Learning From a Consistently Ignorant Teacher

One view of computational learning theory is that of a learner acquiring the knowledge of a teacher. We introduce a formal model of learning capturing the idea that teachers may have gaps in their knowledge. The goal of the learner is still to acquire the knowledge of the teacher, but now the learner must also identify the gaps. This is the notion of learning from a consistently ignorant teacher. We consider the impact of knowledge gaps on learning, for example, monoton DNF and d-dimensional boxes, and show that leraning is still possible. Negatively, we show that knowledge gaps make learning conjunctions of Horn clauses as hard as learning DNF. We also present general results describing when known learning algorithms can be used to obtain learning algorithms using a consistently ignorant teacher

English-Only policy and belief in the United States

English-Only initiatives are commonplace in the United States. Proponents of Official English would like to make the official language of the United States English despite the prestige English already has in the United States. The motivations behind this movement are varied and have substantial effects on the opinion of the American population. This paper examines a group of American residents in the Northeast, aged 18 and older. States considered Northeastern in this study are Vermont, Maine, New Hampshire, Massachusetts, New York, New Jersey, Rhode Island, Connecticut and Pennsylvania. The survey distributed contains questions on the topic of English- only issues, languages in general, and the role of language in participant’s personal lives. This survey tested assumptions about English-only attitudes and language use against the data contributed by participants. The findings confirm that English- only attitudes are pervasive in American society, that education is necessary to further compete against prevailing negative ideologies and beliefs, and that continued survey can accomplish more work and research in this area of study

Preservice teachers’ observations of their mentors’ teaching strategies for differentiated learning

Tensions exist between teacher-centred and learner-centred approaches with constructivism as being favoured for learning in the 21st Century. There is little evidence of teaching strategies being used in the field for differentiating student learning. In addition, preservice teachers need to learn about teaching strategies for which observations of their mentor teachers can provide practical applications. This study explores 16 preservice teachers’ observations of their mentors’ teaching strategies over a four-week professional experience. They provided a minimum of five written observations during this period. Findings indicated that these preservice teachers observed their mentors’ practices and recorded four key teaching strategies used to differentiate learning, namely: (1) designating facilitators for students’ learning, including teacher, peers, parents, and support staff such as teachers aides, (2) managing student groups, (3) contexts for learning, and (4) using a range of teaching aids (visual, auditory, games) and resources. Preservice teachers’ observations of their mentor teachers indicated that they can commence at early stages for identifying teaching strategies and how they work for differentiating student learning

Aspirations to Achievement: Men of Color and Community Colleges

This report focuses on understanding the experiences of Latino and Black males at community colleges. Directed to community college educators, the report offers strategies colleges should consider as they work to strengthen those experiences so they lead to better outcomes. The report provides actionable, practical information based on analyses of data that have been gathered during two years, on opinions from experts in the field, as well as on results from students, faculty, and staff focus groups

State, Education, and the Market

The tail of the tail-end of the 2nd millennium has taught the humankind two valuable lessons: democracy and the market, although imperfect, have succeeded where other systems have failed. What is clear is that the most successful systems are aligned to humankind’s predispositions rather than being inimical to them. Insofar as it aligns itself with the predisposition to greed, consistently regulated capitalism terms out to be the most efficient economic system hitherto observed in human society. Likewise, democracy works by aligning many people’s desire for power with a governance system which on balance is helpful to the general population, unlike various forms of totalitarianism. But recent movements for both capitalism and democracy in many developing countries largely do not subscribe to humankind’s predispositions, rather they appear to be a part of the headlong global trend towards these paradigms. The reason being that the most important ingredient, common to both recipes, is lacking in many developing countries: that is the popular pressure and mobilisation which is sufficiently informed of its duties and rights. This ingredient is most important as it forces out the authoritarian rule whether, totalitarian or ‘democratic’, and makes democratic governance drive the market to the maximum benefit of society. The central thesis of this work is that this most important ingredient is the result of an effective and efficient system of public institutions for free and compulsory universal primary schooling which, if the resource constraint could be overcome, ought to be supplemented by free and compulsory secondary schooling. The argument is structured in five parts.

Profiles of Chicano educational opportunity 1950-1980 the significance of teacher expectations

A classified ad was printed in a Southern California newspaper requesting Chicanos who attended high school between 1950 and 1980 to discuss their school experiences. Eight interviews were conducted; one participant was a college graduate, two others were high school graduates, and the others dropped out of high school to work or start a family. The interviews illuminated how the educational system, namely teachers’ expectations, affected the academic aspirations and achievements of the participants. Interview results showed that the lack of culturally affirming relationships with teachers hindered most interviewees’ ability to make connections between hard work in school and future social and economic benefits

discipleA Lamp, The Cross, and a Waiting World: A Personal Theological Journey into Whole Person Learning

Whole person learning is a popular, often discussed, and well explored challenge of contemporary western pedagogy. The theme of the 2006 Coalition of Christian Teacher Educators International Conference called its members to a faith-based reflection on whole person learning with the theme of “Equipping for Alignment of Heart, Head, and Hands.” This article addresses the need for a theological context of whole person learning anchored to the concepts of tough minds, tender hearts, and hands outstretched for competent, compassionate service. The foundation of this paper is a personal theological pilgrimage that began as a college student. The Spring Arbor University Concept of learning, symbolized by a lamp, a cross, and a globe, is examined as a means to formulating such a theology. The article explores three dimensions of learning in the context of that Concept providing a narrative of how such a model is actualized through an intentional Christo-centric commitment and perspective

Agents of Hope

This paper considers the Christian teacher’s “place” in today’s increasingly diverse public school classrooms. Specifically, the paper explores the complexities of working as a Christian within educational systems which promote tolerance of all cultures and religious views. Is it possible for a Christian teacher to remain committed to The Way while employed in a system which encourages pluralism, equity, and diversity? Using insights and responses of participants in a Christian university education course on teaching in multicultural classrooms, a framework is provided to consider what it means to teach as a Christian in multicultural school settings

Integrity and Integration: An Exploration of the Personal, Professional, and Pedagogical in the Professoriate

This paper seeks to explore the connections between the concepts of integrity and integration within the professoriate in Christian higher education. Specifically, it examines commonalities and intersections in the definitions of terms, the gaps between rhetoric and reality, and the reasons for those gaps. Implications for a professor’s inner life, scholarship, and teaching are also discussed, and suggestions for closing the gaps are offered