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Multiculturalism compels educators to recognize the narrow boundaries that have shaped the way knowledge is shared in the classroom. It forces us all to recognize our complicity in accepting and perpetuating biases of any kind.
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Bell Hooks (Teaching to Transgress: Education as the Practice of Freedom)
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Student diversity in classrooms increases the need for diversity in teaching approaches.
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Kay M. Price (Planning Effective Instruction: Diversity Responsive Methods and Management)
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Seek diverse authors, not just diverse books.
If you want to truly decolonize your library seek more than a Black/Brown face on the cover of the book.
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Angela Shanté (The Noisy Classroom)
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Acknowledging that students learn on different timetables, and that they differ widely in their ability to think abstractly or understand complex ideas, is no different than acknowledging that students at any given age aren't all the same height. It is not a statement of worth but of reality.
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Carol Ann Tomlinson (How to Differentiate Instruction in Academically Diverse Classrooms)
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Rubbing shoulders and relating to each other in those classrooms and cafes, we had indulged our curiosities, about the coexistence of faiths, philosophies, and political options. Tolerance had also proven to us just how profitable diversity could be, not just financially but intellectually and emotionally, for those who could embrace it wholeheartedly.
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Cynthia F. Davidson (The Importance of Paris: Loves, Lies, & Resolutions)
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instructional conversation, the kind of talk that acts like a mental blender, mixing together new material with existing knowledge in a student’s schema. Using discussion protocols like World Café, Four on a Pencil, and Give One Get One help create variety in the ways students talk to each other in the classroom, offering a chance to both work collaboratively and have their individual voices heard.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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Can you see why Teresa DeBrito was so worried about Shepaug Valley? She is the principal of a middle school, teaching children at precisely the age when they begin to make the difficult transition to adolescence. They are awkward and self-conscious and anxious about seeming too smart. Getting them to engage, to move beyond simple question-and-answer sessions with their teacher, she said, can be “like pulling teeth.” She wanted lots of interesting and diverse voices in her classrooms, and the kind of excitement
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Malcolm Gladwell (David and Goliath: Underdogs, Misfits, and the Art of Battling Giants)
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Understand and influence students’ and teachers’ perceptions, tolerance, knowledge, and empathy about diverse populations to help increase students’ successful integration into American educational settings; Help teachers develop and implement tools and strategies in the classroom that encourage effective communication and understanding of and between members of diverse cultural backgrounds; Build and maintain collaborations between students, families, teachers, and other community members to assist diverse populations.
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Donald L. Anderson (Cases and Exercises in Organization Development & Change)
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According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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A more generous assessment of the learning styles movement is that, in attempting to address the inherent diversity of classrooms, it has broadened the range of pedagogical options available. As Jim Scrivener (2012: 106) argues, even if learning styles are simply unfounded hunches, ‘perhaps their main value is in offering us thought experiments along the lines of “what if this were true?” – making us think about the ideas and, in doing so, reflecting on our own default teaching styles and our own current understanding of learner differences and responses to them.
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Scott Thornbury (Big Questions in ELT)
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Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions.
Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.”
Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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Of course you know the answer. You Muslims are good at math because you need to know how to make bombs.” Reading this, and the rest of my son’s essay, tore my heart. Even at thirteen years old in a math classroom in one of the most diverse cities on earth, my son faced hostility simply because of the family into which he was born. So much of my life was spent working to combat Islamophobia and raise awareness about its impact on
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Linda Sarsour (We Are Not Here to Be Bystanders: A Memoir of Love and Resistance)
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The diversity discussion begins by asking questions about who’s missing from our communities, our classrooms, our boardrooms, and most importantly our churches. Next, we need to ask, where are they?
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Lamar Hardwick (Disability and the Church: A Vision for Diversity and Inclusion)
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The median SAT score of blacks and Hispanics in Berkeley’s liberal arts programs was 250 points lower (on a 1600-point scale) than that of whites and Asians. This test-score gap was hard to miss in the classroom. Renowned Berkeley philosophy professor John Searle, who judges affirmative action “a disaster,” recounted that “they admitted people who could barely read.
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Heather Mac Donald (The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture)
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This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers’ own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).
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Socorro G. Herrera (Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K–8)
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It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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This type of anxiety attack can also be a form of internalized oppression, whereby the student internalizes the negative social messages about his racial group, begins to believe them, and loses confidence. In the classroom, anxiety interferes with his academic performance by releasing the stress hormone cortisol, which in turns reduces the amount of working memory available to him to do complex cognitive work. It also inhibits the growth of the student’s intellective capacity.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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In transformative classrooms, diversity isn't just acknowledged; it's celebrated as a source of strength, enriching the educational experience for all.
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Asuni LadyZeal
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Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.
