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A presentation on Latino students in NYC high schools presented at the annual RISLUS forum along with several colleagues.
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In this keynote presentation, I celebrate the accomplishments of open education in how the field has helped underserved populations, as well as areas for improvement.
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Data show that it is critically important to address developmental education needs effectively, as early as possible in a student's higher education career, to give them the best chance of completing a college degree. What is Massachusetts public higher education doing to improve developmental education? Which models seem to work best? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
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A presentation on Latino students in NYC high schools presented at the annual RISLUS forum along with several colleagues.
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nelflores
In this keynote presentation, I celebrate the accomplishments of open education in how the field has helped underserved populations, as well as areas for improvement.
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Decisive Minority Retention
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Markeisha Grant
State of language for specific purposes (LSP) in K-12.
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Mary Risner
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Data show that it is critically important to address developmental education needs effectively, as early as possible in a student's higher education career, to give them the best chance of completing a college degree. What is Massachusetts public higher education doing to improve developmental education? Which models seem to work best? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
Transforming Developmental Education
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These are slides from the introduction to the 2019 Symposium on College Internship Research at UW-Madison, provided by CCWT Director Matthew T. Hora.
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n this session, participants will discuss the importance of partnerships and articulation among various Chinese teaching institutions, using as a model a successful partnership between a Confucius Institute and a community-based heritage language school. This collaboration benefits both institutions in promoting Chinese language and culture locally, offering professional development to teachers, and increasing students’ motivation to learn Chinese. Then participants will focus on partnerships between K–12 public schools and community-based heritage language schools, which can create a short-term solution to teacher shortage issues in the former by recruiting teachers from the latter. They can also provide a long-term opportunity for K–12 public schools to experience Chinese culture via the heritage schools’ cultural activities.
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Center for Global Education at Asia Society
Employers are increasingly globally connected and are placing more emphasis on hiring candidates with global knowledge and experience.
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1) Project goal: The main goal of the project is to provide high school seniors with the knowledge and preparation necessary to thrive in their educational experience once they move on to Community College. Students will participate in guidance lessons, online application process and group discussions. By the end of the program, seniors may understand the Community College system and the transfer process to a 4-year university. The program also provides information on the steps required for early registration in community colleges and on financial aid applications as well as special programs such as the Puente Project and Extended Opportunity Programs and Services (EOPS).
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These are slides from the introduction to the 2019 Symposium on College Internship Research at UW-Madison, provided by CCWT Director Matthew T. Hora.
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This is a presentation at the World Congress on Reading in Auckland, New Zealand.
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n this session, participants will discuss the importance of partnerships and articulation among various Chinese teaching institutions, using as a model a successful partnership between a Confucius Institute and a community-based heritage language school. This collaboration benefits both institutions in promoting Chinese language and culture locally, offering professional development to teachers, and increasing students’ motivation to learn Chinese. Then participants will focus on partnerships between K–12 public schools and community-based heritage language schools, which can create a short-term solution to teacher shortage issues in the former by recruiting teachers from the latter. They can also provide a long-term opportunity for K–12 public schools to experience Chinese culture via the heritage schools’ cultural activities.
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