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Roger Mancastroppa

A Primer on Class Struggle | Common Dreams - 0 views

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    "Class struggle goes on in other realms. In goes on in K-12 education, for example, when business tries to influence what students are taught about everything from nutrition to the virtues of free enterprise; when U.S. labor history is excluded from the required curriculum; and when teachers' unions are blamed for problems of student achievement that are in fact consequences of the maldistribution of income and wealth in U.S. society. It goes on in higher education when corporations lavish funds on commercially viable research; when capitalist-backed pundits attack professors for teaching students to think critically about capitalism; and when they give money in exchange for putting their names on buildings and schools. Class struggle also goes on in higher education when pro-capitalist business schools are exempted from criticism for being ideological and free-market economists are lauded as objective scientists."
Jonathan Becker

Darling-Hammond: U.S. vs highest-achieving nations in education - The Answer Sheet - The Washington Post - 0 views

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    Clearly, another first is called for if we are ever to regain our educational standing in the world: A first step toward finally taking teaching seriously in America. Will our leaders be willing to take that step? Or will we devolve into a third class power because we have neglected our most important resource for creating a first-class system of education?
Victoria Schnettler

Class warfare Continues In Louisiana, U.S. Budget Debates . - 0 views

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    class warfare is spreading...and taking away all of these social programs WILL filter to our children and their education.
Angela Winston

State Education Finance and Governance Profile: Virginia - Peabody Journal of Education - 0 views

  • Username: Password: [ athens sso ] [ shibboleth ] [ forgotten password? ] [ hide ] Access provided by:Virginia Commonwealth Univ. Libra...
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    Describes Education Governance and Finance in Virginia...read all about it! yeyy U.Va.
REL N

Jeb Bush Finds New Role as Education Adviser - NYTimes.com - 0 views

  • One out of five state school superintendents have joined a group that his national foundation created, Chiefs for Change, to rally behind a common agenda.
  • Mr. Bush’s Foundation for Excellence in Education. The nonprofit group received contributions of $2.9 million in 2009, from the foundations of Bill Gates and Eli Broad, among others, and for-profit education technology companies.
  • By eighth grade, Florida students begin to lose their advantage on the NAEP, and by 12th grade, they fall behind national averages.
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  • Skeptics point out that other changes could explain the improvements in test scores. In 2002, voters passed one of the nation’s most ambitious class-size reduction plans, over the objections of Mr. Bush. School financing, including for reading coaches, also rose.
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    Gerard Robinson (the Secretary of Education in Virginia) joined Chiefs for Change... along with a number of other governors from the south. Oh, yes and Chris Christy.
Phil Riddle

Degrees and Dollars - 0 views

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    Krugman argues that technological innovations actually hurt certain types of middle-class white collar positions the most, not lower paying blue collar jobs like many assume. He doesn't provide numbers to back up his claims, but he just might not of had the space.
Phil Riddle

Budget Mix-Up Provides Nation's Schools With Enough Money to Properly Educate Students - 1 views

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    I know the class is over, but this is a good one.
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Charles Kolb: Educational Success: America's New Industrial Policy - 1 views

