Updated: Dec 3, 2019
Students from urban academic environments are not adequately prepared for the rigor of higher education (TNTP, 2018). These students exhibit a false sense of academic readiness due to earning above-average grades that have been based on a less challenging curriculum. To eliminate barriers to equitable education, the inclusion of culturally relevant social emotional pedagogy in a rigorous curriculum is examined.
The perpetual, but ever-changing need to maintain a consistent pulse on the needs of students has remained at the forefront of the educational landscape. Academic stakeholders are responsible for atte
The educational climate is still experiencing the after effects of the global pandemic. As such, the academic and social-emotional needs of our students has continued to grow and diversify. Technologi
Bring your own devices (BYOD) is a recent phenomenon that has grown over the past few years as a result of the pandemic, a widening achievement gap, and the need for flexibility and innovation in form