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Curriculum-based Measure 8-EDU 415/615—Managing Teaching and Learning

  1. Emdin’s (2016) observation of “dense networks” for urban students indicates the following positive consequences
  2. Individualism
  3. Social conservation
  4. Political solidarity
  5. Social solidarity
  6. Emdin’s (2016) discussion of dense networks for urban students also indicatesa principle of culture that it is inherently
  7. Conservative in nature
  8. Progressive in nature
  9. Open in nature
  10. Expansive in nature
  11. For Emdin (2016), for a teacher to reach students s(he) must
  12. Enter the students’ dense networks
  13. Extend beyond the teacher’s and students’ dense networks
  14. Bring the students into the teacher’s dense network
  15. Understand the differences between each dense network
  16. Context in the classroom is primarily about understanding students’
  17. Cultural background
  18. Social background
  19. Ethnic/racial background
  20. Local background
  21. Effects of mathematics history in a mathematics class (Lim and Chapman, 2015) indicate a mathematics history curriculum
  22. increases mathematics achievement but only in the short term
  23. Increases mathematics motivation in the long term
  24. Increases mathematics motivation only in the short term
  25. Decreases mathematics achievement in the long term
  26. The analysis of “subject subcultures” by Grossman and Stodolsky (1995) suggest that seeking education reform in secondary schools might best be accomplished by
  27. Investing in using subject area cultures
  28. Investing in department chairs as brokers of reform
  29. Letting school district leaders lead more directly
  30. Investing in more broad-based school reforms across curricula
  31. The point of contact in a neo-indigenous “battle” according to Emdin is
  32. The deepening of culture within two communities in struggle with each other
  33. The preparation for a community-based battle
  34. The integration of cultures previously divided
  35. The choosing of two individuals to represent communities
  1. The focus of a “warrior” determined for a neo-indigenous battle is
  2. Deep research of the opponent’s community
  3. A deep cultural understanding of one’s community
  4. Practice in the form of battle (e.g., rapping)
  5. Deep research of martial arts
  6. The difference for Emdin (2016) between school competition and neo-indigenous competition is that
  7. School competition emphasizes individual prowess and neo-indigenous competition does not
  8. Neo-indigenous competition includes multiple individuals in battle
  9. Traditional schools focus only on individual prowess without community joining together
  10. School competition is school-based while neo-indigenous competition is community-based
  11. In many classes, Emdin (2016) believesJeopardy is a form of teaching used for
  12. As direct example of Neo-indigenous battle
  13. Test preparation
  14. Learning new content
  15. Building quick response fluency
  16. Using a local rapper to support students in content-based battle is an example of
  17. Cultural appropriation
  18. Cultural assimilation
  19. Cultural integration
  20. Cultural validation
  21. The academic focus of battle competition for Emdin involves
  22. Building reading skills
  23. Finding alternative demonstration skills
  24. Developing written demonstration skills
  25. Use of research in learning