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Asuni LadyZeal
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Facilitating global collaboration initiatives exposes students to diverse perspectives and cultures, fostering empathy, cross-cultural understanding, and collaborative problem-solving skills essential for success in a globalized world.
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Asuni LadyZeal
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By embracing Gardner's Multiple Intelligences Theory, educators become architects of personalized learning experiences that honour the unique talents and abilities of every student. Through tailored instruction and diverse assessment methods, classrooms become vibrant ecosystems where each intelligence is valued and cultivated.
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Asuni LadyZeal
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Curriculum development is a journey carefully planned to guide students towards their learning goals, embracing diverse perspectives and insights along the way.
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Asuni LadyZeal
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In curriculum design, collaboration is key, as diverse stakeholders come together to set clear goals and create a framework that ensures meaningful and engaging learning experiences for all students.
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Asuni LadyZeal
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Steve Van Ert, a dedicated high school teacher, extends his passion beyond the classroom. This multifaceted individual not only imparts knowledge but also revels in diverse interests. From cooking up camping feasts to mastering the art of surfing and SUP boarding, Steve's pursuits include gardening, family card games, and cherishing moments with his kids and grandkids.
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stevevanert
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Being accused of microaggression can be a harrowing experience. Manhattan Institute Fellow Heather Mac Donald relates in City Journal how an incident got out of hand at the University of California, Los Angeles, in 2013. Professor Emeritus Val Rust taught a dissertation preparation seminar in which arguments often erupted among students, such as over which victim ideologies deserved precedence. In one such discussion, white feminists were criticized for making "testimonial-style" claims of oppression to which Chicana feminists felt they were not entitled. In another, arguments over the political implications of word capitalization got out of hand. In a paper he returned to a student, Rust had changed the capitalization of "indigenous" to lowercase as called for in the Chicago Manual Style. The student felt this showed disrespect for her point of view. During the heated discussion that followed, Professor Rust leaned over and touched an agitated student's arm in a manner, Rust claims, that was meant to reassure and calm him down. It ignited a firestorm instead. The student, Kenjus Watston, jerked his arm away from Rust as if highly offended. Later, he and other "students of color", accompanied by reporters and photographers from UCLA's campus newspaper, made a surprise visit to Rust's classroom and confronted him with a "collective statement of Resistance by Graduate Students of Color". Then the college administration got involved. Dean Marcelo Suarez-Orozco sent out an e-mail citing "a series of troubling racial climate incidents" on campus, "most recently associated with [Rust's class]".
Administrative justice was swift. Professor Rust was forced to teach the remainder of his class with three other professors, signaling that he was no longer trusted to teach "students of color". When Rust tried to smooth things over with another student who had criticized him for not apologizing to Watson, he reached out and touched him in a gesture of reconciliation. Again it backfired. That student filed criminal charges against Rust, who was suspended for the remainder of the academic year. As if to punctuate the students' victory and seal the professor's humiliation, UCLA appointed Watson as a "student researcher" to the committee investigating the incident. Watson turned the publicity from these events into a career, going on to codirect the Intergroup Dialogue Program at Occidental College in Los Angeles. As for the committee report, it recommended that UCLA create a new associate dean for equity and enhance the faculty's diversity training program.
It was a total victory for the few students who had acted like bullies and the humiliating end of a career for a highly respected professor. It happened because the university could not appear to be unsympathetic to students who were, in the administration's worldview, merely following the university's official policies of diversity and multiculturalism.
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Kim R. Holmes (The Closing of the Liberal Mind: How Groupthink and Intolerance Define the Left)
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In such an atmosphere discussion filled all of our time that was not spent over our books. The professors held open house at their homes for the students who attended their seminars, which were in themselves advanced classes for discussion; a topic would be announced and the talk would continue through a blue haze of tobacco smoke into the small hours––after which we would relax for supper and for music. These evenings provided almost our sole social diversion. We were not at the university to play but to learn, and after a lecture in the classroom we would form little groups, gathering on the grounds or hunting empty seminar rooms and arguing excitedly for hours. These gatherings had a name. They were called the Steh-Convent, which can be translated with approximate accuracy as the “standing convention,” and for them we always sought out acquaintances with whom we vigorously disagreed.
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Kathrine Kressmann Taylor (Day of No Return)
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This book would be a great addition to a classroom library, especially considering its emphases on timeless and critical topics like discrimination and prejudice. –examiner.com, National Book Examiner
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Sharon Lovejoy (Running Out of Night)
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educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter instruction?
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James Crawford (The Trouble with SIOP®: How a Behaviorist Framework, Flawed Research, and Clever Marketing Have Come to Define - and Diminish - Sheltered Instruction)
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Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding abstract science and math concepts. For older students, making combines disciplines in ways that enhance the learning process for diverse student populations and opens the doors to unforeseen career paths.
