Pedagogical

empowers a child to express his thoughts and desires, achieve his goals, and form relationships with others. It plays a crucial role in the cognitive, social and emotional development of the child (Berk, 2009). This report will discuss a range of pedagogical practices to support language acquisition for English as Additional Language children in context of early childhood education in Aotearoa New Zealand. Languages in Aotearoa. According to Statistics New Zealand 2013, 25.3% people living in New Zealand

In order to discuss what model of curriculum works best for certain disciplines, teachers, and situations, you first must define what you mean by curriculum and how you choose to define it (Lunenburg, 2011b). Lunenburg describes two different sets of models: deductive and inductive (Lunenburg, 2011a; Lunenburg 2011b). Deductive logic begins with a broad topic and moves toward a more specific goal; it is often considered a top-down approach or hypothesis-testing logic (Trochim, 2006). Inductive

Noting the growing diversity among college and adult learners and the need for professors to be culturally responsive in their teaching practices, the purpose of this study was to examine the motivation to become a culturally responsive educator and the transformational experiences that created this motivation and shaped their development. Since the majority of higher education professors are White, it proved useful to study culturally responsive White professors to add depth to the body of literature

has of the target language society. Perhaps that is why, "understanding and producing idioms are difficult to many Iranian EFL learners who are not completely familiar with the culture of English people" (Zarei & Rahimi, 2012, p. 6). Considering pedagogical and contextual issues of teaching idiomatic expressions which can impede or ease the process of language and culture acquisition, in this study, attempt will be made to investigate the effects of presentation techniques on Iranian intermediate EFL

Students learning and developing within the 21st century classroom need to learn skills and confidence to help them transition into a global learner. Students need to develop the ability to address and tackle situational problems that may arise at any point in their life. It is the teacher’s responsibility to sculpt students to think outside the box and to be active risk takers. Teaching mathematics in the 21st century classroom needs to steer away from the traditional style implementation to a more

identities: an awareness of self and what being human demonstrations, in its ability to allow pupils but teachers too, it justifies its reason to be within the curriculum (Jones 2017). Mercer (2015), states that talk needs to be encouraged in the pedagogical environment and with that oracy needs to be given the same principles as literacy and numeracy (Mercer

questioned three times, both were burned, to both the mob brings death and for both God presented miracles in flames. Even more, the Scripture’s citations are the same, relying on Pauline epistles and the Gospel of Matthew. The mimetic, sacrificial and pedagogical aspects come into the forefront of both texts, as well as the undoing of existing political structures and building Christian ones. As in the case of the martyr narratives, this text is the key site for identity construction. It serves continual

We learn primarily through language, and use language to express our understanding. In order for English learners to have access to core content, they need academic language and literacy skills (Echevarria, Vogt and Short). Academic language is used to succeed in reading, writing, listening, and speaking. Often English learner students enter school with limited to no exposure to academic language. These students are from homes in which English is rarely spoken. They are bright students who would

A myth defined is a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature the study of these traditional and legendary stories is called mythology. Now within mythology there are four functions which help us gives it meaning and purpose in life while also helping us understand the concepts

The case for the application and usefulness of critical race theory in school leadership has been examined at both the K-12 practice of school leadership (Aleman, 2009; Brown, 2005; Gooden, 2002; Parker & Villapando, 2007; Stovall, 2004) and the higher education preparation administration programs (Agosto, Karanxha, & Bellara 2014; Gooden & Dantley, 2012; Lopez, 2003) that funnel future school leaders emerged during the 2000’s (Khalifa, Dunbar, and Douglas, 2013). According to Stovall (2004) the