EDUC305 PORTOFILIO

Running Head: Portfolio

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Portfolio

Ramona Casado

Universidad Ana G. Méndez

EDUC 305

Professor Maria Sevillano

November 3, 2012


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Index

-Introduction Page 3

Workshop one Page 4-15

Workshop two Pages 16-23

Workshop three Pages 24-41

Workshop four Pages 42-52

Workshop five Pages 53-54

Journals Pages 55-60

Assessment Pages 61-63

E-lab hours Page 64

Conclusion Page 65

Bibliography Page 66


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Introduction

The portfolio has become very popular among educators. It has taught

As a student of educator discovering a single strategy that makes it all, allowing

me to achieve many of my most important, though sometimes, elusive, goals.

The definition of “Portfolio is a record of learning that focuses on the student’s

work and his or her reflection on that work. Material is collected trough a

collaborative effort between the student and staff members and is indicative of

progress toward the essential outcomes.” According to Egan (2000, p.42).

The purpose of this Portfolio is to demonstrate the highest level of

achievement attained by the teacher who has provided a lot of information in the

class. The professor made assignments where I as a student of education must

provide or produce my works. Teacher still reads in order to keep inform me. But

instead of taking the papers to after they are returned, I put them in a working

portfolio.


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Ramona Casado

Workshop one

Glossary one

EDUC 305

October 6 2012



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1. Search the following concepts on the Internet or dictionaries and create a

glossary using index cards (see Appendix A for more details):

1-Sociology:

The science of society, social institutions, and social relationships; specifically:

the systematic study of the development, structure, interaction, and collective

behavior of organized groups of human beings.

The scientific analysis of a social institution as a functioning whole and as it

relates to the rest of society.

From the encyclopedia’s definition

-Science of society, social institutions, and social relationships, and

specifically the systematic study of the development, structure, interaction, and

collective behavior of organized human groups. It emerged at the end of the 19th

century through the work of Émile Durkheim in France, Max Weber and Georg

Simmel in Germany, and Robert E. Park and Albion Small in the U.S.

Sociologists use observational techniques, surveys and interviews, statistical

analysis, controlled experiments, and other methods to study subjects such as

the family, ethnic relations, schooling, social status and class, bureaucracy,

religious movements, deviance, the elderly, and social change.


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2-Politics:

-The art or science concerned with guiding or influencing governmental policy.

-The art or science concerned with winning and holding control over a

government.

3-Anthropology:

-The science of human beings; especially: the study of human beings and

their ancestors through time and space and in relation to physical character,

environmental and social relations, and culture.

-The “science of humanity.” Anthropologists study human beings in

aspects ranging from the biology and evolutionary history of Homo sapiens to the

features of society and culture that decisively distinguish humans from other

animal species. Because of the diverse subject matter it encompasses,

anthropology has become, especially since the middle of the 20th century, a

collection of more specialized fields.


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-The “science of humanity.” Anthropologists study human beings in

aspects ranging from the biology and evolutionary history of Homo sapiens to the

features of society and culture that decisively distinguish humans from other

animal species. Because of the diverse subject matter it encompasses,

anthropology has become, especially since the middle of the 20th century, a

collection of more specialized fields.

4-Geography:

-A science that deals with the description, distribution, and interaction of

the diverse physical, biological, and cultural features of the earth's surface.

-The geographic features of an area.


-Science of the Earth's surface, which describes and analyzes the spatial

variations in physical, biological, and human phenomena that occur on the

surface of the globe and treats their interrelationships and their significant

regional patterns. Once associated entirely with mapping and the exploration of

the Earth, the field today is wide-ranging, and geographers use a variety of

methods and techniques drawn from numerous disciplines.


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Subfields of geography include physical, human, and regional geography, which

may range in scale from worldwide to a continent, a country, or a city.

5-Ecology:

-A branch of science concerned with the interrelationship of organisms

and their environments

-The totality or pattern of relations between organisms and their environment.


-Study of the relationships between organisms and their environment.

Physiological ecology focuses on the relationships between individual organisms

and the physical and chemical features of their environment. Behavioral

ecologists study the behaviors of individual organisms as they react to their

environment. Population ecology is the study of processes that affect the

distribution and abundance of animal and plant populations. Community ecology

studies how communities of plant and animal populations function and is

organized; it frequently concentrates on particular subsets of organisms such as

plant communities or insect communities.


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BIBLIOGRAFY

Lee, V.,&D. Burkam. Inequality at the starting gate: Social background

differences in achievement as children begin school.Washington,DC:

Economic Policy Institute, 2007.

Thomas,W.,&V.Collier. A national study of school effectiveness for

language minority students’ long-term academic achievement. Santa

Cruz, CA: Center for Research on Education,Diversity&Excellence. 2004.

Collins English Dictionary - Complete & Unabridged 10th Edition

2009 © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins

Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009


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Ramona Casado

Workshop one

Summary 1

EDUC 305



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4. Read and take notes about the scientific method, social sciences and natural

sciences.

1-Scientific method:

The scientific method is a process for experimentation that is used to

explore observations and answer questions. Scientists use the scientific method

to search for cause and effect relationships in nature. In other words, they design

an experiment so that changes to one item cause something else to vary in a

predictable way.

Just as it does for a professional scientist, the scientific method will help

you to focus your science fair project question, construct a hypothesis, design,

execute, and evaluate your experiment.

The steps of the Scientific Method are:

Observation/Research

Hypothesis

Prediction

Experimentation

Conclusion


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The Early childhood doing experiment

2-Social sciences:

The study of how groups of people behave, often in an effort to predict

how they will behave in the future. The social sciences include economics,

anthropology, sociology, political science, and aspects of psychology and history.

