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Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS. ISBN 90-5554-177-X
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Introduction Natasha has been a Head Start teacher for almost three years, and she really enjoys interacting with the families; she tries hard to find ways to involve them in the classroom, such as having parents be a classroom aide for a day, chaperone field trips, or provide supplies and snacks. Even with all of her outreach to families, she is still a bit frustrated that many fathers are not involved—and some even seem hostile or indifferent to her attempts to involve them. For example, David, a recently divorced father who does not come to school often, told her, "You don't understand my life, and asking me to bake cookies and cut paper does not make me want to come to this classroom." How can Natasha begin to get more fathers involved in the classroom? How can she provide support for David's son during this time of major family transition? In this chapter, we will discuss the diversity of and changes to the structures and living situations of American families. We will discuss what it means for early education teachers when a child in their classroom comes from a single-parent, male-headed household; has two mothers; is raised by a grandmother; or has a mother in prison. We will discuss how family culture, including traditions and communication style, influences children's development, learning, and interactions and relationships with adults in their lives—including teachers. The final section of this chapter will discuss how a teacher can foster family and community engagement in a way that is culturally meaningful and sensitive. 5.1 The Changing Structure of American Families and Communities Chapters 1 and 4 focused on the diversity of children and families in the United States, including immigrant families. Just as there has been a change in U.S. racial and ethnic demographics in the past 50–60 years, there has also been a change in the American family— or what is considered a "family." According to the U.S. census, a family is a group of people who are related by birth, marriage, or adoption, but social scientists have broader definitions of families that are not necessarily dependent on biological or legal relations. For example, they might define a family as a group of people who are emotionally connected and committed to the development and care of one another. The Rise of "Nontraditional" Families The "nuclear family," consisting of a married mother and father and their biological and/or adopted children, has long been considered the "traditional" family. However, in the last half of the 20th century, economic factors and changes in views of marriage and love have led to many different kinds of families. Women no longer have to marry for economic reasons; many can now choose whether they want to be married (Coontz, 2005). Many people now marry or live in cohabitating households for emotional reasons—love—and they divorce or separate for emotional reasons— lack of love. This flexibility and acceptance of choice has resulted .
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IntroductionNatasha has been a Head Start teacher for almost thr.docx
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1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play? 2. Think about what you have learned about discipline and guidance. Answer the following question: I use to think discipline was... Now I know discipline is... This most be answered in details and Facts. You do not need to site. 3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school. Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here. Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations), Please refer back to this Case Study reflections to answer question below. Please be sure to use examples. Case Study 5: This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom. You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s). For this final reflection, I want you to go back and reflect upon what YOU have learned from this entire exercise of learning and writing about your child, their family, and their cultures. 1. How has this experience (and ...
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This presentation was provided by William Mattingly of the Smithsonian Institution, during the third segment of the NISO training series "AI & Prompt Design." Session Three: Beginning Conversations, was held on April 18, 2024.
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
National Information Standards Organization (NISO)
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
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