Implicit Bias 1. Introduction: History and Measures of Implicit Social Cognition 1.1 History of the Field While Allport’s (1954) The Nature of Prejudice remains a touchstone for psychological research on prejudice, the study of implicit social cognition has two distinct and more recent sets of roots.[3] The first stems from the distinction between “controlled” and “automatic” information processing made by cognitive psychologists in the 1970s (e.g., Shiffrin & Schneider 1977). While controlled processing was thought to be voluntary, attention-demanding, and of limited capacity, automatic processing was thought to unfold without attention, to have nearly unlimited capacity, and to be hard to suppress voluntarily (Payne & Gawronski 2010; see also Bargh 1994). While this first stream of research focused on automaticity, a second stream focused on (un)consciousness. 1.2 Implicit Measures Image 1 Image 2 Image 3 Image 4 All images are copyright of Project Implicit and reproduced here with permission. 2.3 Beliefs
Marutūahu tribes The ancestor Marutūahu The five tribes of the Marutūahu confederation are Ngāti Rongoū, Ngāti Tamaterā, Ngāti Whanaunga, Ngāti Maru and Ngāti Pāoa. These peoples are all descended from the ancestor Marutūahu, who came from Kāwhia on the west coast of the North Island. Before Marutūahu was born, his father Hotunui had fallen out with his father-in-law. The origin of the Marutūahu tribes Marutūahu married two sisters. Ngāti Tamaterā, Ngāti Rongoū and Ngāti Whanaunga Marutūahu’s ambitious second son, Tamaterā, gave his name to the dominant tribe, Ngāti Tamaterā. Whanaunga, Marutūahu’s third son, was the ancestor of Ngāti Whanaunga. Ngāti Maru and Ngāti Pāoa Marutūahu’s eldest son from his second marriage was Te Ngako. Hauraki resources The Hauraki region is rich in gold, timber and marine resources. Population
Amazon.com: ESL/EFL Students Lack the Skills to Cope with Reading Comprehension Tests eBook: Nellie Deutsch: Kindle Store The Science of Your Racist Brain The amygdala<a href=" Let our journalists help you make sense of the noise: Subscribe to the Mother Jones Daily newsletter and get a recap of news that matters. When the audio of Los Angeles Clippers owner Donald Sterling telling a female friend not to “bring black people” to his team’s games hit the internet, the condemnations were immediate. It was clear to all that Sterling was a racist, and the punishment was swift: The NBA banned him for life. When you take a look at the emerging science of what motivates people to behave in a racist or prejudiced way, though, matters quickly grow complicated. Much of the time, these are not the sort of people whom we would normally think of as racists. How do we know implicit biases exist? These types of biases are quite prevalent. And why do these split-second negative responses exist? 1. 2. 3. 4.
17 Examples of Bias Bias is a tendency to lean in a certain direction, either in favor of or against a particular thing. To be truly biased means to lack a neutral viewpoint on a particular topic. Somewhere along the line, bias took on a negative connotation. We tend to think it's a bad thing but that's not always true. If you're biased toward something, then you lean favorably toward it; you tend to think positively of it. Meanwhile, if you're biased against something, then you lean negatively against it; you tend to think poorly of it. Truthfully, everyone has biases, preferences and prejudices. Bias vs. Bias, prejudice, and discrimination all live under the same roof. Bias Bias is an inclination toward (or away from) one way of thinking, often based on how you were raised. Prejudice Prejudice refers to a preconceived opinion or feeling toward a person based solely on their affiliation with a group. For example, millions of people around the world consider Tom Cruise to be a very talented actor. Avoid Bias
History Ngati Maru is one of the four present day tribes of Marutuahu. It is said that the fifth tribe, that is Ngati Rongo-U, was absorbed through alliances by the other Marutuahu tribes although some still choose to reassert Ngati Rongo-U identity today. The ancestor of Ngati Maru is Te Ngako also known as Te Ngakohua. Te Ngako was the eldest son of Marutuahu and Hineurunga. Te Ngako married Paretera, the daughter of Tamatera. In his formative years, Te Ngako resided with his parents and brothers at the settlement of Whakatiwai on the western shores of Tikapa Moana. It was after the death of Marutuahu that a number of events took place that would come to shape the history of Ngati Maru. One key event was the abduction of Waenganui, the wife of Taurukapakapa. After this there was a period of relative peace. The warring between the Marutuahu and the first peoples spread throughout the Peninsula and across the Plains of Hauraki. Ngati Maru and Marutuahu were renowned as fighting warriors.
