Using Constructivism as an Alternative to Teacher-Centered Instruction

Constructivism is the idea that learners “actively try to organize and make sense” of information (Ormrod, 2012, p. 154). To do so, students “must individually discover and transform complex information” (Slavin, 2012, p. 218). Students compare new information with what they already know, and revise their understanding. Active learning is a focus of the constructivist classroom, so the instruction is most often student-centered. Students construct their knowledge instead of soaking up or only record information (Eggen & Kauchak, 2013). This means that teachers help students to make sense of new information rather than merely lecturing or controlling all of the learning activities (Noddings, 2008). This chapter will help you to understand constructivism through two teacher-centered case studies, and it will discuss alternative teaching methods that align with constructivism

Intimate Partner Violence and Afro-Caribbean Women: Practice Implications for the U.S

Intimate-partner violence (IPV) is a major issue affecting Caribbean countries (WHO). In recent years, various policies and laws were implemented in efforts to reduce gender-based violence in all its forms in the Caribbean. Despite such efforts, gender-based violence persists. A major barrier to reducing gender-based violence is the ill-response of authorities and a culture that is grounded in patriarchy and traditional gender roles (Anderson, 2012; Gibbons, 2013). Many Caribbean women migrate to the US annually and are settling in the South. Frye, Hosein, Waltermaurer, Blney, and Whitt (2005) reported that immigrant women made up over half of all intimate partner femicide victims reported between 1990 and 1999 in New York. Additionally, immigrant women were nearly two times more likely to be killed by an intimate partner than a nonintimate partner. With the increase in migrants to the South and the unique cultural characteristic that Afro-Caribbean immigrants bring, it is important to discuss policy implications and intervention strategies for violence reported by Afro-Caribbean women. Understanding the characterization of gender-based violence from an Afro-Caribbean perspective will inform strategies for intervention and prevention

Embedding Culturally Responsive Teaching into the School Day

This session will describe culturally responsive activities and strategies that K-12 teachers can implement in the classroom and throughout the school day to ensure that they are meeting the social, emotional, and academic needs of their diverse student population

Empowerment or Disempowerment? The portrayal of Black Women in Tyler Perry’s films.

In recent years, Filmmaker and Actor, Tyler Perry has entertained families with movies depicting black families and particularly black women and the issues that they face. Drawing from intersectional theory, issues such as poverty, classism, stereotypes, and abuse are examined for their ability to sustain discriminatory practices. Critiques of his work range from empowerment to disempowerment of women. Some reviewers find that the emphasis placed on issues impacting black women and the black community is realistic and empowering in that black women now have a voice and the depictions could be an impetus for positive change for black women (Cunningham, 2011). Others view Tyler Perry’s films as disempowering to black women in that they are often portrayed as needing a man and doomed to poverty and through his portrayal of the Madea character (supposedly strong black woman), patriarchy still prevails in his films (Carey, 2014; Harris & Tassie, 2012). Utilizing critical discourse analysis, this project interrogates the empowerment vs. disempowerment debate present in Black women’s praise and criticism of Tyler Perry movies. Implications for this research are inclusive of digital media literacy to interrogate consumption practices of not only minority viewers but mainstream viewers as well. The stereotypical representations and imagery present in Tyler Perry films has the ability to continue negative assumptions about women of color in particular

Intimate Partner Violence (IPV) in International Perspective

Please click the links below to view more information about each presentation. “Combatting Intimate Partner Violence (IPV) in Islam: Muslim Religious Leaders as the Bridge between Misinterpretation and Resolution ” Mediha Salkic, University of Virginia - Main Campus “Intimate Partner Violence and Afro-Caribbean Women: Practice Implications for the U.S.” Helyne Frederick and Monique Constance-Huggins, Winthrop University “Gun Control and Domestic Violence: An Intersectional Examination” Mary Summersby Okey-Hamrick, Winthrop University Sarah Cohen, Winthrop Universit

Sexual Socialization for Grenadian Adolescents: An Exploratory Study

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Gender, Race, Ethnicity, and Media

Please click the links below to view more information about each presentation. “The Resting ‘Bitch’ Face: Exploring the Intersection of African American Women, Race, Class, Sexuality, Gender and Reality TV” Felecia C. Harris, University of North Carolina at Charlotte “The MisEducation of The Mistress: Black Women in the Media” Andrea Dobynes, University of Alabama - Tuscaloosa “Empowerment or Disempowerment? The Portrayal of Black Women in Tyler Perry’s Films Helyne Frederick, Winthrop University; Kishonna Gray, Eastern Kentucky University; Amber Gadsden, Winthrop University; and Myesha Mickens, Winthrop University “Quantico and Intersectionality” Meera J. Raja, Towson Universit