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Sylvia Libow Martinez (Invent To Learn: Making, Tinkering, and Engineering in the Classroom)
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The advantages of using account of the legal defense DUI professional
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DWI Lawyer
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This is not just a moral lapse; it is also an educational one. Rust’s “students of color” profoundly misinterpreted the dynamics of the classroom, seeing racial animus where none existed. Not only did the education school not correct the students’ misperceptions, it celebrated those students as heroes. The administration and complicit faculty have thus all but guaranteed that the protesters and their supporters will go through life lodging similar complaints against equally phantom racism and expecting a similarly laudatory response.
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Heather Mac Donald (The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture)
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The need for a fundamental sense of compassion has never been more visible than in our current higher educational context, where institutional resources and morale decline as the diversity and needs of our student population increase. To reverse what’s become decades’ worth of starvation budgets and an increasingly hostile political-cultural environment for higher education, we need to build a future radically different from our present. The work we do with and among our students— teaching and learning, creating and collaborating, building knowledge and burnishing confidence— is also the work of building that future. But that future can only come to pass if we involve as many students as possible in its creation. A future that’s shaped by processes that push significant numbers of students to the margins is one that will end up depressingly similar to our present. To militate against this outcome, we ought to begin dismantling the systems that marginalize our students. That’s a practice that starts in our own classrooms, in the routine choices we make every day about how we engage with our students and their stories— about what we say to them. An approach that embraces empathy and compassion as its default orientation is foundational to a pedagogy of radical hope.
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Kevin M. Gannon (Radical Hope: A Teaching Manifesto)
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Robert lee saunders teacher qld The role of the teacher
As we have seen so far, learning does not occur in the same way in everyone. Faced with this reality, the teacher has two options:
Robert saunders teacher australia Use the differences that are presented to you as a potential that brings diverse talents to the group and that benefits everyone, or Treat them only superficially, or ignore them, and miss out on the great opportunity that diversity offers.
It is necessary for the teacher to be able to create an atmosphere in the classroom that invites everyone to investigate, to learn, to build their learning, and not just to follow what he does or says.
Robert lee saunders teacher australia The role of the teacher is not only to provide information and control discipline, but to be a mediator between the student and the environment. Ceasing to be the protagonist of learning to become the guide or companion of the student.
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Robert lee saunders teacher qld
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It is not enough to possess a shallow commitment to liberalism and racial justice that embraces racial and economic diversity at the school level, for example, while accepting (even encouraging) resegregation at the classroom level.
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Amanda E Lewis
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Kids are resilient. They understand way (WAY) more than adults give them credit for, and they pick up on unspoken cues when things aren’t explicitly expressed to them.
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Angela Shanté (The Noisy Classroom)
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Learning is not confined to the walls of a classroom; it flourishes in the embrace of diverse experiences and perspectives.
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Pep Talk Radio
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All too often, white-led organizations treat racial diversity as a commodity that can be used to build the institution. They are fine with our slang as long as they can co-opt it to make themselves look cool, but when we bring our words and phrases with us into the classroom, boardroom, or pulpit, they start to question our fitness for leadership. They’re fine with our clothes and our hairstyles when they can post pictures of us on their websites and social media, but if we’re going to hold any position of power or influence, they want us to look more “professional.” They can post #BlackLivesMatter on their socials, but when someone files a formal complaint about racism in the organization, they suddenly don’t understand how racism works.
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Ally Henny (I Won't Shut Up: Finding Your Voice When the World Tries to Silence You (An Unvarnished Perspective on Racism That Calls Black Women to Find Their Voice))
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My approach to teaching diverse Learners in the classroom is to meet their needs in the least obvious way possible so that they don't stick out as 'different'.
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Susan A. Gingras Fitzell
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Systematically shifting instructional pedagogy in the classroom, and supporting the needs of diverse learners, is the hard part; but the part that matters most.
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Mike Daugherty (Modern EdTech Leadership: A practical guide to designing your team, serving your teachers, and adjusting your strategy for the 21st century.)
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Many theories have been advanced to explain racial gaps in performance, of which these are the most common: black and Hispanic schools do not get enough money, their classes are too big, students are segregated from whites, minorities do not have enough teachers of their own race. Each of these explanations has been thoroughly investigated. Urban schools, where non-whites are concentrated, often get more money than suburban white schools, so blacks and Hispanics are not short-changed in budget or class size. Teacher race has no detectable effect on learning (Asians, for example, outperform whites regardless of who teaches them), nor do whites in the classroom raise or lower the scores of students of other races.
Money is not the problem. From the early 1970s to the 2006-2007 school year per-pupil spending more than doubled in real terms. The Cato Institute calculates that when capital costs are included, the Los Angeles School District spends more than $25,000 per student per year, and the District of Columbia spends more than $28,000.
