Group items tagged

we must engage in rigorous, disciplined inquiry and informed dissent and commentary” about our work and the social, political, and economic contexts in which our work is situated.

initiate the development of venues where it is possible to hear the perspectives of many groups, including those who oppose us, remaining open to new data or points of view, yet staying true to our work and our purpose—producing high quality educational leaders and rigorous research of consequence.

You can click on the document to the right to read a more detailed examination of each of these qualities of the ‘Native’ information

Implicit in these very different proposals is the assumption that urban schools are failing because they are run badly, and that the solution lies in improving their management.

enacting policies that address the underlying problem of economic inequality will our country remain a place where education opens the door to opportunity and upward social mobility and the kind of society in which all Americans can take pride.

Calling on and sharing research and best practices will be crucial to district’s messaging. If tablets are the chosen devices, a district must be prepared to provide technologies for students to create, multi-task, store and produce robust results/activities in addition to what they will do on the limited functionality tablets…and they need to honestly share this need and solutions to provide additional device support. There is a much bigger picture and quality impact on education with authentic one-to-one implementations. It has to be about core vision, beliefs and strategies that complement what’s needed for learning and producing in the 21st century. It is not as simple as buying a cool tool. We can all have cool tools and have the same old, same old education system resulting in the same old, same old results.

 What do administrators, teachers, parents/guardians, etc., need to know and do differently in this changed state?

o transform teaching and learning to a student centered, personalized instructional setting, there are key components—project plan elements—that have to be addressed to be successful.  Leaders need to know, understand and guide the ‘change’ process. A 360 degree professional learning program must be embedded for all stakeholders. Teachers who will need to change their practices from adult-centered, static systems to student driven, experiential operations require time, guidance and learning communities to ensure the shift of practice. And overarching policies must direct the practices.

“Instead, we should be concentrating on making them truly knowledge-able. Imagination and curiosity are the heart of that idea; if we have those qualities, learning becomes joyous.”

to make all of the politically unpopular choices that had been put off for decades

year after year, our schools have been run for the benefit of the adults in the system, not for the benefit of the kids.

first time someone dared to question an entrenched practice that had only served the interests of adults.

Facebook promises something it cannot deliver just as many promoters promise that online instruction will transform schooling as we know it. Both are over-hyped social media.

time invested in a relationship determines its quality, having more than five best friends is impossible when we interact face to face, one person at a time. Put simply …. The emotional and psychological investments that a close relationship requires are considerable, and the emotional capital we have is limited.

personal contact sustained over ten months of a K-12 school year in the hands of skilled, knowledgable, and caring teachers, researchers have shown again and again (PDF: Rockoff on Teachers), makes a difference in students’ lives. Even the best online instructional software that create “virtual learning environments” fail to come close to what students do daily as they interact with each other and their teachers.