Also is define as the examine society and how people interact and develop as

a culture. Social science as a field of study is separate from the natural sciences,

which cover topics such as physics and chemistry.


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3-Natural Science:

Any of the sciences (as physics, chemistry, or biology) that deal with

matter, energy, and their interrelations and transformations or with objectively

measurable phenomena

The following lists of definitions are designed to help me prepare for the

unexpected. I have learned that those definitions have something in common

which I will implement in the classroom with the students how they can interact

and respect each other regardless of culture, religions and race no matter from

where the students come. In this case my field is in Early Childhood.

I would like to finish by using the phrase of Benito Juárez : "El respeto al derecho

ajeno es la paz," meaning "Respect for the rights of others is peace."


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BIBLIOGRAFY

Lee, V.,&D. Burkam. Inequality at the starting gate: Social background

differences in achievement as children begin school.Washington,DC:

Economic Policy Institute, 2007.

Thomas,W.,&V.Collier. A national study of school effectiveness for

language minority students’ long-term academic achievement. Santa

Cruz, CA: Center for Research on Education,Diversity&Excellence. 2004.

Collins English Dictionary - Complete & Unabridged 10th Edition

2009 © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins

Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009


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Ramona Casado

Taller dos

Ejercicios (1, 3, y4)

EDUC 305

13 de octubre del 2012

Profesora María Sevillano


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1-Los estudiantes prepararán un cronograma de la historia de la sociología.

En el siglo XVIII (1700-1799), aquí la sociología estaba dando dificultad para

poder introducirse. En esa época estaban los filósofos sociales: Hobbes, Locke,

Montesquieu, Rosseau, Turgot.

En el siglo XIX (1838), la sociología fue más aceptada donde el gran filosofo

Comte la introdujo muy positivamente y fue considerado como el papá de la

filosofía.

En el siglo XIX (1838-1882), ya aquí estos sociólogos y científicos se hicieron

más importantes como Alexis de Tocqueville, el Conde de Saint Simon, Karl

Marx, Augusto Comte, Herbert Spencer, John Stuart, y se introdujeron también

al mundo de la política. Sus ideologías se hicieron populares como el

conservadurismo, el comunismo y el liberalismo.

En el 1883, el filosofo Lester Ward (norteamericano) cooperó para que la

sociología estuviera más progreso social a través de sus obras social en

introdujo una sociología dinámica.

Al final del siglo XIX, la sociología enseñó sus inicios en los Estados Unidos en

sus dichas universidades. Y fue llamada la época de la Revolución Universitaria.

Aproximadamente al primer tercio del siglo XX (1900-1920), los sociólogos Marx,

Scheler, y Mannhein introdujeron sus primeros estudios sociales e históricos


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basados en sus investigaciones de sus conocimientos generales en el II

Congreso Internacional de Historia de la ciencia de Londres.

En el siglo XX (1975), se formó un cambio revolucionario al giro sociológico los

cuales fueron vetados por sus delimitaciones mertonianas por querer hacer sus

propias ideas empírica y no la estructura social de las comunidades científicas.

En 1976, David Bloor dio un cambio sociológico construccioncita en donde

empezaron sus ideales en el continente Europeo “Science Studies Unit de la

Universidad de Edimburgo, y formuló su articulación programática en el Strong

Programme.

1980-1990, se formaron los famosos estudios culturales de la ciencia en donde

se dio un giro y el cual es llamado “el giro antropológico.” Y sus fuerzas

históricas no se desarrollaron y dieron nuevos pasos a programas, nuevas

universidades y mejores disciplinas.

3-Los estudiantes prepararán fichas bibliográficas sobre las ideas centrales de la

teoría de conflicto y sus representantes: Emile Durkeheim, Talcott Parson,

Samuel Bowles, Willard Waller y Louis Althusser.

Emile Durkeheim: (1858-1917) origen judío, maestro de filosofía. Tiene

los mismos ideales positivos de Comte. En su regla del método sociológico, dice

que debe ser la primera de todas las teoría de la sociedad de dicha época, para

poderse alcanzar los conocimientos sociales. Confía plenamente en los éxitos

métodos científicos y también en la posibilidad de llevarlo al estudio de las

sociedades. Su OBJJETO: “el hecho social”


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METODO: observación de los hechos sociales, distinción de los hechos

sociales, construcción de los hechos sociales, explicación de los hechos sociales

y administración de los hechos sociales.

Talcott Parson: Nació en Colorado Springs en 1902 y muere en Múnich

en 1979. Sociólogo de los Estados Unidos. Junto a Merton, Talcott fue el más

que influyó a ser representante del funcionalismo sociológico. Dentro de su

teoría social lo llevo a desarrollar también una teoría sistemática sobre el

comportamiento humano basado en su principio de ser voluntariado. Parson

inició la psicología dinámica y la profundizó del análisis comparativo de las

estructuras sociales de Malinowski y Durkheim junto al método comparativo

social de Weber.

Su Teoría de la Acción que empezó su origen junto con la obra de Max

Weber es por que tenía otros ideales diferente de la conducta la cual implicaba

una conducta con respuestas mecánicas a sus estímulos, mientras que la acción

a un proceso mental activo y por que no creativo. Este filósofo tuvo mucha

precaución en exponer sus ideas en la teoría de la acción del conductismo.

También tuvo que ver con la Teoría del Funcionalismo Estructural. Creyó

siempre que hubo cuatro imperativos funcionales los cuales eran: adaptación

(organismo), metas (sistema de la personalidad), integración (sistema social) y

latencia (sistema cultural).