Neither district gets good results. Demographic change can become a vicious cycle: As more minorities and immigrants enter a school system average achievement falls. More money and effort is devoted to these groups, squeezing gifted programs, music and art, and advanced placement courses. The better-performing students leave, and standards fall further.
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Jared Taylor (White Identity: Racial Consciousness in the 21st Century)
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In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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I remember having a conversation with a teacher who could not figure out why her relationship with her African American students felt strained. She was especially troubled that several African American girls in her class had refused to participate in a mask-making activity in which the kids placed plaster strips across their face all the way up to their hairline. One girl spoke up and told the teacher that her mother would be upset with her if she got water or the grainy plaster in her hair. The teacher causally dismissed their concerns and insisted they do the activity along with everyone else. The teacher was unfamiliar with the significance of hair in African American culture—how it’s cared for, its connection to self-esteem and self-expression.
In turn, she missed an opportunity to affirm the students’ cultural needs by simply making scarves available in the classroom when doing activities with water, sand, or any other substance that might mess up their hair. Whether it’s being insensitive to Muslim students fasting during Ramadan by having a class party with food and drink or ignoring a low-income family’s ability to provide money for a field trip, these small actions chip away at trust and personal regard that are at the core of authentic relationships. This lack of care leads to mistrust, which, over time, can put students (and parents) on the defensive. This underlying mistrust is the reason some parents seem antagonistic. They become defensive and protective based on the perception that the teacher doesn’t care.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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When I talked about World War II, I only really knew about the Holocaust, Japanese internment, and the bombings of Hiroshima and Nagasaki, and was certain that they were all equally bad. I could interrogate someone else’s privilege like a Spanish Inquisitor, but wash my hands of my own like Pontius Pilate. I knew exactly which side of the classroom I belonged in when the teacher of my social justice class (yes, this is a thing) divided us into “privileged” vs. “underprivileged” categories in twelfth grade. And perhaps most revealingly, I’d never had to read George Orwell’s 1984. He’d been shelved to make room for a local writer’s story of a poor Indian boy by the time I showed up. I realize now how poisonously deliberate this last omission was. Because in retrospect, what I was really being taught, more than this junk diet of useless knowledge, was a classic instance of what Orwell himself famously described as doublethink. That is, the act of believing two mutually exclusive things at once. In my case, I was being taught to believe that, first, I was special, unique, important, and great beyond words; second, that I was completely equal to everyone, which is to say average and mediocre. I was taught that diversity is unity. That to regress is to progress. That bullying was Hitler. That George W. Bush was doubleHitler. That British colonizers of Canada were doubleplusHitler. That we have always been at war with Hitler, however defined.
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Lauren Southern (Barbarians: How The Baby Boomers, Immigration, and Islam Screwed my Generation)
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Classroom structures and processes need to tend to the emotional well-being of everyone rather than just on covering the day’s lesson plan.
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Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
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Dewey (1938) reminds us that if school isn't for today, it will often turn out to be for nothing.
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Carol Ann Tomlinson (How to Differentiate Instruction in Academically Diverse Classrooms)
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I question why politicians dictate policies for teachers, when most have never set foot in a classroom.
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Eileen N. Whelan Ariza (Not for ESOL Teachers: What Every Mainstream Teacher Needs To Know About The Linguistically, Culturally, And Ethnically Diverse Student)
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white privilege has so long shrouded us in the lie of its glory that we fail to see one of its most obvious limitations: that without exposure to the powerful cultural, linguistic, and historical differences that exist within diverse cultures, our students will be severely limited and underprepared global citizens in our richly diverse world.
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Jamila Lyiscott (Black Appetite. White Food.: Issues of Race, Voice, and Justice Within and Beyond the Classroom)
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It was an especially sad feeling because of the feeling in the room, the way it followed Oakland’s hopeful, light, fun presentation on race, whereas Sean’s presentation seemed to come off as judgmental of a system that was just doing its darndest, especially in a place like Oakland and in a place like this classroom for God’s sake can we have a moment to appreciate a little progress for once without having to complain about yet another discrepancy in the problematic way we keep doing things, was the feeling Sean felt in the room, why it felt so bad to be presenting after Oakland. But when Sean said I am Oakland at the end of his presentation, it felt more true than when he heard Oakland Lee say it. Sean felt good when he said it, about saying it, but Oakland Lee had made everyone laugh, and Sean had basically shit on white liberals celebrating diversity without really addressing the white supremacist, systemic problems that made diversity so necessary feeling as to be celebrated by white people who want so bad to be on the right side of history they forget they’re inevitably on the white side of history. So Sean ended up feeling really bad about the whole thing in the end.