Student Questionnaire on Reading Comprehension Tes | QuestionPro Survey You are invited to participate in this survey. The survey is specifically for English as a second/foreign language learners, their teachers and parents. The survey is part of an Action Research Project on improving ESL/EFL students' achievements on reading comprehension tests. Your participation in this study is completely voluntary. Your survey responses will be stricly confidential and data from this research will be reported only in the aggregate. Thank you very much for your time and support. You will be redirected to Nellie's English Projects at the end of the survey. Teaching - The doctrine of in loco parentis When minor children are entrusted by parents to a school, the parents delegate to the school certain responsibilities for their children, and the school has certain liabilities. In effect, the school and the teachers take some of the responsibility and some of the authority of the parents. The exact extent and nature of this responsibility and power vary from one society to another and from one school system to another. This is spelled out to some extent in the law, but much of it is determined by local custom and practice. There is, of course, a relation between the age of the child on the one hand and the teacher’s responsibility and liability for it on the other. In the matter of corporal or physical punishment, local attitudes establish a wide range of expected and permissible behaviour on the part of the teacher. A more difficult problem is presented by a student, generally an adolescent, who is having serious problems with school performance or school behaviour.
Bias Understanding Human BiasBias is a preference in favor of, or against a person, group of people, or thing. These initial human reactions, which are often unconscious, are rooted in inaccurate information or reason and are potentially harmful. Biases are also part of being human. Once we know and accept we have bias, we can begin to recognize our own patterns of thinking. With awareness and a conscious effort, we have the power to change how we think and to challenge the negative or harmful biases within ourselves. Why are we all biased? Learn more: Watch Howard Ross explain the science of human bias.
Ako: Critical Contexts for Change - Poutama Pounamu As educators our agency is in advancing academic progress but also ensuring students cultural identity is strong and secure. If we are to achieve excellence for all of our students we must work to ensure each student feels they belong within the learning environment we provide. Equity can be achieved when we are responsive to the student’s prior knowledge and experience and build new learning from these beginnings (cultural toolkit - Bruner 1996). Educators must create contexts for mauri ohooho, where a student’s mauri is nurtured, strengthened and able to flourish. Poutama Pounamu has developed a framework and understandings for spreading these skills and understandings for accelerating equity, excellence and belonging in schools and Kāhui Ako.
ESL students feel very anxious when doing reading comprehension tests - Part 2 A Journal Article Critique My action research problem statement is that many of my ESL students feel very anxious when doing reading comprehension tests. As part of my literature review, I chose to critique a research article by Mokhtari Kouider and Ravi Sheorey on how to improve English as a second language (ESL) reading comprehension of academic materials and textbooks. The research is called Measuring ESL students' awareness of reading strategies. The authors provide background information about their previous work with a similar research development instrument called Metacognitive Awareness of Reading Strategies Inventory (MARSI). The researchers document their problem by means of a survey called SORS. I find the literature review very comprehensive and persuasive. "SORS is a self-report measure" Mokhatari et al, 2002, p. 6). In my opinion this study of measuring ESl students' awareness of reading strategies is inconclusive. Reference Mokhtari, K., & Sheorkey, R., (2002).
New Teachers: Working With Parents Back-to-School Night 2.0: Supercharge your delivery and find new ways to engage and connect with students’ families using some of these technology suggestions. (Edutopia, 2015)A Checklist for Back-to-School Night: Explore five ideas for the big night: sign-ins on tables, brochures, a classroom constitution, a presentation, and an inviting classroom environment. (Edutopia, Updated 2015)Back-to-School Night: The Ultimate Conversation Starter for a Successful School Year: Review guidance on how to start the year right by being transparent, direct, and consistent. (Edutopia, Updated 2015)Engaging Parents: An Elementary Teacher's Field Guide: Reflect on what matters most to parents at back-to-school night, and consider ways to engage more deeply. Parent-Teacher Conferences Parent-Teacher Conferences ... or Collaborative Conversations? Developing Relationships With Parents Parent Participation at School Using Technology to Connect With Parents
What we offer - Poutama Pounamu 1. Services available through centrally funded professional learning and development Poutama Pounamu has both Expert Partners and Accredited Facilitators. Since 2016, members of Poutama Pounamu have worked with Schools, Kura, and Communities of Learning/Kāhui Ako (CoL/KA) to support the development of achievement challenges and professional learning and development proposals to access centrally funded Professional Learning and Development (PLD) in 2017. This involved the: collaborative collection, analysis and understanding of a range of evidence from across CoL/KA schools critical reflection on levers for school improvement and reform development of understandings for implementing critical cycles of inquiry at multiple levels within schools and across the CoL/KA schools identification of criteria and development of job descriptions for across-school and within-school teacher appointments completion of Teacher Led Innovation Funding (TLIF) proposals. How to contact us.