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As one of the branches of applied linguistics, peace education has become popular for decades, especially in Colombia which has suffered from wars and violence. It proposes that teachers, as change agents, stimulate students' consciousness of global citizenship and species identity to achieve world peace through English language teaching (ELT). [Extracted from the article]

In a valuable essay for those of us who teach in large state schools and whose Shakespeare students are mostly training to teach in high school, Todd Butler and Ashley Boyd call attention to the vital role teacher education plays in disseminating social justice pedagogy. When the speaker qualified his statement about the importance of "returning to teaching Shakespeare" with "but just the book", I knew his "Shakespeare" was not my "Shakespeare." Although several of the essays in both volumes explicate and challenge the fraught idea of Shakespeare "as a lone universal genius" (Hall, I Teaching Social Justice i , p. 90), they nonetheless recognize how Shakespeare's unique canonical status and the cultural capital attributed to his works have been and can be used to flip the script. Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now. [Extracted from the article]

Becoming activists for racial justice: A renewed purpose for learning about the past in K-12 education: Teaching history for justice: Centering activism in students' study of the past, by Christopher C. Martell and Kaylene Stevens, New York, Teachers College Press, 2021, 176 pp., $34.95 (paperback), ISBN: 9780807764756 Finally, Martell and Stevens's book incorporates real world examples of teachers who have successfully engaged in the work of teaching history for justice, a beneficial inclusion for teachers new to this pedagogical approach. Martell and Stevens's book would be a powerful read for both preservice and in-service teachers in elementary and secondary education. [Extracted from the article]

In this article we explore the results of a research collaboration between an undergraduate class focused on labor in the food system and the nonprofit organization, Restaurant Opportunities Center (ROC) United. Students were trained as interviewers and collected surveys with restaurant workers in the upstate New York region as part of ROC United's ongoing effort to eliminate the subminimum wage for tipped workers in New York State. We argue that this model of research partnerships with community based organizations is one crucial means by which Food Studies instructors can encourage students' shift from a purely-consumer to worker perspective in the classroom and study of the US food system. [ABSTRACT FROM AUTHOR]

In this book, Warwick argues for teaching intersectional musicology, provides sample lectures, and suggests classroom discussion topics. Students and teachers will no doubt find value in the examples of music and fandoms functioning as identity builders, which might set off fascinating and personal classroom discussions on the topic. We need more pedagogical literature on feminist musicology, and Warwick has done all of music scholars a favor, opening up this discussion, helping us all think about how we teach music in the future, and offering concrete examples as we make necessary curricular change. [Extracted from the article]

The COVID-19 outbreak caused university professors and students all over the world to scramble in finding different and effective ways of remote teaching and learning amidst a pandemic. This study addresses multiple issues specifically facing English language learning and the dissemination of effective remote content and the creation of a transformative pedagogy through the development of a university-to-university project that bridges the technology and language gap. In the following pages, we: 1) outline the impact of COVID on language learning; 2) discuss the implications for the English language learners caused by the COVID outbreak; and 3) review the challenges of the English learning process for the marginalized populations in higher education. For the purpose of the study, we define the marginalized population to be students representing various racial groups and social classes, as well as the students from rural areas, who did not have access to technology as opposed to the students and residents of large cities, such as New York, United States and Rostov-on-Don, Russia. The COIL (Collaborative Online International Learning) projects, like the one described throughout, blend remote content learning, and increase the opportunity for multilingual students to engage in real time practice with native speakers. The project also provides inclusion benefits for underprivileged students with technology concerns. [ABSTRACT FROM AUTHOR]

This chapter explores ways that incarcerated men and women in New York State prisons made use of both formal and informal educational initiatives to transform themselves and build a cadre of leaders who have played a key role in the movement for criminal justice reform—in the process raising questions about the role adult educators can play in movements for social justice generally. [ABSTRACT FROM AUTHOR]

In New York State (NYS), Earth science teachers use the National Science Education Standards (NSES), the NYS Learning Standards for Mathematics, Science and Technology (NYS Standards), and the Physical Setting/Earth Science Core Curriculum (Core Curriculum) to create local curricula and daily lessons. In this study, a purposeful sample of experienced and innovative teachers provided insight on how NYS Earth science teachers organize their scope and sequences, align their lessons with the State standards-based documents, establish internal lesson coherence, and prepare their students for the state assessment, the Physical Setting/Earth Science Regents Examination (Regents Exam). Teachers provided responses to a questionnaire regarding their scope and sequence and typical lessons they teach for each unit. These data were then reviewed by the first author as well as by a team of Earth science education experts. Teachers' scope and sequences were well aligned with the Core Curriculum and Regents, but misalignment was found between their lessons and the Core Curriculum as well as between the stated objectives for their students and evaluation of those objectives. The insights gained from this analysis of the NYS system could be helpful to other states as they move toward increased standards-based Earth science curricula. Among other suggestions, it is recommended that the Core Curriculum be revised to emphasize alignment principles and more opportunity be provided for teacher professional development focused on alignment issues relative to the state standards and enhanced internal lesson coherence. [ABSTRACT FROM AUTHOR]

The author discusses various aspects of commercial curricula in early childhood classrooms. He analyze children literacy practices in a New York city public school to implement scientifically based reading curriculum. He further explores relationship between curricular policies and children s socially constructed literacy practices.

The article reports on the solicitation of the perceptions of secondary school science teachers to determine the competencies that all secondary school science teachers should possess in the state of New York. They represent the practitioners who constantly interact with the real world of the classroom. Their experiences should provide some clues regarding teacher attributes that affect student outcomes and should indicate what their own needs are relative to science teacher training. The population for the study consisted of the secondary school science teachers in grades 7 to 12 throughout the state of New York. Three random samples each of 100 teachers were invited to participate in the research.

Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of "transition" math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are 'judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth. [ABSTRACT FROM AUTHOR]

The article discusses the Dual Progress Plan (DPP) introduced by the West Irondequoit Central School District (WICSD) in its three middle schools in September 1962 in New York. The New York University and the University of Rochester has conducted an intensive program of preparation for the program. WICSD has felt the need to replace the self-contained classroom plan in grades 5 and 6 with a program that provides specialist teaching, teacher teamwork to coordinate instruction and non-graded grouping for science instruction. DPP committee has begun the task of outlining a course of study for middle grade science in 1961-1962. The curriculum is used as a guide for lesson and unit planning through out the year. Ninety-seven percent of the full-time DPP teachers has favored specialist teaching.

The article focuses on the effectiveness of television in improving the science program in New York City public schools. A proposal was made that a series of television programs for classroom use in elementary science be included in the 1957-1958 schedules of television programs. The programs under the development by the television station WNYE and to be produced with the cooperation of the Metropolitan Educational Television Association over the station WP1X will be evaluated by the classroom teachers. The evaluation aims to determine the effect of the television presentation on the pupil's interests, awareness and involvement in science in their daily living. The result of the evaluation shows that the programs were effective in improving the science programs for kindergarten 2 to grade 4.