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【V信83113305】:The University of Waterloo, located in Ontario, Canada, is renowned for its innovative academic programs and cutting-edge research. Established in 1957, it is particularly famous for its cooperative education (co-op) system, which integrates classroom learning with real-world work experience. Waterloo excels in fields like engineering, computer science, and mathematics, consistently ranking among the top universities globally. Its strong ties to industry leaders, such as Google and Shopify, provide students with unparalleled career opportunities. The university fosters a dynamic, entrepreneurial environment, encouraging students to develop startups through initiatives like Velocity, its flagship incubator. With a diverse, international student body and a commitment to sustainability, Waterloo continues to shape future leaders and innovators worldwide.,挂科办理UWaterloo滑铁卢大学毕业证文凭, University of WaterloodiplomaUniversity of Waterloo滑铁卢大学挂科处理解决方案, 加拿大大学文凭购买, 购买滑铁卢大学毕业证, 一比一原版滑铁卢大学毕业证-UWaterloo毕业证书-如何办理, 加拿大硕士毕业证, 加拿大毕业证办理, 1:1原版University of Waterloo滑铁卢大学毕业证+University of Waterloo成绩单
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【V信83113305】:Nova Scotia Agricultural College (NSAC), now part of Dalhousie University's Faculty of Agriculture, is a cornerstone of agricultural education and research in Canada. Established in 1905, NSAC has a rich history of fostering innovation in farming, environmental science, and agribusiness. Located in Truro, the college offers hands-on learning experiences, blending classroom theory with practical fieldwork. Its programs cover diverse areas like animal science, plant biology, and sustainable agriculture, preparing students for careers in a rapidly evolving industry. NSAC’s research initiatives address global challenges such as food security and climate change, collaborating with farmers and policymakers. With state-of-the-art facilities and a strong community focus, NSAC continues to shape the future of agriculture in Atlantic Canada and beyond.,学历证书!NSAC学历证书新斯科舍农学院学历证书NSAC假文凭, 一比一原版NSAC新斯科舍农学院毕业证购买, 加拿大大学文凭购买, 办理新斯科舍农学院毕业证, 办理NSAC毕业证, 办理NSAC大学毕业证-新斯科舍农学院, NSAC学位定制, 购买NSAC毕业证
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【V信83113305】:Located in Calgary, Alberta, Royal Roads University (RRU) is a unique Canadian institution renowned for its innovative approach to higher education. Established in 1995 on the historic grounds of Hatley Park National Historic Site, RRU blends academic rigor with practical, career-focused learning. The university specializes in flexible programs tailored for working professionals, offering a mix of online and on-campus courses in fields like business, leadership, environmental studies, and communication.
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【V信83113305】:Simon Fraser University (SFU), located in British Columbia, Canada, is a renowned public research institution known for its innovative academic programs and vibrant campus life. Established in 1965, SFU is consistently ranked among the top comprehensive universities in the country. Its three campuses—Burnaby Mountain, Surrey, and Vancouver—offer a diverse range of undergraduate and graduate programs across disciplines like business, engineering, arts, and sciences. SFU is celebrated for its cooperative education model, integrating hands-on work experience with classroom learning. The university fosters a dynamic research environment, contributing to advancements in fields such as technology, health, and sustainability. With a strong commitment to inclusivity and community engagement, SFU attracts students from around the globe, creating a multicultural and intellectually stimulating atmosphere. Its scenic locations and modern facilities further enhance the student experience, making it a top choice for higher education in Canada.,SFU假学历, 办西蒙弗雷泽大学毕业证Simon Fraser University-university, SFU文凭毕业证丢失怎么购买, 西蒙弗雷泽大学-多少钱, Offer(SFU成绩单)SFU西蒙弗雷泽大学如何办理?, 办西蒙弗雷泽大学毕业证学位证书文凭认证-可查, 西蒙弗雷泽大学毕业证, SFU毕业证成绩单专业服务学历认证
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【V信83113305】:Drexel University, located in Philadelphia, Pennsylvania, is a renowned private research institution known for its cooperative education (co-op) program. Founded in 1891 by financier Anthony J. Drexel, the university emphasizes experiential learning, integrating classroom knowledge with real-world work experience. With over 24,000 students, Drexel offers a wide range of undergraduate, graduate, and professional programs across disciplines like engineering, business, health sciences, and arts. The co-op program partners with 1,600+ employers globally, providing students with valuable industry exposure. Drexel’s urban campus fosters innovation, supported by cutting-edge facilities and research initiatives. Recognized for its diversity and dynamic academic environment, the university consistently ranks among the top institutions for career preparation and student outcomes. Its vibrant campus life and strong alumni network further enhance its appeal.,原版定制德雷塞尔大学毕业证-Drexel毕业证书-一比一制作, 办理Drexel文凭, 哪里买Drexel University德雷塞尔大学毕业证|Drexel University成绩单, 修改Drexel德雷塞尔大学成绩单电子版gpa让学历更出色, 极速办德雷塞尔大学毕业证Drexel University文凭学历制作, 如何办理Drexel德雷塞尔大学学历学位证, Offer(Drexel成绩单)德雷塞尔大学如何办理?, 挂科办理Drexel德雷塞尔大学毕业证本科学位证书, Drexel文凭制作流程确保学历真实性
