education

BIAS AND RACISM

BIAS AND RACISM You can be moving toward cultural proficiency with actions such as visiting students’ homes, and by studying other cultures, but still inadvertently act towards your students with implicit biases (see the “Implicit Bias” online as- sessment at www.implicit.harvard.edu). Sometimes messages based on implicit biases—that individuals of a particular gender, ethnicity, or race

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This belief is of such significance that we have devoted an entire chapter to it

This belief is of such significance that we have devoted an entire chapter to it This belief is of such significance that we have devoted an entire chapter to it. The topic invites us all to climb a big hill. It is foreign territory for many of us, confusing and intimidating for others, and a

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Essential Beliefs About Teacher Efficacy:

Essential Beliefs About Teacher Efficacy: p Children’s learning is primarily determined by their effective effort and use of appropriate strat- egies. “Intelligence,” or the ability to learn, is not a fixed, inborn trait. All children have the raw material to learn rigorous academic material at high standards. p We can get underperforming, low-confidence students to

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Essential Beliefs About Teaching Knowledge and Skill:

Essential Beliefs About Teaching Knowledge and Skill: p Teaching is intellectually complex, difficult, and demanding work. The knowledge and skills required to teach successfully are on a par with that required for proficient practice in architec- ture, engineering, or law. p The nature of professional knowledge is defined by “areas of performance,” “repertoire,” and “matching,”

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