The ways of modernization of education through digital technologies are discussed. An example of using MOODL technology is given.
в статье рассматриваются меры государственной поддержки малому и среднему предпринимательству в муниципальном образовании г. Псков, а также цель и задачи этой поддержки на примере муниципальной программы. Выбранная тема актуальна, поскольку поддержка и развитие малого и среднего бизнеса уменьшает отток рабочей силы и способствует экономическому развитию региона. Цель статьи – раскрыть виды государственной поддержки с указанием ответственных исполнителей. Авторами раскрываются значимость развития малого и среднего предпринимательства.
ФОРМИРОВАНИЕ У ДОШКОЛЬНИКОВ КУЛЬТУРЫ БЕЗОПАСНОГО ПОВЕДЕНИЯ НА ДОРОГЕ ПОСРЕДСТВОМ ВОЛОНТЕРСКОГО ДВИЖЕНИЯ Аннотация: в статье рассматривается важность и необходимость формирования у дошкольников устойчивых навыков безопасного поведения на доро
Teaching reading to children from minoritized communities in ways that are both effective and meaningful is demanding and complex work. It requires educators to integrate their knowledge of (a) the various skills involved in reading, (b) assisting children to learn to read, and (c) the everyday sociocultural practices and identities of young readers. Weaving firsthand experiences of the 2nd author, Dr. Patricia Edwards (or "Pat"), as a young Black girl in the Deep South in 1955 with moral philosophy and a review of extant research, we identify 3 principles for transforming opportunities for Black children to become successful readers. That is, we assert that teaching reading equitably (a) requires the exercise of teacher dispositional virtue; (b) requires support for teachers to make reasoned pedagogical judgments on behalf of Black and other minoritized children; and (c) provides teachers and their students alike with moral rewards that are inherent to the practice of equitable teaching. We offer actionable recommendations for teachers, school leaders, parents, and teacher educators.
в статье представлен анализ эволюции взглядов международных организаций на роль центрального депозитария в проведении расчётов по ценным бумагам, а также представлена характеристика системы «TARGET2-Securities». Системы расчётов по ценным бумагам возникли в ответ на потребность в расчётах по иммобилизованным и дематериализованным ценным бумагам. До недавнего времени было принято считать, что именно центральный депозитарий (как институт, ответственный за дематериализация и иммобилизацию ценных бумаг) должен осуществлять функцию расчётов по ценным бумагам. В действительности постторговая инфраструктура финансового рынка может быть организована таким образом, что за осуществление расчётов по ценным бумагам может отвечать организация, отличная от центрального депозитария.
This article explores advocacy practices that support teachers' integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved communities, the "learning loss" discourse increased accountability for narrowly defined academic outcomes as well as the expectations of student obedience and compliance. This article forefronts access to play and children's agency as an equity issue and offers early childhood educators strategies for advocacy and activism to infuse play and playful learning in their educational contexts.
Black males continue to be underrepresented in the fields of Science, Technology, Engineering, and Mathematics. Some of the barriers to representation are due to lack of exposure, academic expectations, lack of belief in one’s ability, and opportunity gaps. The purpose of this article is to discuss how homeplace (Black joy, authenticity, and freedom dreaming) can be cultivated by educators and practitioners in both K-12 and higher education. We also make recommendations for policy, practice, and research.
Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching practices can help reclaim and reconstruct Black students’ sense of well-being in the classroom and their sense of Black Joy. Furthermore, this conceptual piece argues how creating a homeplace can affirm joy and liberation for Black students. This article provides an overview of prominent scholars who have expanded culturally relevant pedagogy, which acknowledges the importance of culturally responsive teaching practices in the classroom. This concept also argues that implementing culturally responsive teaching practices (i.e. instructional practices, curriculum development, teacher-student relationships, classroom climate, etc.) promotes agency, resistance, and liberation for Black students. This article concludes with the discourse on how culturally responsive teaching practices could cultivate Black Joy by disrupting traditional instructional practices and employing practices that foster radical pedagogies to help combat racism and anti-Blackness.
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize the affirmative possibilities of homeplace, we argue that more attention is needed toward practitioner preparation programs as training sites for building out education as a location for Black Joy. We discuss the current context of preservice teacher and counselor education training and provide tenets of Black Joy and homeplace that can serve as guideposts for more complete critical accounts of antiracism.
Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle to locate homeplaces and spaces of joy in K-12 schooling contexts due to societal beliefs flowing from anti-blackness, (hetero)sexism, homophobia, transphobia, and classism. These discriminatory beliefs coupled with the lack of understanding many educational stakeholders have about the (dis)connections between interlocking systems of oppression complicates their capacity to construct spaces of affirmation and inclusion for Black LGBTQ+ youth in K-12 schools. In this article, I draw on previous scholarship within Black LGBTQ+ communities in which I worked within a queer of color critique framework to explore how Black LGBTQ+ youth and their communities practice love, agency, and world-making. I reflect on this previous work and offer three practical invitations for education stakeholders committed to creating spaces of joy and homeplaces for Black LGBTQ+ youth in K-12 schooling spaces.
The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and education, we describe 3 recommendations for cultivating supportive spaces for Black girls to be magical. These recommendations can serve as an important starting point for future conversations and purposeful action.
Every school counselor must be fully prepared to build homeplace and Black Joy in K-12 education. For white school counselors, this requires an ongoing personal and professional commitment to cultural humility and racial identity development. Affinity groups can be an opportunity for white school counselors to develop cultural humility, racial identity, and prepare to thoughtfully engage in antiracist action with their larger school communities. In this article, we use our experience in facilitating and researching affinity groups for school counselors to provide recommendations for implementation.
bell hooks described homeplace as a space for love, belonging and connection that actively resists the dominant narratives within white supremacy. This article highlights how hip hop culture and Youth Participatory Action Research (YPAR) led by school counselors can be used as a homeplace in schools, a space where students can speak on their experiences with issues in schools in a way they value most. This article details 2 ways hip hop and YPAR were combined to develop homeplaces. The authors describe the experiences of the students in the hip hop and YPAR process.
Social-emotional interventions (SEL) are purported to be beneficial toward all students, yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes.
This article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we can reduce and one day remove STEM opportunity gaps. When this collection of practices is offered to students in holistic ways through in and out-of-school opportunities, studies have shown the positive impact that these teaching and learning approaches can have on Black students' experiences, engagement, and academic success outcomes throughout the K-12 pathway.
The opportunity gap, frequently labeled the achievement gap, is among the most long-standing issues impacting the field of education. The outcomes of this gap have lasting consequences for the educational, social, emotional, and behavioral development of Black students. In this manuscript, the opportunity gap and outcomes of the opportunity gap are defined by the authors. Additionally, articles within this special issue are contextualized within themes to eliminate the opportunity gap and build pathways for positive outcomes for Black students.