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【V信83113305】:Simon Fraser University (SFU), located in British Columbia, Canada, is a renowned public research institution known for its innovative academic programs and stunning campus. Founded in 1965, SFU is consistently ranked among Canada's top comprehensive universities, offering over 100 undergraduate and graduate programs across eight faculties. The university's main campus, perched atop Burnaby Mountain, provides breathtaking views and a dynamic learning environment. SFU is celebrated for its cooperative education programs, which integrate classroom learning with real-world work experience. With a strong emphasis on interdisciplinary research, SFU fosters collaboration in fields like technology, health sciences, and social innovation. Its vibrant student life, diverse community, and commitment to sustainability make SFU a hub for academic excellence and global engagement.,留学生买毕业证Simon Fraser University毕业证文凭成绩单办理, 想要真实感受西蒙弗雷泽大学版毕业证图片的品质点击查看详解, 购买西蒙弗雷泽大学毕业证, 学历证书!学历证书西蒙弗雷泽大学学历证书假文凭, 极速办SFU西蒙弗雷泽大学毕业证SFU文凭学历制作, 西蒙弗雷泽大学毕业证-SFU毕业证书, 西蒙弗雷泽大学学位证毕业证, Simon Fraser University西蒙弗雷泽大学原版购买, 一比一原版西蒙弗雷泽大学毕业证购买
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【V信83113305】:Drexel University, located in Philadelphia, Pennsylvania, is a renowned private research institution known for its cooperative education (co-op) program. Founded in 1891 by financier Anthony J. Drexel, the university emphasizes experiential learning, integrating classroom knowledge with real-world professional experience. With over 24,000 students, Drexel offers a wide range of undergraduate, graduate, and professional programs across disciplines like engineering, business, health sciences, and arts. The co-op program partners with 1,600+ employers globally, providing students with paid work opportunities that enhance career readiness. Drexel’s urban campus fosters innovation, supported by cutting-edge research facilities and a commitment to entrepreneurship. Recognized for its diversity and vibrant student life, the university also boasts strong ties to Philadelphia’s cultural and professional communities, making it a dynamic hub for academic and career growth.,专业办理Drexel德雷塞尔大学成绩单高质学位证书服务, 办理美国德雷塞尔大学毕业证Drexel University文凭版本, Drexel德雷塞尔大学颁发典礼学术荣誉颁奖感受博士生的光荣时刻, 办美国Drexel University德雷塞尔大学文凭学历证书, 办德雷塞尔大学毕业证-university, 高仿原版德雷塞尔大学毕业证-Drexel毕业证书-外壳-offer制作, 德雷塞尔大学毕业证定制, Drexel文凭毕业证丢失怎么购买, Offer(Drexel成绩单)Drexel德雷塞尔大学如何办理?
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【V信83113305】:Northeastern University, located in Boston, Massachusetts, is a prestigious private research institution renowned for its innovative experiential learning model. Founded in 1898, the university emphasizes a unique co-op program that integrates classroom education with professional work experience, allowing students to gain hands-on training with top employers worldwide. With a strong focus on interdisciplinary research, Northeastern excels in fields like computer science, engineering, business, and health sciences. Its urban campus fosters a vibrant, diverse community, attracting students from over 140 countries. The university is also recognized for its commitment to sustainability and social impact, ranking among the top institutions for global engagement. Northeastern’s dynamic approach to education prepares graduates to thrive in an ever-evolving workforce.,如何办理东北大学学历学位证, Northeastern University文凭制作流程确保学历真实性, 极速办Northeastern University东北大学毕业证Northeastern University文凭学历制作, 东北大学成绩单购买, 东北大学毕业证成绩单在哪里能办理, 办东北大学成绩单, NEU毕业证定制, 修改东北大学成绩单电子版gpa实现您的学业目标
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【V信83113305】:Ambrose University in Canada is a distinguished institution known for its commitment to academic excellence and holistic student development. Located in a vibrant and culturally diverse setting, the university offers a wide range of undergraduate and graduate programs designed to foster critical thinking, creativity, and leadership. With a strong emphasis on research and innovation, Ambrose provides students with opportunities to engage in meaningful projects and collaborations. The campus boasts state-of-the-art facilities, including modern classrooms, libraries, and research labs, creating an ideal environment for learning. Beyond academics, the university promotes extracurricular activities, community service, and global perspectives, ensuring students are well-rounded and prepared for future challenges. Ambrose University’s supportive faculty and inclusive community make it a top choice for students seeking a transformative educational experience.,加拿大毕业证学历认证, AmbrosediplomaAmbrose安布罗斯大学挂科处理解决方案, Ambrose安布罗斯大学原版购买, Ambrose University文凭制作服务您学历的展现, 安布罗斯大学文凭-Ambrose University, 挂科办理安布罗斯大学毕业证本科学位证书, 办理Ambrose University大学毕业证-安布罗斯大学, 留学生买毕业证Ambrose毕业证文凭成绩单办理
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【V信83113305】:Axenda School of Management in Canada is a prestigious institution dedicated to fostering future business leaders through innovative education and practical learning. Known for its dynamic curriculum, Axenda combines theoretical knowledge with real-world applications, preparing students for the complexities of the global market. The school offers specialized programs in entrepreneurship, finance, and leadership, tailored to meet industry demands.