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Samuel Bowles: se dice que es de ideales posmarxista por su obra escrita

junto a Herbert Gintis (1987) los cuales comparten ideales democráticos y

capitalismo. Esta obra es también inspirada al liberalismo lo cual se centra a la

libertad, no a una democracia justa donde sus preocupaciones son ideales

marxista a una sociedad sin clases. Se implica mucho a la estructura como a la

acción. Como la estructura controla la acción sea ya individual o colectiva tiene

la seguridad de cambiar la estructura.

Louis Althusser: Nació en Birmandreis en el 1918 y murió en Paris en el

1990. Es considerado como uno de los representantes más destacados del

estructuralismo de las ciencias humanas francés junto con Lévy Strauss y

Lacan. De la misma manera que Lacan compartió la obra con Freud, Althusser

comparte también la obra de Marx, para poder saber las posibilidades que el

autor tiene del análisis Capital. Sus obras principales fueron: “Para leer le

capita,” “Filosofía y lucha de clases,” “Escritos” donde está el texto “Ideología y

aparatos ideológicos del Estado” y “Lenin y la filosofía.” Althusser decía que

Marx había afirmado que la sociedad tenía una doble persuasión.

Willard Waller: Nació en Murphysboro, Illinois y murió en Nueva York,

pocos días antes de su cumpleaños al cumplir 46 años. W. Waller es acreditado

por una autentica teoría del trabajo social “principio de menor interés”. Esta ha

estado presente desde finales de 1930 y fue acuñado para describir el poder en

las relaciones.


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Entre los estudiosos de la educación del sociólogo W. Willard es conocido

por escribir la Sociología de la Enseñanza (1932), un clásico temprano en la

sociología de educación y el primer tratamiento prolongado de las escuelas

como organizaciones de contexto social.

4. Los estudiantes investigarán las definiciones de los siguientes términos:

Educación, cultura y sociedad y los añadirán a las tarjetas índice.

-Educación: puede definirse como el proceso de socialización de los individuos.

Al educarse, una persona asimila y aprende conocimientos. La educación

también implica una concienciación cultural y conductual, donde las nuevas

generaciones adquieren los modos de ser de generaciones anteriores.

-La palabra educación viene de la palabra latina educarse que significa guiar,

conducir o de educare que significa formar o instruir, y puede también definirse

como: todos aquellos procesos que son bi-direccionales mediante los cuales se

pueden transmitir conocimientos, costumbres, valores y formas de actuar.

-Cultura: Desarrollo de la capacidad intelectual producido por el conjunto de

artes, filosofía, ciencias y técnicas creadas. Conocimientos, grado de civilización

de un pueblo. Elemento compositivo de algunas palabras con el significado de

cultivo, crianza. la cultura son las representaciones simbólicas, que nacen de las

interpretaciones del mundo.


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-La cultura es una capacidad humana distinta para adaptarse a las

circunstancias y transmitir este conjunto de instrumentos y conocimientos

aprendidos a la generación siguiente.

- La cultura es el modo de vida desarrollado por un grupo humano y transmitido

de generación en generación.

-Sociedad: Sociedad es un término que describe a un grupo de individuos

marcados por una cultura en común, un cierto folclore y criterios compartidos

que condicionan sus costumbres y estilo de vida y que se relacionan entre sí en

el marco de una comunidad. Aunque las sociedades más desarrolladas son las

humanas (de cuyo estudio se encargan las ciencias sociales como la sociología

y la antropología),

Como había dicho antes en el taller uno que esta clase la implementaría

con los estudiantes de Early Childhood enseñándoles que los ideales y

opiniones son siempre respetables y no significa que tienes que ser aceptadas.

Y que todo en la vida pasa, vienen cosas nuevas hablando en el ámbito escolar

o sea tener mentes abiertas para los cambios.

http://definicion.de/ciencia/

http://definicion.de/sociologia/

http://es.wikipedia.org/wiki/Antropolog%C3%ADa


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Bibliografía

[1] DICCIONARIO ILUSTRADO DEL CONOCIMIENTO NORMA, 6, Voz

"Sociedad", Pág. 2133. Cf. LAROUSE, Diccionario de la lengua española,

Voz "Sociedad".

[1] "Sociedad." Enciclopedia Educational Sociology Encarta 2001. © 1999-

2009Microsoft Corporation. Reservados todos los derechos

Diccionario Enciclopédico Universal.


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Ramona Casado

Workshop three

Exercise (1, 2, 3)

EDUC 305


October 21, 2012


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1. Using the URLs provided in this workshop or any other sources, students will

prepare index cards with the definitions of the following words:

a. Social change

b. Social classes

c. Social mobility

a. Social change: in sociology, the alteration of mechanisms within the social

structure, characterized by changes in cultural symbols, rules of behavior, social

organizations, or value systems.

Throughout the historical development of their discipline, sociologists have

borrowed models of social change from other academic fields. In the late 19th

century, when evolution became the predominant model for understanding

biological change, ideas of social change took on an evolutionary cast, and,

though other models have refined modern notions of social change, evolution

persists as an underlying principle.

b. Social classes: A social class is a group of people of similar status, commonly

sharing comparable levels of power and wealth. In sociology, social classes

describe one form of social stratification. When a society is organized by social

classes, as opposed to by castes, it is theoretically possible for people to attain a

higher status than the status with which they started. This movement is possible

because social classes are not based on birth but on factors such as


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education and professional success. For example, someone born into a low-

income family can achieve a higher status through education, talent, and work, or

perhaps through social connections. A society organized according to social

classes, then, allows for some social mobility.

c. Social mobility: Social mobility is shifting from one social status to another,

commonly to a status that is either higher or lower. For example, a child of day

laborers who becomes a professor achieves upward social mobility. In sociology,

social mobility explains changes (or lack thereof) in social status. Societies

organized by social class, rather than caste, usually allow greater social mobility;

in such societies, one's ability to achieve a higher social status can depend on

factors such as social connections, wealth, effort, and education. In

meritocracies, social status depends on merit. Gender and race can limit upward

social mobility, and many sociologists believe social mobility depends more on

social structures — such as the opportunities offered to different groups of

people — rather than individual efforts.


