Remove Beliefs Remove Curriculum Remove Educational Development
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To Foster Social-Emotional Learning, First Confront Our Own Biases

Edsurge

In 2011, there was little research on SEL, and very slim pickings if a school hoped to adopt an SEL curriculum. I hope that schools and districts recognize the importance of the education of adults who work with students in our diverse and rapidly changing communities.

Beliefs 167
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Help Us Help You: How Schools Can Give Useful Feedback to Edtech Companies

Edsurge

But after hearing from users who requested support with budget planning, the company created a new offering to help educators develop budgets with staffing and spending plans aligned to the right account codes. Consider the Company’s Beliefs Companies rarely like to say no to their customers.

Feedback 142
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Challenging Implicit Linguistic Biases in Teaching and Learning Across Disciplines Through Student-Faculty Partnerships

Scholarly Teacher

To better understand implicit linguistic biases in our teaching, we must partner with others, especially students, to gain perspectives on how we can model critical consciousness in curriculum design (Cavazos, 2024). Problems of Education in the 21st Century , 15 , 41–48. Texas Education Review , 12 (2), 82–95. Cavazos, A.

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From Reflection to Transformation: Embedding Antiracism into Everyday Practice

k12 Digest

Daman Harris is an award-winning education leader committed to equity, instructional leadership, and educator development. He co-founded and co-directs the BOND Project, a nonprofit supporting the recruitment and retention of male educators of color. Who is left out? Are we reinforcing or disrupting inequity?

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From Reflection to Transformation: Embedding Antiracism into Everyday Practice

k12 Digest

Daman Harris is an award-winning education leader committed to equity, instructional leadership, and educator development. He co-founded and co-directs the BOND Project, a nonprofit supporting the recruitment and retention of male educators of color. Who is left out? Are we reinforcing or disrupting inequity?