In the text purpose statements, qualification rules, etcany references to NQF Levels are to the pre levels unless specifically stated otherwise. This qualification does not replace any other qualification and is not replaced by any other qualification. The purpose of this qualification is to: Enable ECD ETD practitioners to use their knowledge of child growth and development from birth to nine years and relevant national policies to guide their professional practice in the ECD sub-field.
Download While there are a handful of studies that challenge the link between school desegregation policy and positive academic outcomes, they represent only a small slice of the literature.
Furthermore, these positive academic outcomes, particularly the closing of the achievement gap, make sense given that integrating schools leads to more equitable access to important resources such as structural facilities, highly qualified teachers, challenging courses, private and public funding, and social and cultural capital.
The gap in SAT scores between black and white students is larger in segregated districts, and one study showed that change from complete segregation to complete integration in a district would reduce as much as one quarter of the SAT score disparity. This can be largely connected to an overall improved school climate in racially integrated schools.
There has been no distinction drawn as to how different student outcomes were related to the various ways in which students experienced desegregation in their schools and communities. Thus, the degree to which all students were treated equally or had teachers with high expectations for them was not a factor, despite the impact of such factors on student achievement data.
Further, this early literature failed to calculate the prevalence of segregation within individual schools via tracking, or the extent to which black and white students were exposed to the same curriculum.
That said, many activists, politicians, journalists, and academics have used half-truths and outright falsehoods about racial issues that divide people and stir up hatred. Nov 29, · The manager had denied service to a group of young men, but an alleged victim's dine-and-dash tweets emerged. In a short period, the early childhood profession has seemed to embrace the goals of an anti-bias approach. NAEYC now acknowledges the importance of such an approach in position papers, accreditation materials and publications. They also devoted a section of the November issue of Young Children to the topic.
A growing body of research suggests that the benefits of K—12 school diversity indeed flow in all directions—to white and middle-class students as well as to minority and low-income pupils.
For instance, we know that diverse classrooms, in which students learn cooperatively alongside those whose perspectives and backgrounds are different from their own, are beneficial to all students, including middle-class white students, because they promote creativity, motivation, deeper learning, critical thinking, and problem-solving skills.
It allows for positive academic outcomes for all students exposed to these diverse viewpoints. For instance, evidence on how the persistence of implicit bias toward members of minority racial groups can interfere with the educational process by disrupting cognitive functioning for members of both the majority and minority could certainly apply to elementary and secondary students as well.
In short, the better overall learning outcomes that take place in diverse classrooms—for example, critical thinking, perspective-taking—would no doubt apply in high schools as well. It showed that while racial segregation and isolation can perpetuate racial fear, prejudice, and stereotypes, intergroup contact and critical cross-racial dialogue can help to ameliorate these problems.
Still, as with the higher education research, we need to more fully explore not only the what of K—12 school diversity, but also the how—how do elementary and secondary school educators create classrooms that facilitate the development of these educational benefits of diversity for all students?
To answer this critical question, we need to look at yet another body of K—12 research from the desegregation era and beyond.
How Public Schools Can Help Foster the Educational Benefit of Diversity Perhaps the ultimate irony of the current lack of focus on the educational benefits of diversity within racially and ethnically diverse public schools is that prior to the rise of the accountability movement in K—12 education, there had been an intentional focus on multicultural education that explored curricular improvements and teaching issues within racially diverse schools.
They raised important issues about how school desegregation policies should be implemented to create successful desegregated schools. This research was also methodologically distinct—consisting mainly of qualitative, in-depth case studies that focused on the process of school desegregation and the context in which it unfolded.
Public schools, therefore, are the natural setting in which such contact can occur. Few other institutions have the potential to bring students together across racial, ethnic, and social class lines to facilitate active learning to reduce prejudice.
They tend to be inconclusivebecause they imply a relationship between the particular conditions established within racially mixed schools and the ways in which children come to see themselves vis-a-vis students of other racial groups.
Tracking and ability grouping in desegregated schools often perpetuated within-school segregation across race and class lines. Again, identified as second-generation desegregation issues, this was starting to be addressed in schools across the country and drawing more attention from researchers by the s and early s.
That came from yet another body of related work in the area of multicultural education. Multicultural Education and Culturally Relevant Pedagogy: Critical work on the democratic goals of education echoes not only the concept of multicultural education, but also issues of democracy and pedagogy on racially diverse college campuses.
Research documents positive academic outcomes for students exposed to these diverse viewpoints. While CRP does focus on the importance of culture in schooling, it always focuses directly on race, in part, perhaps, because it is so often adapted in all-black, one-race schools and classrooms.With a growing body of world research emphasizing the importance of holistic approaches to education, early childhood educators are being challenged to incorporate a teaching practice that focuses less on the traditional milestones of academic development, and more on the complete physical, emotional and psychological wellbeing of a child (UNESCO, ).
Recommended Prep: ACCT 20 or BCIS 85 and Reading Level IV; English Level III; Math Level III or MATH or concurrent enrollment Transfer Status: CSU/UC 68 hours Lecture. This is the study of accounting as an information system, examining why it is important and how it is used by investors, creditors, and others to make decisions.
During the period April 9 – 11, nineteen (19) persons representing Early Childhood Stakeholders, participated in the exercise to discuss the status of Early Childhood Services, and to clarify systems and identify resources for monitoring and supporting Early Childhood Services in Trinidad and Tobago.
This course is an introduction to managerial accounting for non-accounting business majors. Emphasis is given on the internal accounting methods of business organizations for planning and control. The importance of analyzing children’s books for cultural relevance and anti-bias. 4. Importance of self-awareness and sel f-reflection in teaching to diversity.
That said, many activists, politicians, journalists, and academics have used half-truths and outright falsehoods about racial issues that divide people and stir up hatred.