The CLEARvoz Journalhttp://hdl.handle.net/10211.3/1817672024-03-28T22:34:46Z2024-03-28T22:34:46ZThe CLEARvoz Journal Vol.3 No.2, Summer 2016http://hdl.handle.net/10211.3/1817902023-10-05T22:00:11ZThe CLEARvoz Journal Vol.3 No.2, Summer 2016
Review of In spite of being white: The plight of Arab AmericansCsulak-Gomez, Ritahttp://hdl.handle.net/10211.3/1817892023-10-05T22:00:10ZReview of In spite of being white: The plight of Arab Americans
Csulak-Gomez, Rita
From The CLEARvoz Journal, Vol. 3(2), pp. 30-32, available online: http://journals.sfu.ca/cvj/index.php/cvj/article/view/27. Copyright � 2016 by The Center for Leadership Equity and Research.
Addressing appropriate and inappropriate teacher-student relationships: a secondary education professional development modelZarra, III, Ernest J.http://hdl.handle.net/10211.3/1817882023-10-05T22:00:10ZAddressing appropriate and inappropriate teacher-student relationships: a secondary education professional development model
Zarra, III, Ernest J.
Schools and colleges of education spend very little time on teacher ethics and morality, defaulting to mentor teachers in the hopes that candidates garner what is necessary from them, in order to be successful in the real-world classroom. At a time when the nation is reeling from teacher shortages, vigilance�not expediency�must be maintained as adults are placed into very challenging circumstances with teenagers. However, districts are resorting to creative credentialing, often relying only on state data-bank background checks, thereby placing students at risk. The facts are that lines are blurred today for a variety of reasons between teachers, students, and also coaches and athletes. Sometimes inappropriate behaviors emerge that lead to arrest and imprisonment for teachers, regardless the type of school. Specifically, secondary educators need professional development to assist them in their decision-making, so as to avoid career-ending and life-altering criminal, career, and even emotional and moral mistakes in their relationships with students.
From The CLEARvoz Journal, Vol. 3(2), pp. 15-29, available online: http://journals.sfu.ca/cvj/index.php/cvj/article/view/26. Copyright � 2016 by The Center for Leadership Equity and Research.
The supervision and mentoring of science teachers: building capacity in the absence of expertise in classroom science supervisorsCraven, JohnCooper, Bruce S.http://hdl.handle.net/10211.3/1817872023-10-05T22:00:10ZThe supervision and mentoring of science teachers: building capacity in the absence of expertise in classroom science supervisors
Craven, John; Cooper, Bruce S.
The teaching of science to each new generation of children is critical to our society; and the quality and level of teaching and �science supervision� are too. We as a society and school system must move to prepare and support both the teachers of science � and the critical leaders who supervise and evaluate these teachers. This paper examines the problems and futures of quality of the following: (a) science teaching and teachers; (b) the importance of high-quality instruction and supervision in the sciences; and (c) what need to be done NOW to maintain and improve both the teaching of sciences in K-12 education, and (d) how to do it all now. It�s now or never!
From The CLEARvoz Journal, Vol. 3(2), pp. 10-14, available online: http://journals.sfu.ca/cvj/index.php/cvj/article/view/29. Copyright � 2016 by The Center for Leadership Equity and Research.