Titel	Abstract	Bewertung
"Teacher Education in Philosophy for Children in Multicultural Contexts"	13th biannual 'International Council of Philosophical Inquiry with Children' Conference. Session - Philosophy in Multicultural Contexts Dr. Eugenio Echeverría - Director of the Latin American Centre of Philosophy for Children and Youth (Celafin), Mexico. "Teacher Education in Philosophy for Children in Multicultural Contexts" Conferences and Seminars of the Melton Centre for Jewish Education. http://melton.huji.ac.il	650 views
The long-term impacts of teachers - Professor Raj Chetty	Hear from one of the "top young economists doing work on real-world problems" (New York Times) on how we can measure the worth of a good teacher; whether children who get good teachers do better when they grow up; and what is the long-run return on investments in better teaching. slides	3808 views
Educational Choices and Subjective Expectations of Returns - Woman and Public Policy Program	Educational Choices and Subjective Expectations of Returns: Evidence on Intra-Household Decisions and Gender Differences The goal of this paper is to improve our understanding of educational decisions in two dimensions: First, we investigate if determinants of schooling differ between male and female youths. In particular, we are interested in the role of expectations about monetary returns to schooling, perceived risks of earnings and unemployment for different schooling scenarios and returns to schooling in the marriage market. Second, we analyze the decision making process within the household with special focus on the role of the youth. We shed light on whose expectations matter in schooling decisions, the ones of the parents or the ones of the youths, and whether this depends on the gender of the youth. To address these questions we use a data set on Mexican junior and senior high school graduates that elicits their own and their parents' beliefs about future earnings for different scenarios of highest schooling degree. In addition we construct proxies for returns in the marriage market and have information about the actual schooling choice and an extensive set of controls. Speaker: Katja Kaufmann, WAPPP Fellow, Assistant Professor, Department of Economics and IGIER, Bocconi University Date: October 6, 2011 Orazio P. Attanasio and Katja M. Kaufmann December 2010
Astra Taylor on the Unschooled Life	Raised by independent-thinking bohemian parents, Taylor was unschooled until age 13. Join the filmmaker as she shares her personal experiences of growing up home-schooled without a curriculum or schedule, and how it has shaped her educational philosophy and development as an artist.	61 385 views
Radcliffe Institute]	"Improving Urban Education" with Sarah Glover (Harvard Graduate School of Education), Carol R. Johnson (Boston Public Schools), Stephen Raudenbush (University of Chicago), and Catherine Snow (Harvard Graduate School of Education), moderated by Nancy E. Hill (Radcliffe Institute for Advanced Study and Harvard Graduate School of Education) "Reimagining the City-University Connection," sponsored by the Radcliffe Institute for Advanced Study, the Rappaport Institute, and the City of Boston, seeks to promote a new kind of partnership by stimulating mutually beneficial research and policy relationships involving Harvard and other universities with Boston and other cities and towns in greater Boston. Scholars and practitioners from a variety of fields and communities will explore accomplishments of—and lessons from—several notable university/city initiatives. Panels of leading academics and senior practitioners will focus on four areas: preventing and responding to violence; governance and new technologies; improving urban education; and the lessons and challenges of city-university collaborations. The symposium will create novel opportunities to strengthen existing collaborations and to begin to develop new ones—particularly those that cross academic disciplines and bureaucratic boundaries.	290 views
"Lessons and Challenges of City-University Connections" Radcliffe Institute	"Lessons and Challenges of City-University Connections" with John Fantuzzo (University of Pennsylvania), Henry Webber (Washington University in St. Louis), Margaret Weir (University of California at Berkeley and Radcliffe Institute for Advanced Study), and Mitchell Weiss (City of Boston), moderated by Edward L. Glaeser (Rappaport Institute for Greater Boston and Taubman Center for State and Local Government, Harvard University) Closing Remarks and Next Steps by Christopher Winship (Radcliffe Institute for Advanced Study and Harvard University) and Robert J. Sampson (Radcliffe Institute for Advanced Study and Harvard University)

Bilingual Education[Bearbeiten]

Titel	Abstract	Bewertung
History of Bilingual Education in Arizona	Maestro Sal Gabaldon gives a history of bilingual education in Arizona, including "English-only" laws and current issues in TUSD.
A Framework for Curriculum Development for the Second Language Learner	This video discusses a framework for curriculum development for the second language learner. Various issues are discussed including some theoretical and pedagogical domains for the bilingual classroom.	26 views
The Politics of Language: Haitian Creole and the Educational System in Haiti	Talk delivered by Yves Dejean at the 14th Annual Haitian Summer Institute Lecture Series at Florida International University. Also in UF Digital Collections: http://www.ufdc.ufl.edu/AA00004605/00001	181 views
Haitian Creole in Education: Lessons from the U.S. Diaspora	Event: The Role of Haitian Creole in the School System of Post-Earthquake Haiti Panelist: Flore Zéphir, Department of Romance Languages and Literatures, University of Missouri-Columbia Date: 3/17/2011 Abstract: What are the best methods for using Haitian Creole as the language of instruction in schools in Haiti? What are the challenges and opportunities associated with such use of Haitian Creole? This presentation focuses on the many efforts that have been undertaken by Haitian educators in the Diaspora here in the United States to educate Haitian immigrant children in their mother tongue. It focuses on the many challenges they have had to overcome with regard to the perception of Haitian Creole as a "low" language and with regard to material development. These challenges must be addressed so Haitian students can have access to a meaningful education that enables them to succeed. Our thesis is that lessons learned from the Diaspora can empower teachers in Haiti to reach and educate all their students and equip them with the skills and knowledge necessary to become productive citizens.	168 views
Arguments against a bilingual faculty	Sean Roberts: There's no such thing as language: Arguments against the evolution of a bilingual faculty. University of Edinburgh Linguistics and English Language Conference 2012. http://www.lel.ed.ac.uk/~pgc/index.html	24 views