Viviana Alexandrowicz

University of San Diego | USD · Department of Learning and Teaching

International Models of Changemaker Education: Programs, Methods, and Design offers educators (pre-service and in-service teachers, principals, vice principals and school staff, teacher educators, and educational leaders in K-12 education) around the world, a practical guide to understanding and implementing the programmatic structures and institut...

The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations arou...

This article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three first -year TESOL Master’s candidates volunteered to teach and design curriculum to immigrant community members...

Preparing effective dual language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because we owe it to our school children. This chapter discusses cultural proficiency as a theoretical framework to develop culturally proficient global dual language teachers. The goal is to prepare them to t...

How can colleges and schools support the inclusion of family, school and community engagement curricula in teacher and administrator preparation programs? The contributions in this book try to answer this question, with contributors describing their experiences, their programs, and their support for the goal of enhancing parental involvement and en...

This case study describes the process education faculty went through to craft a response to a school‐wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members’ expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambig...

Thesis (M.A.)--San Diego State University, 1987. Includes bibliographical references (leaves 86-88).

Thesis (Ph. D.)--Claremont Graduate School and San Diego State University, 1996. Includes bibliographical references (leaves 201-212).