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Ramona Casado

Workshop three

Essay

The School Role in the Society: Perspective based on Parents and Teachers

EDUC 305


October 20, 2012


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The School Role in the Society: Perspective based on Parents and Teachers

People do not realize how important the role of the school in our society is.

The school plays a role in every decision that we as society take. Parent should

be involved in the role of the school to secure a brilliant future for the student.

This responsibility may be held by the teacher, too. They are one of the pieces

that represent the school.

In accordance with some educationists such as Dewey, who said “the

school is the society itself. Student should live in harmony with others; imbibe the

qualities of cooperation, tolerance, love, friendship and sympathy.” I think this

ideology is still part of today school’s role. For example, the teacher always

repeats to his or her students “respect each others,” and reinforce in one of the

rule that “work cooperatively and respect each other. Treat others the way you

would like to be treated.” Henderson and Berla, 1994, p. 162-177

Parent must be involved in the school to achieve a better future for the

students not only in the school environment but also throughout life. In addition,

the school system has available many programs such as training, technical

programs and recognition for parents and community in order to support families

in making choices that will promote a high quality education implying to the

students. It is very important that the parent and teacher work together with the

children. How, parent must contact students’ teacher early in the school year and

maintain communication throughout the school year.


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The parent needs to be aware of all the rights that school provides to the

students. The Florida Department of Education recognizes the roles that school

and families play throughout a student’s educational occupation.

Teachers play a very important role in the school because they are the

role model of the students in the same way they are the mirror of the children.

The first quality the educators need to have is to practice this profession for

dedication and not just for the money. It means, if the educators are not happy

with the career they are not going to enjoy their job even if they make all the

money in the world.

Literally talking the school is the second house for the students. It signifies

that the students sometimes spend more time with the teachers than their

parents. Educators should to know that the roles of teachers are that of a

facilitator. According with the Florida Department of Education teachers may

know the “Educational Standards” which it helps educators to provide a better

standard knowledge for the students in order they can be successful in their

learning.

Those who care for children outside of school have enormous influence on

the success or failure of school-based initiatives. Involving parents in the

education of the student in the school-to-work movement has never been clearer

or more urgent. The parents represent for the student a built-in reflection of the

outside world, what work means, and what work can mean. No one else offers

the same possible contribution.


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I believe that all educators have an ideology since they conduct their

activities against the background of a view of the world in general and of

education in particular. Teachers contribute an enormous help and support to the

society. They are preparing the future professional and talent special needs. For

this reason they have to be passion in their career.

I would like to finish by mentioning this quote by Jakes Barzun, “teaching

is not a lost art but the regard for it, is a lost tradition.” This is my favorite quote

that inspired me by John Lennon, “when I was five years old, my mother always

told me that happiness was the key to life. When I went to school, they asked me

what I wanted to be when I grew up. I wrote down “happy.” They told me I did not

understand the assignments, and I told them they did not understand life”.


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Bibliography

Flynn, Michael. “School Organization”. (1994), teaching language, teaching

Culture. “American Language” 3-27-195

Johnson, A. (1999) The Performance of Philosophical Handbook. Portsmouth,

N.H. Sociological Education.

Henderson, Anne T. and Berla, Nancy. The Family is Critical to Student

Achievement. Washington, DC: National Committee for Citizens in

Education, 1994.


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Ramona Casado

The Role of School in the Society

Round Table

EDUC 305

October 20, 2012



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The Role of School in the Society

School organization” refers to how schools arrange the resources of time,

space, and personnel for maximum effect on student learning. The school's

organizational plan addresses those issues that affect the school as a whole,

such as the master schedule, the location of staff in different rooms, and the

assignment of aides to teachers or teams. School is organized is a matter for the

staff to determine, and a school's organization should reflect the staff's

commitment to the success of all students. Every aspect of the instructional

program will convey the values and goals of the staff toward students and their

learning.

The School works in US by giving the Rights to the citizen, in this case to

the students and parents. One of the acts the school follow up and parents may

know is “No Child Left Behind”, Act of 2001 is a promise to raise standards for all

children and to help all children meet those standards. In support of this goal,

President George W. Bush was committed to promote the very best teaching

programs. I would like to share the quote by President George W. Bush “If you

expect your child to be well-educated, you have the responsibility of making sure

your child gets educated, starting at home, with some basic fundamentals”.

Flynn 1994, p. 27

School’s organizational structures can go a long way toward promoting

student learning. At all instructional levels, the school's organizational pattern can


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materially affect the manner in which students and teachers interact. All of these

school wide structures should be designed to maximize teacher and student

flexibility, encourages in-depth teaching and learning, and integrates as many

different resources as possible.

The Components of School Organization is about school staffs inherit a

preexisting organizational structure. For many educators, certain aspects of the

school's organization—such as the number of classes in the master schedule in

a high school or the houses in a middle school—are part of the school's very

identity. This reality can make altering the school's organization slow and difficult.

Still, educators should consider the following aspects of the school to determine

which ones, if any, should be changed.

