All tag results for ‘out-of-school-time education’

Improving the Classroom Performance of Students with Emotional or Behavioral Disabilities: Proactive Interventions at an Out-of-School Time Program

September 6th, 2006


Action Research

Preface: This paper is a sample “Action-Research Proposal” in which we were required to go through the complete process of designing the research and justifying it by a review of current literature. Ideally, we would have the proposal reflect our work setting; however, since I’m not in the educational setting these days, I worked with a combination of my past experiences. The community setting I have identified is the one I worked at while in Santa Barbara. The description of the student population, however, is a little bit more hypothetical and based more on observations from my other after-school experiences and from my observations of one of the sites that the after-school program was going to be expanded to. This paper also borrows certain elements of an earlier paper on program design for out-of-school-time programs.

(Extra)-Curricular Concerns: Bilingual Education and Out-of-School Time Programs in Curriculum Design

July 20th, 2006

Foundations of Curriculum and Instruction

Knowledge advances each day. With the passing of time, among the many changes we can observe are new scientific discoveries, people migrating to different parts of the world, and information being easily disseminated using technology. Indeed, the world today would probably seem very surreal or fictional to people living generations ago. For starters, the cliché that the world has shrunk definitely has a lot of truth today. During one of my previous classes, I traversed the Pacific Ocean twice within four weeks and was still able to complete my assignments by making posts from internet “hot-spots” in Thailand and Singapore on my layovers between my flights and by writing papers on my laptop while flying. Just as I write this paragraph, I am sitting at a coffee shop in south India and I have just gotten off a voice over internet phone call to my mother in California which has cost me absolutely nothing. I am composing responses to my classmates who are scattered globally in locations such as the United States, Germany, and Japan as if we were just sitting in a classroom together.

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An Exploration of My Teaching Philosophy

June 21st, 2006

Foundations of Curriculum and Instruction

Just as there are many blends of learning styles that can be observed among students, so too can one find a range of teaching styles. Perhaps what is more significant than a teaching style—partly because it influences one’s teaching style—is a teacher’s philosophy about teaching and learning. Although I have had experience teaching, I have never formally considered what my teaching philosophy was; so, before taking an assessment that would help identify my teaching philosophy, I took a moment to reflect the experiences I felt had shaped me as a teacher.

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