With a focus on experiential learning, Axenda provides students with opportunities for internships, case studies, and collaborations with top-tier corporations. Its diverse faculty comprises seasoned professionals and academics who bring valuable insights into the classroom. The institution also emphasizes ethical leadership and sustainability, aligning with modern business trends.
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【V信83113305】:Northeastern University, located in Boston, Massachusetts, is a prestigious private research institution renowned for its innovative approach to education. Founded in 1898, the university emphasizes experiential learning through its signature co-op program, which integrates classroom study with professional work experience. With over 28,000 students, Northeastern offers a diverse range of undergraduate and graduate programs across nine colleges, including engineering, business, health sciences, and computer science. The university’s urban campus provides vibrant student life, cutting-edge research facilities, and strong ties to Boston’s thriving industries. Ranked among the top U.S. universities, Northeastern is celebrated for its global perspective, fostering leadership and entrepreneurship. Its commitment to interdisciplinary collaboration and real-world impact makes it a standout choice for students worldwide.,购买东北大学文凭, NEU留学成绩单毕业证, 网上制作东北大学毕业证-NEU毕业证书-留信学历认证, 东北大学文凭-, 办理美国大学毕业证书, Northeastern University毕业证成绩单专业服务, 高质东北大学成绩单办理安全可靠的文凭服务, 高质Northeastern University东北大学成绩单办理安全可靠的文凭服务, 美国大学毕业证定制
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买NEU文凭找我靠谱-办理东北大学毕业证和学位证
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【V信83113305】:Drexel University, located in Philadelphia, Pennsylvania, is a renowned private research institution known for its cooperative education (co-op) program. Founded in 1891 by financier Anthony J. Drexel, the university emphasizes experiential learning, integrating classroom knowledge with real-world professional experience. With over 24,000 students, Drexel offers a wide range of undergraduate, graduate, and professional programs across disciplines like engineering, business, health sciences, and arts. The co-op program, a hallmark of Drexel, partners with over 1,600 employers globally, providing students with paid work opportunities. The university is also recognized for its research contributions, particularly in biotechnology, materials science, and urban sustainability. Its vibrant campus life, diverse student body, and strong ties to Philadelphia’s industries make Drexel a dynamic hub for innovation and career readiness.,学历证书!Drexel University学历证书德雷塞尔大学学历证书Drexel University假文凭, Drexel毕业证购买, 购买Drexel毕业证, 办德雷塞尔大学成绩单, 1:1原版德雷塞尔大学毕业证+Drexel University成绩单, 制作德雷塞尔大学成绩单, 高仿德雷塞尔大学文凭
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【V信83113305】:Taylor's University in Malaysia is a leading private institution renowned for its academic excellence and vibrant campus life. Established in 1969, it has grown into a top-ranked university in Southeast Asia, offering a diverse range of programs in fields like business, engineering, medicine, and hospitality. The university is celebrated for its state-of-the-art facilities, industry-aligned curriculum, and strong global partnerships, providing students with opportunities for internships and international exchanges. Taylor's Lakeside Campus, set against a scenic backdrop, fosters a dynamic learning environment with modern classrooms, research labs, and recreational spaces. Committed to holistic education, the university emphasizes innovation, sustainability, and student leadership, preparing graduates to thrive in a competitive world. Taylor's University continues to be a preferred choice for students seeking quality education in Malaysia.,购买Taylor's University毕业证, 办理Taylor's University泰莱大学 成绩单高质量保密的个性化服务, 马来西亚 留学成绩单毕业证, 泰莱大学 -Taylor's University大学毕业证成绩单, 办泰莱大学 学历证书学位证书成绩单, 马来西亚 文凭办理, 修改泰莱大学 成绩单电子版gpa让学历更出色, 马来西亚 Taylor's University学位证书纸质版价格, 马来西亚 留学本科毕业证
