Teaching “The Other Legacy,” Learning About Ourselves: Latin America in Honors

These words, written in 1968 by Paulo Freire in his book Pedagogy of the Oppressed, were current in the 1960’s and still are at the beginning of the 21st century. For Freire, the ultimate goal is that students should learn to practice freedom in the classroom and to be committed to the society in which they belong. According to Freire, values and ideas should be a topic of discussion in the classroom in order for students to reflect on how to transform or create a better society

Social and Emotional Learning in a Pandemic: Lack of Cultural Relevancy for Bay Area Elementary Students

Social and Emotional Learning (SEL) is a pedagogical approach that aims to support the whole student’s academic, social, and emotional growth. CASEL (2020) purports that SEL addresses inequity and empowers youth. While combating inequity is the ideal, the vast majority of SEL programs are not designed in accordance with the teaching practices of Culturally Relevant Teaching (CRT) and Trauma Informed Pedagogy (TIP). Consequently, SEL programs perpetuate inequity for marginalized and minoritized students when lacking cultural and trauma considerations (Boldt, et al., 2020). This study explored if and how teachers differentiate and integrate Social and Emotional Learning, Culturally Relevant Teaching, and Trauma Informed Pedagogy in their teaching to support Latine students\u27 social and emotional needs. Qualitative interviews examined: 1) How do teachers in predominantly Latine, low-income elementary schools bridge existing Social and Emotional Learning programs to meet the unique needs of their Latine students? and 2) How do these adaptations draw from models for Culturally Relevant Teaching and/or Trauma Informed Pedagogy? This research was conducted during the 2020 world-wide pandemic of SARS-CoV-2. Teacher participants are from two elementary school sites in Northern California that serve predominantly Latine students. Most of the study pool of teachers placed SEL aside during the academic year to focus solely on academics. The research revealed that teachers found SEL and CRT to be relevant despite their own lack of SEL implementation, and that teacher knowledge on TIP is severely lacking. The research highlights the need for SEL to be integrated with Culturally Relevant Teaching and Trauma Informed Pedagogy to wholly serve Latine students

The Pursuit of Wholeness: Benefits of Integrating Social-Emotional Learning in a Primary Classroom

Students with low socioeconomic backgrounds have not, historically, had adequate opportunities to develop emotional intelligence through high-quality Social Emotional Learning curriculum. This capstone acknowledges the concept of Social-Emotional Learning (also known as SEL) in primary education. The purpose of this research is to identify the benefits of SEL and to explore ways to implement SEL curriculum into the classroom. This research aims to answer the following questions: (1) What are the benefits of teaching SEL in elementary classrooms for students?; (2) How can SEL be integrated into the classrooms on a daily basis? Research methods include reviewing scholarly literature and reviewing current SEL programs in Marin County. Keywords: Social-Emotional Learning, SEL, Education, Marin County, SEL Programs, Low Socioeconomic Backgrounds, Emotional Intelligence, Primary Educatio

Differentiated Social and Emotional Learning for Latine Students

Social and Emotional Learning is an emerging approach that aims to support the whole student through their growth in five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, CASEL, 2020). This study seeks to explore how Social and Emotional Learning, Culturally Relevant Teaching, and Trauma Informed Pedagogy are differentiated and combined to support Latine students\u27 social and emotional needs. Qualitative research was conducted to find answers to two research questions: 1) How do teachers in predominantly Latine, low-income elementary schools bridge existing Social and Emotional Learning framework/programs to meet the unique needs of their Latine students?, and 2) How do these adaptations draw from models for Culturally Relevant Teaching and/or Trauma Informed Pedagogy? This research was conducted during the 2020 world-wide pandemic of SARS-CoV-2 (aka ‘coronavirus’) which led to teaching adaptations: online learning, hybrid schedules, and modified school schedules. Teacher participants are from two elementary school sites in Northern California that serve predominantly Latine students. The research findings found that, due to the pandemic, most of the study pool of teachers had put teaching SEL to the side while focusing on academics, found SEL and CRT to be relevant despite their own implementation of these practices or lack thereof, and that there is not enough teacher knowledge on Trauma Informed Pedagogy. Keywords: Social and Emotional Learning, SEL, Culturally Relevant Teaching, CRT, Trauma Informed Pedagogy, TIP, Latine, Differentiatio

Helminths from Dormitator maculatus (Pisces: Eleotridae) in Alvarado Lagoon, Veracruz, Mexico, and Supplemental Data for Clinostomum complanatum Rudolphi, 1814 from Egretta caerulea (Aves: Ardeidae)

Fishes are important hosts of helminths with aquatic life stages, yet little information is available on host-parasite relationships in tropical low salinity ecosystems. In this paper we report helminth parasites of the fat sleeper, Dormitator maculatus, in the Alvarado lagoon system, Veracruz. Mexico. Four parasite species were recorded from D. maculatus, including trematode metacercariae of Clinostomum complanatum, as well as nematode larvae of Spyroxis sp. and Camallanus sp. and adults of Neochinorhynchus golvani. In addition, we obtained adult C. complanatum from the esophagus of the little blue heron, Egretta caerulea. Dormitator maculatus is a new host for all helminth species reported, and the Alvarado lagoonal system is a new location for these parasite relationships. The prevelance of the 2 most commonly occurring parasites, C. complanatum and N. golvani, was high throughout the year (\u3e 60% and \u3e 43%, respectively). Intensity of infection was highest for C. complanatum in May (92 worms/host) and for N. golvani in October 1993 (33.8 worms/host). The trophic position and habits of D. maculatus contributes to recruitment of trematode and nematode larval stages

Application of ISO 9000 in a university library a case study: advantages and disadvantages [poster]

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Marine science theses database

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