At the elementary-school level, units are usually instructional teams or

grade-level groups, in which teachers work with students from classes other than

their own homerooms. For example, three 4th grade teachers might choose to

work together to teach all 100 children in the grade. Many middle schools have

houses in place, which might be led for instance by four teachers, each

representing core curricular areas, and working together with a group of 100–125

students. (When these are multi-age groups and students remain with the same

teachers over several years, teachers and students grow to know one another

particularly well.) Many high schools establish schools-within-a-school to create


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smaller and more personal learning communities. Some of these are grade-

based, whereas others are organized around an instructional focus, such as

technology or the arts.

Teachers are often considered the backbone of schools; without them

there would be no school. Thus, understanding teachers’ role is key to

understanding the educational system. Discussions of organizations often

include information about the roles people occupy within them. One aspect of

roles that distinguishes organizations is the type of workers they employ.

Professionals have a high compensation compared to nonprofessionals.

This designation is not without controversy, and it is often at the foundation of

many labor disputes. Whether teachers qualify as professional is one of these

debates. Theorist evaluates each criterion of professionalization the teachers

generally fall into a category called “semiprofessionals.”

Sociologists have also been careful to distinguish professionalization from

professionalism. The former refers to the degree to which occupations exhibit the

structural or sociological attributes, characteristics and criteria identified with the

professional model. The latter refers to the attitudinal or psychological attributes

of those who are considered to be, or aspire to be considered as, professionals.

From the latter perspective, a professional is some one who is not an amateur,

but is committed to a career and to public service.

Although professionalism is often considered part of the

professionalization process, sociologist do not considered a reliable indicator of


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the professional model. Members of established professions do not necessarily

exhibit a higher degree of the attitudes associated with professionalism than do

those in less professionalized occupations. For example, those with a strong

service orientation who place more importance on helping others and

contributing to society and less importance on material rewards such as income

and status are less likely to be found in some of the traditional professions, such

as law, and more likely to be found in occupations such as nursing and teaching

that traditionally have not been categorized as full profession. Flynn 1994, p.58

The primary point is that much of the educational discussion and literature

on teaching as a profession has over looked some of the most basis

characteristic that sociologists have used to distinguish professions from other

kinds of occupations. This empirically ground the subject by presenting a range

of representative data from the best or sources available. There are some

characteristic of professional model and used them to assess the

professionalization of teaching. The followings are: credential and licensing

requirements for entry, induction and mentoring programs for entrants,

specialization, compensation levels. These are not the only characteristic used to

define professions.

Observing the importance of credentials to professions, not surprisingly,

upgrading the licensing requirements for new teachers has been an important

issued in school reform. But it has also been a source of contention. On one side

are those who argue that entry into teaching should be more highly restricted, as


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in traditional professions. This viewpoint, efforts to upgrade certification

requirements for new teachers will help upgrade the quality and qualifications of

teachers and teaching.

Professionals are considered experts in whom substantial authority is

vested and professions are marked by a large degree of self governance. The

rationale behind professional authority is to place substantial levels of control into

the hands of the experts those who are closest to and most knowledgeable of the

work. Professions, for example, exert substantial control over the curriculum,

admissions and accreditation of professional training schools.

Many parents are seeking a greater involvement. There are also being

urged to do so. The levels of involvement are fluid depending of desire, time

available, confident and capacity. School should embrace parental involvement

and work with the benefits this brings. Any parents who have a child in a school

have some level of participation whether it is talking with teachers, getting report,

or attending functions.

Parent association grew by leaps and bounds. Few communities even the

students began to be listening to with more appreciation and respect. The

notions of a community school began to capture the imaginations and loyalty of

those members of the professionals and the public who were genuinely devoted

to improving the school.

In the early years in school parents are the children’s’ first teachers

exploring nature, reading together, cooking together, and counting together.


38

When a young child begins formal school the parents’ job is to show he or she

how school extend the learning you began together at home, and exciting and

meaningful this learning can be.

As preschoolers grow into school age kids, parents become the children’s

learning coaches. Through guidance and remainders parents help the children

organized the time and support their desires to learn new teams in and out of

school.

Parents should be included in all phases of the design and implementation

of a school-to-work transition system. Developing school-to-work systems

demands creating new partnerships, including business, higher education, social

service agencies, community-based organizations—and parents. The evidence

that active involvement of a parent in the education of a child results in

increased levels of achievement and improved prospects for success is now

established beyond dispute.

In the past, some denied this belief because of a lack of evidence, while

others blindly accepted it on faith as a common sense connection to the way

human beings grow and prosper. The substantial documentation and research

evidence is continuing to accumulate and shows benefits to students, school

personnel, and parents themselves. Henderson and Berla, 1994, p. 130-145

The role of parents to the student in school is to be a monitor, mentor, and

advocate—a source of encouragement and support. Each of these and other

roles played by the parent requires information. One important way to gain


39

information is to ask questions. As simple as that sounds, it is often a daunting

step for parents. Parents must recognize that asking questions is appropriate and

reasonable. Since educators are often parents as well, they should understand

the caution, reserve, or fear that parents of students in school-to-work programs

might have about asking questions. While parents should feel free to ask

questions that would help them understand their child and the school operation,

some areas are natural beginning points.

Parents should feel free to ask to see their child's school records.

Although this access has been a law for over twenty years, many parents are not

aware of their right to ask, and some educators are not fully advised of the rights

parents have. Discussions with school personnel about material in the file can

reveal important information.

Whenever necessary, parents should ask for specialized material in school

records (such as test scores, specialized placement tests for special education,

and educational language used by psychologists and other specialists in writing

reports) to be explained.