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【V信83113305】:Drexel University, located in Philadelphia, Pennsylvania, is a renowned private research institution known for its innovative approach to education. Founded in 1891 by financier and philanthropist Anthony J. Drexel, the university emphasizes experiential learning through its cooperative education (co-op) program, which integrates classroom study with professional work experience. Drexel offers over 200 degree programs across 15 colleges and schools, including engineering, business, medicine, and arts. Its cutting-edge research initiatives span fields like biotechnology, urban sustainability, and information science. The vibrant urban campus fosters a diverse community of students from over 100 countries. With strong industry connections and a focus on career readiness, Drexel prepares graduates to excel in a competitive global workforce while contributing to societal advancement through innovation and leadership.,德雷塞尔大学原版购买, 德雷塞尔大学成绩单复刻, Drexel德雷塞尔大学电子版毕业证, 学历证书!Drexel University学历证书德雷塞尔大学学历证书Drexel University假文凭, Drexel Universitydiploma安全可靠购买Drexel University毕业证, Drexel University文凭制作流程确保学历真实性, 办理美国大学毕业证书
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【V信83113305】:Northeastern University, located in Boston, Massachusetts, is a prestigious private research institution renowned for its innovative approach to education. Founded in 1898, the university emphasizes experiential learning through its signature co-op program, which integrates classroom study with professional work experience. With over 28,000 students, Northeastern offers a diverse range of undergraduate and graduate programs across disciplines like engineering, business, health sciences, and computer science. The campus blends historic architecture with modern facilities, fostering a dynamic academic environment. Recognized for its global outlook, Northeastern maintains satellite campuses in cities like Seattle and Toronto, along with partnerships worldwide. Its strong research focus, vibrant student life, and urban setting make it a top choice for students seeking hands-on learning and career readiness. U.S. News & World Report consistently ranks Northeastern among the nation's top universities.,办东北大学毕业证学位证书文凭认证-可查, 东北大学留学成绩单毕业证, Northeastern University文凭毕业证丢失怎么购买, 学历证书!学历证书东北大学学历证书假文凭, 正版-美国Northeastern University毕业证文凭学历证书, NEU东北大学-多少钱, 极速办东北大学毕业证Northeastern University文凭学历制作
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买NEU文凭找我靠谱-办理东北大学毕业证和学位证
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【V信83113305】:Drexel University, located in Philadelphia, Pennsylvania, is a renowned private research institution known for its cooperative education (co-op) program. Founded in 1891 by financier and philanthropist Anthony J. Drexel, the university emphasizes experiential learning, integrating classroom knowledge with real-world professional experience. With over 24,000 students, Drexel offers a wide range of undergraduate, graduate, and professional programs across disciplines like engineering, business, health sciences, and arts. The co-op program, a hallmark of Drexel, partners with over 1,700 employers globally, providing students with paid work opportunities. The university is also recognized for its research contributions, particularly in biomedicine, materials science, and urban sustainability. Its vibrant campus life, diverse student body, and commitment to innovation make Drexel a dynamic hub for academic and professional growth.,高质德雷塞尔大学成绩单办理安全可靠的文凭服务, 留学生买文凭Drexel毕业证-德雷塞尔大学, 德雷塞尔大学学位证书快速办理, 原版复刻美国德雷塞尔大学毕业证办理成绩单修改, 正版德雷塞尔大学学历证书学位证书成绩单, Drexel毕业证成绩单专业服务, 办理大学毕业证-德雷塞尔大学, 毕业证文凭-德雷塞尔大学毕业证
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【V信83113305】:Simon Fraser University (SFU), located in British Columbia, Canada, is a renowned public research institution known for its innovative academic programs and stunning campus design. Established in 1965, SFU has grown into a leading university with three vibrant campuses in Burnaby, Surrey, and Vancouver. It offers a wide range of undergraduate and graduate programs across disciplines such as business, engineering, arts, and sciences. SFU is particularly recognized for its cooperative education model, which integrates classroom learning with real-world work experience. The university’s commitment to research excellence is evident in its cutting-edge facilities and collaborations with global institutions. With a diverse student body and a strong emphasis on sustainability and community engagement, SFU fosters a dynamic and inclusive learning environment. Its scenic mountaintop Burnaby campus, designed by architect Arthur Erickson, adds to its unique appeal. SFU continues to rank among Canada’s top universities, attracting students and scholars worldwide.,办理SFU西蒙弗雷泽大学成绩单高质量保密的个性化服务, Simon Fraser Universitydiploma西蒙弗雷泽大学挂科处理解决方案, 想要真实感受SFU西蒙弗雷泽大学版毕业证图片的品质点击查看详解, 专业办理SFU西蒙弗雷泽大学成绩单高质学位证书服务, 一流西蒙弗雷泽大学学历精仿高质, SFU西蒙弗雷泽大学挂科了怎么办?, 办西蒙弗雷泽大学毕业证学位证书文凭认证-可查
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