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Bradford Saron

Race to the Top Assessments: Common Core Standards and Their Impact on Student Testing ... - 0 views

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    Center to Left, Think Tank just did a full study of Core Standards. The Downloads and the audio of the event are available on the webpage. 
Vince Breunig

Effects of Inequality and Poverty vs. Teachers and Schooling on America's Youth - 0 views

  • What does it take to get politicians and the general public to abandon misleading ideas, such as, “Anyone who tries can pull themselves up by the bootstraps,” or that “Teachers are the most important factor in determining the achievement of our youth”? Many ordinary citizens and politicians believe these statements to be true, even though life and research informs us that such statements are usually not true.
  • till further discouraging news for those who advocate testing as a way to reform schools comes from the PISA assessments (The Program for International Student Assessment). Nations with high-stakes testing have generally gone down in scores from 2000 to 2003, and then again by 2006. Finland, on the other hand, which has no high-stakes testing, and an accountability system that relies on teacher judgment and school level professionalism much more than tests, has shown growth over these three PISA administrations (Sahlberg, 2011).
  • Now, in the USA, our parents are a greater determiner of our income in life than either our weight or our height.
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  • what the best and wisest parents want for their children should be what we want for all children. Thus, that same kind of opportunity to catch up in school should not be denied to youth who come from poorer families
  • citizens calling for school reform without thinking about economic and social reforms are probably being foolish. The likelihood of affecting school achievement positively is more likely to be found in economic and social reforms, in the second bill of rights, than it is in NCLB, the common core of standards, early childhood and many assessments after that, value-added assessments, and the like. More than educational policies are needed to improve education.
  • I think everyone in the USA, of any political party, understands that poverty hurts families and affects student performance at the schools their children attend. But the bigger problem for our political leaders and citizens to recognize is that inequality hurts everyone in society, the wealthy and the poor alike. History teaches us that when income inequalities are large, they are tolerated by the poor for only so long. Then there is an eruption, and it is often bloody! Both logic and research suggest that economic policies that reduce income inequality throughout the United States are quite likely to improve education a lot, but even more than that, such policies might once again establish this nation as a beacon on a hill, and not merely a light that shines for some, but not for all of our citizens.
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    What does it take to get politicians and the general public to abandon misleading ideas, such as, "Anyone who tries can pull themselves up by the bootstraps," or that "Teachers are the most important factor in determining the achievement of our youth"? Many ordinary citizens and politicians believe these statements to be true, even though life and research informs us that such statements are usually not true. citizens calling for school reform without thinking about economic and social reforms are probably being foolish. The likelihood of affecting school achievement positively is more likely to be found in economic and social reforms, in the second bill of rights, than it is in NCLB, the common core of standards, early childhood and many assessments after that, value-added assessments, and the like. More than educational policies are needed to improve education.
Bill Van Meer

The Leadership and Learning Blog | The Leadership and Learning Center - 0 views

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    Lead and Learn Blog on the common core standards. Doug Reeves comments a lot on this site. 
Bradford Saron

Education in the Age of Globalization » Blog Archive » My new book: World Cla... - 0 views

  • This book is the result of my attempts to answer these questions with data and evidence from a variety of sources. Essentially, I reached the following conclusions: The current education reform efforts that attempt to provide a common, homogenous, and standardized educational experience, e.g., the Common Core Standards Initiative in the U.S., are not only futile but also harmful to preparing our children for the future. Massive changes brought about by population growth, technology, and globalization not only demand but also create opportunities for “mass entrepreneurship” and thus require everyone to be globally minded, creative, and entrepreneurial. Entrepreneurship is no longer limited to starting or owning a business, but is expanded to social entrepreneurship, policy entrepreneurship, and intrapreneurship. Traditional schooling aims to prepare employees rather than creative entrepreneurs. As a result the more successful traditional schooling is (often measured by test scores in a few subjects), the more it stifles creativity and the entrepreneurial spirit. To cultivate creative and entrepreneurial talents is much more than adding an entrepreneurship course or program to the curriculum. It requires a paradigm shift—from employee-oriented education to entrepreneur-oriented education, from prescribing children’s education to supporting their learning, and from reducing human diversity to a few employable skills to enhancing individual talents. The elements of entrepreneur-oriented education have been proposed and practiced by various education leaders and institutions for a long time but they have largely remained on the fringe. What we need to do is to move them to the mainstream for all children.
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    @YongZhaoUO and his new book. Note the conclusions. 
Paul Blanford

Which Way Should We Go? - 0 views

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    Today in education, we are truly overloaded. Think of the list of things that we have deal with; the Common Core Standards, RtI, PBIS, New State Testing, Educator Effectiveness, doing more with less, etc. and the list continues. Setting priorities and determining what direction to go is truly as confusing as this webcomic from xkcd.com.
Bradford Saron

Educational Leadership:Teaching Screenagers:Three Schools for the 21st - 0 views

  • That future is here, and with it a demand for new essential skills.
  • The school planned its approach and curriculum carefully before it opened, in a way that reflected its core values of inquiry, collaboration, and reflection
  • he students are learning essential skills in communication, collaboration, and critical thinking. They have also learned that social media is not only about socializing, but also about learning from and with their peers—and that their peer group is far broader than they could have imagined.
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  • Several features common to these learning sites can guide other schools interested in transforming teaching and learning with technology as a component. Each of these schools Erased content area boundaries. Units and projects focus on integrating and applying skills. Set up methods to teach and assess students through projects, with the emphasis on doing, not remembering content. Continued to address state standards and perform well on state-assessments. Gave students freedom and responsibility to use digital tools as they see fit, rather than predefining how technology should be used for learning.
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    Three schools, one rural, on tech integration. 
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