NEERO Circles
Do You Want To Share?
In addition to NEERO Annual Meeting, the NEERO community is proud to announce a series of virtual community events, or NEERO Circles. Do you have an idea or topic for the next NEERO Circle? Do you have the expertise and want to volunteer to lead the monthly circle? The NEERO Board is always looking for ideas or enthusiastic presenters.
Upcoming Events
NEERO Authors Book Panel
Friday, January 28, 12:00 - 1:30pm EST
Facilitator: Bryan Mascio (Plymouth State University, NEERO New Hampshire Representative)
Books author panelists:
Christine Clayton & Jim Kilbane (Inquiry in tandem: Student and teacher learning in secondary schools)
Stephen Sadlier (Movement on the streets and in schools: State repressions, neoliberal reforms and Oaxaca teacher counter-pedagogies)
Lawrence Shelton (The Bronfenbrenner primer: An introduction to develecology)
Kathryn Welby (Remote learning strategies for students with IEPs).
Need a new read for a new year? Want to think about how writing a book is different than other writing projects? Join us for a facilitated panel discussion among NEERO members who have authored recent texts. In addition to hearing about a variety of new books published by
NEERO authors, this panel will also explore the process of proposing, writing, and publishing a book. Come learn about some new texts and bring your questions to engage in an interactive panel conversations
Previous Circle Events
Want to help close the K-12 research-practice gap in education?
Join us for a facilitated discussion on strategies to use research itself to help bridge this gap – what’s “counted” as research, how different methods work, what are opportunities for implementation, and what venues exist or can be developed for professional sharing? Bring your questions and experiences engaging K-12 practitioners and clinically-oriented teacher educators with educational research to this interactive Circle!
Transformation by Design: Powerful Possibilities for Supporting Student Success
What can we do to reduce unnecessary learning barriers and design curriculum that support the success of the diverse student body that we encounter on a day-to-day basis? How can we transform our practice to build expert learners and improve student-learning outcomes? Universal Design for Learning (UDL) is an asset-based pedagogy that is aligned with culturally relevant pedagogical practices. Asset-based pedagogies embrace a strengths-based approach to teaching and learning. In this highly interactive workshop, participants will explore the UDL framework as a lens for examining their professional practices and transforming them by design.
In this workshop, participants will learn about Mendeley, a free reference-management tool. The presenters will demonstrate some of the key features of Mendeley and coach participants through setting up a free account, downloading the tool to their own machines, and using the key features of Mendeley. Participants will learn about the benefits of Mendeley, including the ability to warehouse reference articles, organize reference citations, automatically download into the program journal articles and reports accessed online, insert parenthetical citations directly into your writing in Microsoft Word documents, toggle parenthetical citations and reference list entries among reference styles (i.e. APA, Chicago, MLA, etc.), and automatically generate a 1:1 reference list in MS Word.
Here is the link to a PDF of the presentation that we referenced presentation, so you can use some screenshots to navigate some of the tasks within your new Mendeley tools: https://drive.google.com/file/d/1UhSLbURApZtBv05N08QtSINAPwNi8QA6/view?usp=sharing.
Europe is a multi-ethnic society experiencing a rise of anti-immigration, racist, xenophobic discourses, and right-wing political rhetoric and movements proposing legislation to further solidify structural inequality and institutionalized systems of oppression that fuel educational inequities. Social Justice Education in European Multi-ethnic Schools brings together researchers in the fields of sociology and education to examine debates in multicultural education. Drawing on critical theory, the book takes an in-depth look at how these challenges are being addressed (or not addressed) in educational contexts and in the proposed framework of intercultural education adopted as a conceptual and educational framework by the European Union over the last two decades.