Cultural influence and learning to teach: Beginning teachers' perceptions of teacher preparation programs and school support systems

Beginning teachers in the field of English Language Arts and Reading are responsible for providing literacy instruction to students. Teachers need a broad background in teaching reading, writing, listening, speaking, and viewing, as well as critical thinking. In secondary schools in particular, beginning English Language Arts and Reading teachers are also faced with the challenge of preparing students to be proficient enough readers and writers to meet required State standards. Beginning teachers must navigate compelling challenges that exist during the first years of teaching. The school support systems available to new teachers are an integral part of their educational development. ^ This qualitative study was conceptualized as an in-depth examination of the experiences and perceptions of eight beginning teachers. They represented different racial/ethnic groups, attended different teacher preparation programs, and taught in different school cultures. The data were collected through formal and informal interviews and classroom observations. A qualitative system of data analysis was used to examine the patterns relating to the interrelationship between teacher preparation programs and school support systems. ^ The experiences of the beginning teachers in this study indicated that teacher education programs should provide preservice teachers with a critical knowledge base for teaching literature, language, and composition. A liberal arts background in English, followed by an extensive program focusing on pedagogy, seems to provide a thorough level of curriculum and instructional practices needed for teaching in 21st century classrooms. The data further suggested that a school support system should pair beginning teachers with mentor teachers and provide a caring, professional environment that seeks to nurture the teacher as she/he develops during the first years of teaching. ^

Postcards of the Wiener Werkstätte Selections from the Leonard A. Lauder Collection

Postcards of the Wiener Werkstätte: Selections from the Leonard A. Lauder Collection With additional works from the collection of The Wolfsonian--Florida International University, Miami Beach, Florida The exhibition is organized by the Neue Galerie New York and curated by Christian Witt-Dörring and Janis Staggs. Exhibition on view at The Wolfsonian--FIU November 15, 2012--March 31, 2013 The Wolfsonian's presentation was curated by Silvia Barisione and designed by Richard Miltner.

The effects on students' self-efficacy beliefs regarding their comprehension of American literature when aesthetic reading and reader response strategy are implemented

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. ^ During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students' self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students' self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students' self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group's adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.^

Students and Universities: Leading the Future of Development- Lecture by Rajiv Shah, USAID

Lecture held at School of International and Public Affairs Ballroom by college of Arts and Sciences and co-sponsored by Division of Research. Since being sworn in in 2007,Shah had managed US Government's response to 2010 Port-Au-Prince earthquake, co-chaired State Department's first review of American diplomacy, and spearheads Obama's Landmark "Feed the Future" food security initiative. Part of Ruth K. and Shepard Broad Distinguished Lecture Series

Florida International University Spring April 27,2010 Commencement Ceremony Session 5

Florida International University Commencement Ceremony April 27,2010 at US Century Bank Arena ( Session 5) Colleges graduated: College of Arts and Sciences College of Architecture and the Arts

Florida International University Spring April 27,2010 Commencement Ceremony Session 6

Florida International University Commencement Ceremony Spring 2010 at US Century Bank Arena ( Session 6) Colleges graduated: College of Architecture and the Arts College of Arts and Sciences

Florida International University Spring May 3,2011 Commencement Ceremony Session 2

Florida International University Commencement Ceremony May 3,2011 at US Century Bank Arena ( Session 2) Colleges graduated: College of Architecture and The Arts College of Arts and Sciences (SIPA* only)

Florida International University Spring April 30,2012 Commencement Ceremony Session 3

Florida International University Commencement Ceremony April 30,2012 at US Century Bank Arena ( Session 3) Colleges graduated: College of Arts and Sciences College of Architecture and the Arts

Florida International University Fall December 14,2010 Commencement Ceremony Session 5

Florida International University Commencement Ceremony December 14,2010 at US Century Bank Arena ( Session 5) Colleges graduated: College of Architecture and the Arts College of Arts and Sciences (School of International and Public Affairs)

The Exiled Intellectual and the American University

Dr Leon Botstein, Professor at Bard College, gives a lecture on the subject of the tradition of learning institutions providing exile to intellectuals from countries in crisis. Lecture held at the Graham Center, Modesto Maidique Campus, Florida International University on February 25, 2013.

Exiles, the Humanities, and Globalization

Panel discussion on the subject of exile literature and a society defined by globalization. Panelists include: Chenjerai Hove- Zimbabwean poet Dr. Martin Tucker- Professor Emeritus at Long Island University and leading scholar in Exile Studies Dr Asher Milbauer- Founder of FIU Exiles Studies Program Dr Nandini Dhar- professor at FIU's English Department Event held at the Green Library, Modesto Maidique Campus, Florida International University on October 30, 2013

The Cloud-Moving Wind- Exiles, Wanderers and Ordinary Fugitives

Ana Menendez, world renowned author and FIU alum, discusses her experience exiling from Cuba. Lecture held at Graham Center, Maidique Campus, Florida International University at March 3, 2014.

Dark Teens and Dangerous Nature- Neopagan Narratives of Cultural Marginalization

Sarah M. Pike, Professor of Comparative Religion and Director of the Humanities Center at California State University, Chico, presents a lecture on the subject of projections of both evil and witchcraft on young adults. Lecture held at the Green Library, Modesto Maidique Campus, Florida International University on September 30, 2014.