The involvement of parents in the school-to-work process has a silent,

reinforcing influence on their child. Students who see parents becoming involved

with school personnel realize that school deserves time and attention. Although

some adolescents protest about having a parent show up at school, they often

acknowledge that they begin to think differently. Before becoming a source of


40

influence for a student, a parent who continually emphasizes the importance of

school and “a good education” may have to set an example, such as

regularly communicating with teachers. The parent's role in relation to the

teacher should include a readiness to follow through on school-related home

assignments. Increasing documentation indicates that parental commitment to

this broad area of “at-home” help is of considerable importance. Henderson and

Berla, 1994, p. 193-204

Parents and teachers themselves also benefit from this cooperation. Once

a parent is involved, a valuable dynamic is set in motion: teachers have higher

expectations of students whose parents are involved and have improved

opinions of the parents. And in return, parents generally become more satisfied

with the school system. The bond between adults who can positively influence a

student's outlook, motivation, and performance improves.


41

Bibliography

Flynn, Michael. “School Organization”. (1994), teaching language, teaching

culture. “American Language” 3-27-195

Johnson, A. (1999) The Performance of Philosophical Handbook. Portsmouth,

N.H. Sociological Education.

Henderson, Anne T. and Berla, Nancy. The Family is Critical to Student

Achievement. Washington, DC: National Committee for Citizens in

Education, 1994.


42

Ramona Casado

Taller cuatro

Ejercicio (7 catálogo)

Actividad 4 en power point)

EDUC 305

Octubre 27 del 2012

Profesora María Sevillano


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Índices

Pagina de presentación 1

Tabla de contenidos 2

Introducción 3

Agencia para Personas con Discapacidades) 4

Departamento de Niños y Familias) 5

Departamento de Educación 6

Departamento de Educación 7

Head Start/Early Head Start 8

Sistema de diagnósticos y recursos

Educacionales de la Florida 9

Sitios de Internet 10

Reacción critica 11


44

Este catálogo gubernamental es desarrollado para prestarles un servicio a

aquellas familias que lo estén solicitando. Muchas de estas familias no tienen la

minima idea hacia donde deben dirigirse para poder obtener informaciones

acerca de sus hijos. Estas informaciones gubernamentales están en diferentes

idiomas. También le facilita descripciones de muchos programas no solamente

estatales sino también federales. Estas informaciones pueden ser asesadas a

través del Internet.


45

Agency for Persons with Disabilities (APD) (Agencia para Personas con

Discapacidades)

La Agency for Persons with Disabilities ayuda a aquéllos con

discapacidades del desarrollo y a sus familiares o tutores. Discapacidad del

desarrollo es un término de significado amplio que se refiere a diversas

circunstancias que interfieren en la capacidad de la persona de funcionar en las

actividades cotidianas. En las discapacidades del desarrollo figuran la espina

bífida, el autismo, la parálisis cerebral, el síndrome de Down, el síndrome de

Prader-Willi y el retraso mental. Además, la APD atiende a aquellos niños de 4 y

5 años de edad que corren mucho riesgo de que se les presente una

discapacidad del desarrollo. http://apd.myflorida.com

http://apd.myflorida.com/


46

Department of Children and Families (DCF) (Departamento de Niños y Familias)

Oficina del Programa de Servicios de Cuidado de Niños

Esta oficina es la responsable de administrar las licencias de cuidado de

niños y de la capacitación sobre ello a nivel estatal. El programa garantiza que a

los niños los cuiden bien empleados formados y capacitados para cuidar niños

en un ambiente seguro, saludable, positivo y educacional. En estos momentos,

el programa regula los centros autorizados de cuidados de niños, hogares

autorizados de cuidados diurnos de familiares y hogares autorizados de

cuidados de niños de familias grandes. Además, la oficina del Programa de

Servicios de Cuidados de Niños administra la regulación de los hogares de

cuidados diurnos de familiares que no tienen la obligación de conseguir licencia.

Sitio de internet: http://www.dcf.state.fl.us

http://www.dcf.state.fl.us/


47

Departamento de Educación (“DOE” en inglés)

División de Servicios de Invidentes (Ciegos), Bebés Invidentes (Ciegos) y

Programa de Niños y Familias

– Programa de Niños Invidentes (Ciegos)

El Programa de Bebés Invidentes promueve el desarrollo oportuno de las

aptitudes para la vida y hace énfasis en el desarrollo y uso de las aptitudes

visuales funcionales o en el empleo de los demás sentidos para minimizar los

retrasos del desarrollo. El programa se ideó para ayudar a los niños con

discapacidades visuales a avanzar a través de las etapas normales del

desarrollo. Los servicios de intervención temprana ofrecidos mediante el

Programa de Bebés Invidentes los prestan instituciones comunitarias de

rehabilitación sin ánimo de lucro, siempre que es posible, por conducto de

contratos cuyos fondos provienen del Subsidio para Bebés Invidentes.

http://www.fldoe.org

http://www.fldoe.org/

http://www.nuevosecos.com/wordpress/wp-content/uploads/2010/07/fcat-300x177.jpg�


48

Departamento de Educación (“DOE” en inglés

División de Servicios de Invidentes (Ciegos), Bebés Invidentes (Ciegos) y

Programa de Niños y Familias

Programa de Prekindergarten para Niños con Discapacidades

Se trata de instrucción especial y servicios conexos para niños de

prekindergarten, de 3 a 5 años de edad, con discapacidades, lo que es parte del

programa de educación de estudiantes excepcionales, y se ofrece mediante los

distritos escolares locales de la Florida. Una vez que se establece que el niño

reúne los requisitos necesarios, hay que elaborar y poner en práctica el IEP.

