Teaching the Way the Brain Is: Working Successfully in an Urban Classroom with Children Who Live in Poverty

During the past three decades, growing attention has been paid to the idea of mind/brain-based teaching and learning—an exciting approach, rooted in neuroscience research, that proves the interrelatedness of the mind, brain, and body. The purpose of this report is multifold: (a) to explain why mind/brain-based teaching and learning is relevant to children growing up in poverty; (b) to offer a review of the findings in cognitive neuroscience; (c) to offer a review of the findings regarding the effects of poverty on the developing mind/brain; (d) to identify themes emerging from these findings (i.e., research and understanding, communication, multiple intelligences, emotions and climate, patterning); (e) to describe my urban classroom settings and my struggles therein; (f) to share cross-curricular practical strategies that I have applied successfully with children living in poverty that reflect the research and emergent themes; and (g) to offer a summary/conclusion with implications for practice

Web 2.0 Tools in a “Flipped” Classroom: Meeting the Needs of Diverse Learners

Classrooms today are more diverse than ever. Today’s youth have a wide range of interests with various levels of readiness and learning styles. Teachers struggle to meet the needs of all of their students. This presentation includes strategic and exemplary technology strategies directed at a diverse student population. It also emphasizes collaborative learning, goal-setting, and decision-making skills within a technologically-rich context. This interactive session will offer technology formats and introduce the concept of a “flipped classroom.” Handouts will be offered and we invite questions and conversation from participants regarding our work and experiences. Target audiences of this presentation include elementary teachers, teacher educators, technology specialists, and instructional designers. Hand-outs will be offered. Participants are encouraged to ask questions and dialogue with the presenters

The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

Studies of children growing up in poverty describe increasingly devastating effects on many areas of development (e.g., cognitive, linguistic, socio-emotional, affective, psychomotor). Teachers need to be aware of these findings; they also need to develop empathy for their students living in poverty. One way to do this is to experience a poverty simulation wherein participants (i.e., teachers) learn what it is like to “walk in their students’ shoes.” This report describes the history of a poverty simulation in southeast Georgia. Analysis of quantitative data, collected via surveys administered before and after recent poverty simulations, revealed the following findings: increased teacher understanding of poverty, increased teacher recognition of their own biases toward their students and their families who live in poverty, and increased teacher empathy toward their students and their families who live in poverty. Findings also showed that teachers plan to apply their new understandings regarding poverty in their classrooms. Implications for practice, especially for teachers working in urban settings with poor children, are offered

Web 2.0 Tools in a “Flipped” Classroom: Meeting the Needs of Diverse Learners

Web 2.0 Tools in a “Flipped” Classroom: Meeting the Needs of Diverse Learners Classrooms today are more diverse than ever. Today’s youth have a wide range of interests with various levels of readiness and learning styles. Teachers struggle to meet the needs of all of their students. This presentation includes strategic and exemplary technology strategies directed at a diverse student population. It also emphasizes collaborative learning, goal-setting, and decision-making skills within a technologically-rich context. This interactive session will offer technology formats and introduce the concept of a “flipped classroom.” Handouts will be offered and we invite questions and conversation from participants regarding our work and experiences. Target audiences of this presentation include elementary teachers, teacher educators, technology specialists, and instructional designers. Hand-outs will be offered. Participants are encouraged to ask questions and dialogue with the presenters

A comparison of trained and untrained caregivers' behaviors with varied infant-adult ratios

It was the purpose of this study to compare two trained and two untrained caregivers as they cared for groups of infants under 18 months. Each caregiver worked in a one adult to five infant ratio and a one adult to eight infant ratio. The trained and untrained caregivers were compared in six behavioral areas as reflected by the following goals: (1) facilitation of language, (2) positive social-emotional behaviors with infants, (3) adult negative social-emotional behaviors with infants, (4) providing caregiving functions such as feeding and diapering, (5) performing necessary housekeeping tasks, and (6) providing motoric and kinesthetic experiences for infants (Honig & Lally, 1973). The subjects were 16 infants under 18 months of age and their four caregivers. The study took place in two locations. Eight infants and their two caregivers were observed at Creative World, Inc., located in Wilmington, North Carolina. The comparison group of eight infants and their two caregivers were observed at The Infant Care Center in the Department of Child Development and Family Relations in the School of Home Economics at The University of North Carolina at Greensboro, North Carolina

Patterns of Local-Regional Management Following Neoadjuvant Chemotherapy in Breast Cancer: Results From ACOSOG Z1071 (Alliance)

AXXXXX ZXXXX was a prospective trial evaluating the false negative rate of sentinel node (SLN) surgery after neoadjuvant chemotherapy (NAC) in breast cancer patients with initial node-positive disease. Radiation therapy (RT) decisions were at the discretion of treating physicians, providing an opportunity to evaluate variability in practice patterns following NAC

Nurses Alumni Association Bulletin, Fall 1995

1995-1996 Meeting Dates Calendar 1996 Annual Luncheon-Meeting Notice Officers and Committee Chairs Bulletin Publication Committee 1995-1996 Meeting Dates Calendar The President\u27s Message Financial Report What\u27s New Fiftieth Anniversary Resume of Minutes of Alumni Association Meetings Scholarship Funds at Work CAHS Alumni Board/Diploma School Alumni Office News Jefferson Health System Oldest Veteran Dies 1OOth Anniversary Pearl Harbor Remembered Memories Janet Hindson Retires Happy Birthday Scholarship Fund donors for 1994 Committee Reports By-Laws Development Bulletin Relief Fund Satellite Social Scholarship In Memoriam, Names of Deceased Graduates Class News Luncheon Photos Jefferson Alumni Identification Card The Diploma School of Nursing Alumni Association-Mabel C. Prevost Letter of Appreciation Tribute To a Mother An End Must Come Stuff For Senior Citizens to Chuckle Over Membership Application Relief Fund Application To Order: A Chronological History and Alumni Directory From TJU Bookstore Scholarship Fund Application Pins, Transcripts, Class Address List, Change of Address Forms, Alumni Identification Card Campus Map Picture - Class of 1893-189