  • And we need to approach our education investment as we approach infrastructure or industrial policy.
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      NOOOO! We need to better define the type of success we can achieve given that individuals are in different places at different times in their lives. We need to support people where they are and help them move forward in areas and at a pace that is right for them. If a 16-year old is able to perform well in a college program then that is where s/he should be. If a student is gifted in math and abhors and does poorly in history, then we should nurture her/his strengths and stop holding them to their social grade level in math and wasting their time and their passion drilling them in history. Ultimately, they will be happier, more productive, and more willing to contribute to society in a math-related endeavor.
  • "define success up." Our new industrial and competitiveness policy as a nation should be focused relentlessly on those talented young children and adolescents who show educational promise. We should double, perhaps triple, federal, state, and private sector resources that support gifted-and-talented programs in our schools. We should nurture this talent the same way some institutions nurture athletic talent. This approach is not elitism; it is smart commonsense.
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      Yeah... I think we all saw what happened when we had a leader who was proud of getting "C's" in college. And, then we are not really sure if a "C" actually meant a "D-" but was given to ensure social promotion. I would not go to a surgeon who either did not want to go to medical school or was not able to succeed in her/his training. That is not elitism. It is more than simply common sense. It is effective data-driven/evidence-based decision-making. A person might be terrific and funny and caring (and perhaps rich and attractive too) but they should not be given a role beyond their knowledge and capabilities.
  • If such an exam cannot be developed within six months, then perhaps we really have wasted a lot of time over the last 30 years. Algebra in New Hampshire is not different from algebra in California. Reading skills and reading-level assessments should be the same in each state. Grammar doesn't vary across state borders, and gravity tends to work the same way everywhere. The governors are well-positioned to lead a national discussion about what our high school graduates should know and be able to do -- and then devise a test that measures the success of our young people in mastering what they need to know to be successful. The National Governors Association is already doing excellent work in this area -- but it has to move faster.
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      f we stopped the gaming in elementary and middle school testing and relied on the teachers and administrators to implement effective local testing and take appropriate actions to ensure learning, we would have more resources (time, money, people) to develop appropriate and resonable assessments at the high school level. These must be based on higher order thinking and include essays, video-taped dialogues/presentations, and some simple answer tests. The evaluation should be done by humans outside the local area and care must be taken to ensure inter-rater reliability. This is done in other countries as well as in the states with the IB diploma programme. It is do-able and the graduates will be well prepared and confident that they can move forward. Our initial pass rates may not be as high as we would like, and we need to be prepared to accept that some students may take more than 12 years or choose to take a less rigorous set of exams; however, we will have a higher level of success overall and our students will be much better prepared as citizens and workers.
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  • In late December 2010, the Education Trust reported that nearly 25 percent of high school graduates taking the U.S. Army entrance exam cannot answer basic questions in math, science, and reading. Some of the questions were pretty basic: "If 2 plus x equals 4, what is the value of x?"
  • We need to change our approach from preventing failure to promoting success.
  • all children can learn, not all children are ready to learn at the same time. If some of our classrooms have disruptive students, these students should attend other classes until they become serious about learning.
  • And finally, we should learn from the French, who for decades have had a baccalaureate exam that is a prerequisite for advancing to post-secondary education. In France, the "bac" exam is typically taken by 17- and 18-year-olds, but if a student fails the exam, he or she can take it again -- even later in life. The "bac" serves two purposes: it sets a standard for what French high school graduates know and can do, and it serves as a moment of consequence for French young people: they cannot move forward until they have proved their proficiency.
  • In several states, where testing has been adopted, we find large discrepancies between how the states report their children's performance on "No Child Left Behind" tests and the often much lower performance found by the objective National Assessment of Educational Progress.
  • resources we've squandered. We need a more tough-minded and focused approach that identifies, nurtures, and rewards success
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    I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.
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    I am intrigued if not in full agreement with this piece by Kolb. He makes good points about a national baccaulaureate exam...it's true, algebra is algebra, grammar is grammar, in all 50 states. Some of our colleagues would disagree that we need primarily focus on the best and the brightest and that those who are not ready to learn should be sequestered until they are (paraphrasing here). He says, "We really aren't serious as a nation when it comes to education," but I think that we are fast approaching a time when (I hope) it becomes a primary focus of our political debate (from Candy).
mirabilecp

Danny Miller: Go See the Other Education Documentary: The Race to Nowhere - 4 views

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    Wonder if VCU is hosting this new documentary?
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    As a parent of two children who participated in highly competitive programs, I am eager to see this movie. While I am impressed with the support and passion that some of their teachers provided, I (actually both my husband and I) at times wondered if the children were being pushed too much with an unintended consequence that there was less time to focus on the other parts of "growing up." We convinced our daughter to cut down to "only" 5 IB/AP classes in her senior year. She initially resisted but eventually found that the extra time was valuable. And, she was no worse off when getting to college. While she came into college with 36 IB/AP hours, only 12 were applied to her degree. I'm interested in feedback from educators too. It would seem that if they are tasked with moving the children through such aggressive programs they may find they lose sight of each child as an individual.
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    Yes...I get it...I am an IB teacher myself. But, I have learned that no everyone wants to be an overachiever in that academic sort of way...and we should all be okay with that...thanks for your comment!
Jonathan Becker

