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| International Symposium - The Way Forward: Efficient and Effective Teaching and Learning Across the Globe |
| Saturday, May 27, 2006 |
| 1:00 PM–2:20 PM |
| Inman |
| Area: EDC; Domain: Service Delivery |
| Chair: Janet S. Twyman (Headsprout) |
| Discussant: Janet S. Twyman (Headsprout) |
| Abstract: Effective and efficient methods of teaching and learning can have a profound effect on social change. This symposium describes the work that began at Morningside Academy in Seattle, Washington over 25 years ago and its extension via P.E.E.R., Partnerships for Educational Excellence and Research. The power of education in both Native American and South African township communities is emphasized. Successful change depends not only on effective educational methods, but also, on the contributions of each community and their culture. We will discuss our collaborations and outcomes to date, our plans for the future, and the role a Constructional Approach to Social Problems (Goldiamond, 1974) can play in building better futures. |
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| The Role and Responsibility of Behavior Analysts in Creating Large Scale Social Change through Education |
| KRISTINE F. MELROE (Morningside Academy), Sonia M. Lewis (Lewis Educational Assessment & Consulting) |
| Abstract: The world faces a critical mass of social issues which must be addressed. Whereas applied behavior analysts have made vital contributions to the field of education, it has primarily occurred at the micro level. On the macro level, the institution of education can have a profound effect on social change. The behavior analyst’s understanding of human behavior places us in a unique position to make substantial contributions in creating an array of successful interventions for social change. It is our contention that many of these changes can and will be made through the institution of education. It is also important to examine what other contributions outside the field of behavior analysis have to offer.
By examining a specific unit of society, Pine Ridge Indian Reservation, we can see how the education system has affected social change. This community is the poorest community in the United States, in addition has one of the country's highest dropout rates. This presentation will study the social, political and economic contingencies in effect on the Pine Ridge Indian Reservation and explore how educators who implement the Morningside Model of Generative Instruction can influence the historically ineffective educational system and play a positive role in restoring and maintaining a healthy culture. |
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| Morningside and Active Schools, South Africa: P.E.E.R. Planning |
| JOANNE K. ROBBINS (Morningside Academy), Bruce Damons (Sapphire Road Primary School), Nomvuyo Dubula (Funimfundo Primary School), Sipho Matyolo (Cebelihle Primary School), Lulama Hopa (Loyiso High School) |
| Abstract: P.E.E.R., Partnerships for Educational Excellence and Research, was established to improve the teaching and learning community in several township schools in South Africa. The learners in Port Elizabeth live in communities where there is a 90% unemployment rate. The South African National Department of Health estimates about 5 million, or 1 in 10 South Africans, are now HIV positive. According to the Health Systems Trust, a study completed by the Nelson Mandela Children's Fund has found that AIDS “orphans showed a very strong inclination to want to continue their schooling…" and the orphans themselves identified their priority needs as the most immediate basics: food, clothing and education.”Educators from Port Elizabeth, SA first met in Seattle with educators from the U.S. who are experienced in the Morningside Model of Generative Instruction. We next met in Port Elizabeth. School officials participated in Goldiamond’s (1974) Constructional Interview. Professional development workshops were held in Port Elizabeth based upon consensus gleaned from the Constructional Interviews. Inspired by the Port Elizabeth educators' immediate sharing of this model with their colleagues, we accelerated the implementation. We will discuss our outcomes to date, our plans for the future, and the role a Constructional Approach to Social Problems (Goldiamond, 1974) can play in South Africa and elsewhere. |
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| Morningside and Active Schools, South Africa: P.E.E.R. Implementation |
| SEAN ABRAHAMS (Sapphire Road Primary School), Tuleka January (Funimfundo Primary School), Joanne K. Robbins (Morningside Academy) |
| Abstract: The vision of the PEER project is best summarized by Sapphire Road Deputy Principal, Sean Abrahams during a speech he gave on South Africa's Social Development Day in November of 2004:"We strive to free the minds of our educators to embrace new methodologies, concepts and ideas. Through Active schools we are in the process of piloting a teacher-training programme with Morningside Academy in the USA that will equip educators from the RSA and the USA to deal with the challenges of education in a changing globe." Allow me to end with this saying from Teilhard de Chardin: 'We are one, after all, you and I. Together we suffer, together exist, and forever will recreate each other.' "This paper will present the performance data gathered in three primary schools in several townships in Port Elizabeth, South Africa during the 2005 school year. Challenges and successes of our partnerships will be detailed. Partnerships include peer-tutoring partners, teachers within single schools, teachers within the Active Schools coalition, partnerships between educators in RSA and the US. The special design of reading and maths instruction designed for Xhosa and Afrikaans speaking learners will also be presented. |
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