families and Communities; and (5) Young Children with Special Needs. The GGA was designed to serve several purposes: ...
The International Journal of Teaching and Learning in Higher Education, 2015
Teacher preparation programs and accreditation organizations have acknowledged need for educators... more Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and...
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Papers by Elizabeth Sandell