Hampton School Board vs. Patrick Russo trial scheduled for March - dailypress.com - 3 views

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    The Hampton School Board's lawsuit against former superintendent Patrick Russo is back on the court docket. A two-day jury trial has been scheduled for March 21-22 in Hampton Circuit Court. The board is suing Russo for the $102,220 it paid into a retirement account before he resigned in February 2009 to leave for nearby Henrico County Public Schools, where he is still at the helm.
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    Dr. Becker, if you had to guess, what do you think will be the result?
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    Hmmm...Philip. I wish I had some insight here. This is a contract issue and the worst grade I got in law school was in Contracts class :-)
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Why America's teachers are enraged - CNN.com - 0 views

  • Right-to-work states do not have higher scores than states with strong unions. Actually, the states with the highest performance on national tests are Massachusetts, Connecticut, New Jersey, Vermont, and New Hampshire, where teachers belong to unions that bargain collectively for their members.
  • One must wonder how it is possible to talk of improving schools while cutting funding, demoralizing teachers, cutting scholarships to college, and increasing class sizes.
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    If everyone agrees that teachers are important... why do they think that demoralizing them will improve students' experience and performance in school?
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Education cuts coming, but fewer than GOP wanted - Washington Times - 1 views

  • Striving Readers, a program to boost literacy rates among middle- and high-school students, takes a $250 million hit,
  • some programs not only were spared but will get more money than the administration was looking for. The Teaching of Traditional American History, designed to help fund classes devoted to U.S. history, will lose $73 million from 2010 levels but will get $46 million more this year than the administration requested.
  • Adult education will be cut by $31 million
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  • But the GOP is looking for bigger cuts and wants to reduce Pell Grant spending to “pre-stimulus levels,” cutting the annual federal allocation by about half while blaming Democrats for doubling the size of the program since Mr. Obama took office.
Roger Mancastroppa

Republican Ohio Gov. Bars 360,000 Ohio Workers from Bargaining and Striking -- How Will Democrats Fight Back? | | AlterNet - 0 views

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    How to create a corporate plutocracy: eliminate the power of the unions, destroy their Democratic rivals creating a one-party system, sell off all services (including education) to the private sector, and watch the rise of fascism.
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Education Week: State, Local Policies Seen to Slow Personalized Learning - 0 views

  • K-12 education is at a policy crossroads, experts in educational technology policy say, as seat-time requirements, school funding models, textbook-adoption procedures, and teacher-certification requirements restrict the growth and effectiveness of emerging learning methods.
  • Moves to replace seat-time mandates, which set the amount of time students must spend in a class before completing it, with requirements that students demonstrate competency in the skills needed to master the course appear to be gaining traction
  • But some policy experts caution that a complete abolition of seat-time requirements could adversely affect the social and collaborative aspects of learning
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Increase in education administrators causes New York State's public school spending to double - NYPOST.com - 0 views

  • The number of supervisory staff in public schools increased to 42,000 this year from 31,332 in 1997, even as student enrollment statewide fell and performance rankings sat stagnant, according to a Post analysis of state Education Department data. The state's student population dropped to 2.7 million from 2.8 million -- or 4.6 percent -- during that period.
  • According to the governor's research, 223 (33 percent) of school-district superintendents earn more than $175,000.
  • Heads of the smallest districts, which oversee up to 250 students, would get a $125,000 cap.
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  • The largest, with more than 6,501 students, would see a $175,000 cap.
  • School officials say state and federal mandates have, since the mid-1990s, forced them to cut class sizes, beef up teacher evaluations, improve special education, increase the amount of Regents diplomas, and enhance internal financial accounting.
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    Some interesting numbers and ideas to consider, although it is important to consider the source... The NY Post.
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