Si el niño hace la transición a partir de Early Steps, el IEP tiene que

redactarse y ponerse en práctica cuando el niño cumple los 3 años de edad.

http://www.fldoe.org



49

Head Start/Early Head Start

Head Start es un grupo de programas de desarrollo de niños, cuyos

fondos los dota el gobierno federal, que van de recién nacidos a aquéllos que

tienen la edad obligatoria de asisitr a la escuela. Early Head Start atiende a las

embarazadas y a los niños que van de recién nacidos a aquéllos que tienen 3

años de edad; Head Start atiende a niños de 3 a 5 años de edad; y Migrant and

Seasonal Head Start atiende a niños desde seis semanas de nacidos hasta

aquéllos que están en edad escolar. http://www.floridaheadstart.org

http://www.floridaheadstart.org/


50

Florida Diagnostic and Learning Resources System (Sistema de diagnósticos y

recursos educacionales de la Florida) (“FLDRS” en inglés)

Los 19 centros de FDLRS de todo el Estado les ofrecen exámenes de

diagnóstico gratuitos a aquellos niños cuyo desarrollo tal vez no se mantenga a

la par con el de los demás niños de su edad en cuanto a caminar, hablar, oír,

ver, comprender o comportarse. FDLRS podría ayudar a hacer evaluaciones de

niños que se acercan a los 3 años de edad, dejan Early Steps y que podrían

ingresar en programas de sistemas escolares para niños con discapacidades.

http://www.fdlrs.com

http://www.fdlrs.com/


51

Sitios de Internet

Agencia de Personas con Discapacidades: http://apd.myflorida.com

Ley de Americanos con Discapacidades:

http://www.usdoj.gov/crt/ada/adahom1.html

Oficina de Educación de Estudiantes Excepcionales y Servicios Estudiantiles:

http://www.fldoe.org/ese

CARD Centros de Autismo y Discapacidades Afines: http://florida-card.org

Family Network on Disabilities of Florida, Inc.: http://www.fndfl.org

Departamento de Educación de la Florida: http://www.fldoe.org

http://apd.myflorida.com/

http://www.usdoj.gov/crt/ada/adahom1.html

http://www.floridafldoe.org/ese

http://florida-card.org/

http://www.fndfl.org/



52

Reacción critica

En el ámbito escolar es de mucha ventaja para las maestras ofrecer estos

tipos de informaciones a los padres, porque de esta manera mantienen a los

padres envueltos con la educación de sus hijos. Para la escuela es prioridad

brindarles a los padres una amplia variedad de opciones para que puedan tomar

mejores decisiones. Concerniente a la política es beneficioso porque los

políticos ganan más votos.


53

Ramona Casado

Workshop five

Proposals Poster

EDUC 305


November 3, 2012


54

2. Students will choose one of the proposals posted in the URL category

“Proposals for school reform,” prepare visual aids (e.g. posters, graphic

organizers, data charts, etc.) to be used in their proposals in the midst of a hot

political campaign between Democrats and Republicans. (Spanish & English).

Please do not forget!

Por favor no se olviden!


55

Learning journal one

What happened? How do I feel about it? And what did I learn? In this workshop one, I learned a lot new information about the class of

Sociological Foundation of Education. In this reflection the teacher explained to

the class various topics from the module. We also learned a brief introduction on

how to use the blackboard for this class.

I feel that I have a better understanding of the class now because during

the first class I was feeling frustrated. The teacher realized my frustration and

gave me some tips on how to approach the class. She suggested me to go back

to my house and not to look at the blackboard for a least for the rest of the day.

I followed her suggestion and believe me it worked for me. As you can see

now I am more fluent using the blackboard and all the resources. For this reason

I can say that this theme has been very helpful for my learning because

eventually I would apply the strategies to analyze and discuss different subject

regarding my future career as an educator in Early Childhood. Thank you so

much for your help and suggestion!


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What happened? How do I feel about it? And what did I learn?

Learning Journal 2

This week I am still learning a lot of information in regards the education

field. I use the dictionary, encyclopedia and the website to find definition for

specific words.

I feel I still have opportunity using blackboard for online studies. In the

beginning I was unable to submit my assignments. The professor Sevillano

informed I was sending them to the wrong location. So far I am continuing to

learn the online process but I have no doubt I will be successful.

I have learned that those definitions have something in common

which I will implement in the classroom with the students how they can interact

and respect each other regardless of culture, religions and race no matter from

where the students come. In this case my field is in Early Childhood.

I would like to finish by using the phrase of Benito Juárez: "El respeto al derecho

ajeno es La Paz," meaning "Respect for the rights of others is peace."


57


Learning journal 3

En esta semana tres, estoy todavía aprendiendo el proceso de usar el

Blackboard. Cometí errores en presentar las asignaciones, pero las pude

subministrar. Presenté una pregunta acerca del Método Científico. Le envié

también unas actividades como estilo collage (wordle).

Mientras las semanas van pasando creo que me sentiré mejor, por que

esta semana me siento más capacitada trabajando con el sistema. Cuando

suministré la pregunta acerca del Método Científico, me sentí que estoy

mejorando porque enseguida la profesora contestó.

Aprendí como había dicho antes en el Journal uno que esta clase la

implementaría con los estudiantes de Early Childhood enseñándoles que los

ideales y opiniones son siempre respetables y no significa que tienes que ser

aceptadas. Y que todo en la vida pasa, vienen cosas nuevas hablando en el

ámbito escolar o sea tener mentes abiertas para los cambios.


