If a Tree Falls in the Forest and There Is No One There to Hear It, Does It Still Make a Sound? The Elusive Nature of Classroom Diversity
This paper also presumes that, in order for student teacher supervision and feedback to be relevant and helpful, it must not only offer corrective advice, but must also hallmark successful practices and must do so in language that is clear, concise, precise, and sufficiently emotionally charged to generate an impact.
International Journal of Diversity in Organizations, Communities and Nations, Volume 3.
Article: Print (Spiral Bound), ISSN: 1447-9532,
Article: Electronic (PDF File; 152.283KB), ISSN: 1447-9583,
Joseph Ranallo, BA (Honors English), M.A. (English) R.Ac., was born in Italy and has been educated in Canada and the U.S. He has taught and served as administrator at the Elementary, Secondary and University levels. He has published two educational texts and a variety of poetry and prose fiction in Canada, the U.S., Italy, and China. He is a licensed, registered acupuncturist. Currently he is the Associate Coordinator of UBC’s West Kootenay Teacher Education Program. He has presented at educational conferences in Canada and in China.
Marlane King, B. Ed., M.Ed, Coordinator of UBC’s West Kootenay Teacher Education Program, has completed her course work for the Ed.D. in Educational Leadership. She has taught at the Elementary and University levels, specializing in Special Education, Language Arts, and Communications. In the public schools, she has taught both in regular classrooms and in specialized settings, including teaching the English component to the Russian bilingual program. She has co-published a text on Teaching Strategies and has been a frequent presenter at both East Cast, and West Cast. She has also presented at the Learning Conference 2002, Beijing, China.
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