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Medium 9781475819366

Preservice Educators’ Confidence in Addressing Sexuality Education

Teacher Education and Practice Rowman & Littlefield Publishers ePub


ABSTRACT: This study examined 328 preservice educators’ level of confidence in addressing four sexuality education domains and 21 sexuality education topics. Significant differences in confidence levels across the four domains were found for gender, academic major, sexuality education philosophy, and sexuality education knowledge. Preservice educators considered positive communication with family, physical/social changes with puberty, and abstinence as the most comfortable topics to address and masturbation, condom demonstration, and sexual orientation as the least comfortable topics to teach. Study results suggest the need for academic preparation in health education and sexuality education for individuals seeking teacher certification, regardless of grade level or specialized certification. Preservice training in sexual health education through teacher preparation programs can serve as the foundation for effective sexuality education in Grades K–12.

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Medium 9781475819335

Cultural Sensitivity: The Basis for Culturally Relevant Teaching

Teacher Education and Practice R&L Education ePub


ABSTRACT: This article examines cultural sensitivity as a basis for culturally relevant teaching. It argues that classroom teachers are overwhelmed by the responsibility to educate an increasingly culturally diverse population. And because extant teaching strategies have failed to produce desired outcomes in these students, a culturally relevant curriculum based on teachers’ cultural sensitivity is proposed. Characteristics of culturally sensitive teachers and culturally responsive teaching are outlined. Finally, benefits of providing a culturally relevant curriculum are discussed.

Schools have the rare privilege of being a setting where individuals from varied cultural backgrounds and different languages, values, beliefs, and worldviews come together for an extensive period for a common purpose—to acquire an education. In the educational setting, classroom teachers are key professionals charged with the responsibility of transmitting important social and academic knowledge and skills. Therefore, teachers are a powerful force in the lives of students: What teachers perceive, believe, say, and do can disable or empower students (Kea & Utley, 1998).

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Medium 9781442229242

The Catholic Calvin

Ecclesia, Pro Rowman & Littlefield Publishers ePub

The Catholic Calvin

J. Todd Billings

In what sense, if any, might John Calvin be considered a catholic theologian? For many, this question is deeply counterintuitive—and for good reason. For much of his life, Calvin was openly and vehemently anti–Roman Catholic. In the Institutes, Calvin calls the Roman Catholic Mass a “sacrilege,” a device of Satan to defile and annihilate the Lord’s sacred Supper. Put into the delicate tone of sixteenth-century polemics, “this Mass . . . however decked in splendor, inflicts signal dishonor upon Christ, buries and oppresses his cross, consigns his death to oblivion, takes away the benefit which came to us from it, and weakens and destroys the Sacrament.”1 Calvin helped to consolidate a movement in Geneva in which the vestiges of Roman Catholic practices were overcome through ecclesial and civil regulation and control.2 In the context of such a movement, there was no room for ambiguity about his differences from the Catholicism of Sadoleto, or of the Council of Trent. Calvin concedes that “we by no means deny that the churches under his [the pope’s] tyranny remain churches,” with “traces of the church” still present.3 Yet, in these churches, “Christ lies hidden, half buried, the gospel overthrown, piety scattered, the worship of God nearly wiped out.”4 Clearly, there is a J. sense in which Calvin was deeply and passionately anti–Roman Catholic.

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Medium 9781475817188

Unity within Diversity: Building a Common Vision

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: Since its birth twenty-two years ago, the Department of Educational Administration at Texas A&M University has achieved considerable recognition for the strength and diversity of its various program offerings. That strength, developed originally from the diverse attainments of its separate faculty members, has built in recent years upon common programmatic efforts that enable separate faculty strengths to be used in a complementary manner for support of the departmental mission.

The attribution of excellence to operational units of universities (i.e., departments and colleges) is a difficult process to trace. The excellence so attributed is similar to quicksilver. Usually it is derived reputationally, but it is often difficult to determine precisely what led to the reputation. The national prominence and reputation for research or policy impact of individual faculty members is certainly a major factor. However, there also seems to be an institutional factor that at times overrides the reputation of individual faculty. There are some departments and colleges that retain reputations for excellence for years after their noted faculty members have left and not been replaced. It also seems plausible that there are departments whose reputations are built on the reputation for excellence of other units in their college. In addition, there are probably a few cases where the reputation for excellence of departments and colleges is built on the overall reputation of a university. There are also instances where a sizable number of individual faculty members build national reputations that do not translate into enhanced reputations for their institutions. This article examines one university department, the Department of Educational Administration at Texas A&M University, that over a twenty-two year period has developed a reputation for excellence. Recognizing the difficulty in distinguishing between cause and effect in this development, this examination settles for observing the interplay of individual and group forces and attempts to identify those characteristics that seem to emerge as the salient ones. These characteristics, while hard to measure, may provide direction for other departments of higher education that are attempting simultaneously to build their programs and their reputations. Central to the development process in this case were (1) maintenance of a vision of success and a productive responsiveness to change and (2) a dedication to the traditional mission of educational administration and to the knowledge base that supports it.

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Medium 9781442267770

Procurement: Some Thoughts on this Unheralded yet Essential Element of a Successful Collections Project

Collections AltaMira Press ePub

T. Ashley McGrew

Publications Chair of Preparation, Art Handling, and Collections Care Information Network (PACCIN),

I have yet to meet anyone whose goal in life is to become a master of move project procurement, but I do know from experience that this unheralded, yet essential element of project management goes a long way towards furthering a fully successful end result. Though I would never claim to have a comprehensive grasp on this topic there are a few things I’ve noticed along the way. When you think about what you need to make a project happen it seems obvious that you need stuff. What may not be so apparent is the number of choices you will have to make in regard to that stuff and also how interrelated it is to other aspects of a well-run project.

Initial decisions

Certain crucial decisions must be sorted out before the money can be spent (or mis-spent as the case may be). Questions to answer such as what are the needs of the collection being packed or re-housed (function), how will the materials be used to accomplish this task (prototyping), what will the scope of the project (small or large — diverse or consistent), who will be doing the purchasing and how will they accomplish it, and planning of space for both supplies and work areas.

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