58

Learning Journal 4


In this workshop I am still learning a lot of information regarding this class,

Sociological foundation of Education. In this reflection the teacher explained to

me the difference between Scientific Method and experiment. I was confused but

now I understand it. Also she provided me some links in order to see the

difference. Thank you!

I feel that I have a better understanding of the class compare with the first

class. I am still confronting some problem with the blackboard. The problem is

most of the time where to submit the assignments. Soon I will learn it. It is a

process in order to learn. In addition, the age is not helping me. Uuuf mama mia!

I learned the definition of social change, classes and mobility. One of the

information that caught my attention is about when a society is organized by

social classes, as opposed to by castes; it is theoretically possible for people to

attain a higher status than the status with which they started. This movement is

possible because social classes are not based on birth but on factors such as

education and professional success. For example, someone born into a low-

income family can achieve a higher status through education, talent, and work, or

perhaps through social connections. A society organized according to social

classes, then, allows for some social mobility.


59


Learning journal 5

Durante el taller cuatro y cinco estoy todavía en el proceso de

aprendizaje, pero con más conocimiento comparado con el primer taller. La

maestra explicó con más detalle el uso del blackboard, como por ejemplo

escribió en el blackboard bibliografía y que en ese espacio quiere solamente las

bibliografías o referencias.

A este nivel en donde la clase esta casi concluyendo me siento con más

confianza usando el blackboard. He estado participando en el blackboard donde

he hecho pregunta en el espacio de la mesa redonda. La pregunta es sobre,

cual es el role que juegan los maestro en los estudiantes y padres. Este tópico

fue muy interesante para mí, he aprendido las estructuras de la escuela donde

se involucran los maestros, padres y demás empleados.

Aprendí, que la escuela es una comunidad y por esto se establecen

reglas que debemos respectar como parte también de la sociedad. Además en

estos dos últimos talleres aprendí el manejo de cómo hacer un catálogo. El

catálogo es sobre las Agencias Gubernamentales y tome informaciones muy

importantes que incluso me van ayudar en el futuro para cuando sea maestra

preescolar. Muchas gracias maestra por tener paciencia con nosotras.


60

Learning Journal 6

Now that you have finished your course write a short journal reflection on your

experience in this course.

Mi experiencia en esta clase fue algo diferente, pude aprender muchas

cosas nuevas y bastante difíciles. Una de ellas fue el manejo del blackboard ya

que no cuento con mucho conocimiento en sistema de computadora. También el

suministrar el portafolio por el Internet fue frustrante para mí y bastante diferente;

pero gracias a Dios lo pude hacer.

Durante el desarrollo de las clases puedo decir que fue constructiva y

positiva. El ambiente fue armonioso y de mucha contribución de la maestra y

nosotros los estudiantes. Pude aprender mejor de cómo trabajar en equipo y que

las opiniones son respetada.

Gracias maestra por su colaboración y paciencia para con nosotros. Que

Dios la siga bendiciendo.


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Assessment

Now that you have finished your course write a short journal reflection on your

experience in this course. Please answer the following questions.

1. What I did in this course? (write a short paragraph on what you did in this

course)

I learned a little bit about how to use the blackboard. I discussed themes

with my class. One the topic that brought my attention it was when we were

discussing the Scientific Methods. I was very confused but the teacher

clarified me and provides me hyperlinks in order to see the difference.

2. What I enjoyed? (write a short paragraph on what you liked most about

this course).

I have enjoyed the communication method through the blackboard

although at the beginning it was very stressful for me. I would have love to

learn it when I was my twenties.

3. What I found difficult? (write a short paragraph on what you found hard to

do in this course.)

The blackboard was very difficult for me. I was so stressed out that I was

going to pull my hair out. Even though I was going through all that pain I have

learned the concept of the blackboard.


62

4. What really worked? (write a short paragraph on what worked).

I learned a lot of definitions, ideologies, and the role of the school of

organization. The meaning of the round table that now I realize that this is for

discussion between teacher and class.

5. Write about your strength and weakness in the course. (Write a short

paragraph about your strength and weakness).

I felt more strength in the documentation, information, definition and

the function of the philosopher in the school. Also, I learn and felt very

strong with the structure of the school role in our society. My Weakness is

still the blackboard issues.

6. What are your recommendations, if any? Improvement needed?

I don’t have any recommendation at this point, everything was very clear

to me. I would say to improve the blackboard to be more friendly use. Right

now is too confusing for the students. I didn’t know where to summit the

essay, the summary and all other assignments. For example explain to the

student were each documents are support to be submitted by written before

the class start, that way the student would know where to submit each

assignment.


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7. Your final thoughts...

I would like to finish with this thought by John Lennon. “When I was five

years old, my mother always told me that happiness was that key to life. When I

went to school, they asked me what I wanted to be when I grew up. I wrote down

“happy”. They told me I didn’t understand the assignment, and I told them they

didn’t understand life.


64


65

Conclusion

In my opinion portfolio is clearly a powerful vehicle for achieving many of

the assignments, researcher’s educational outcomes that I need to have for my

reviews. Regardless to this class of education, I am feeling capable to give any

clear information. If I do not remember some information about my field, I just

have to access to my portfolio’s storage and refresh my mind.


66

Bibliography

Egan, R., & Steen, S. (2000). Student Portfolios: Opportunities in Assessment.

American of Performances Assessment 109, 1280-1368.

McClure, G. (2006, October 31). “A simple Approach to Portfolio Design: Max.

Robert Tucker. Retrieved July 9, 2009, from http://www.portfolio.net

http://www.portfolio.net/

Documents

EDUC305 PORTOFILIO