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Re SAT scores and college admissions: … Parents of all economic classes want their children to succeed, but the wealthier ones "better understand the postsecondary landscape and competitive admission process and they invest in resources to promote college attendance," she [Alon] writes. As a result test score gaps of high school seniors -- grouped by economic background -- have grown during recent years. Alon writes that as long as college admissions remains competitive, such trends will continue -- with wealthier parents finding ways to improve performance for their children, no matter what measures colleges use to sort applicants.

Alan Kay, developer of the mouse, still lamenting the failure of imagination of adults/educators.

Matthew spotted this a while back. Great read.

"Speaking at LIFT 2007, Sugata Mitra talks about his Hole in the Wall project. Young kids in this project figured out how to use a PC on their own -- and then taught other kids. He asks, what else can children teach themselves?" This reminds me, in some ways, of the model John Seeley Brown used at Xerox.

An old friend...

"Recently, in working with a board of directors of a grassroots organization, I was reminded of how important it is to "let go" of rigid adherence to typologies and other traditional notions of what an evaluation should look like. For example, I completed an evaluation that incorporated elements of all of the stages of program development - a needs assessment (e.g., how much do board members know about their programs and budget), a process evaluation (e.g., how well do the board members communicate with each other when they meet), and an outcome evaluation (e.g., how effective is their marketing plan for recruiting children and families for its programs)."

Needs evaluation, process evaluation, outcomes evaluation -- all useful for improvement.

This book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. You can read the entire book online for free.

Re: Capella U.'s "CHEA" award: it appears that CU is located in Lake Woebegone, where all the children are above average...

A review of "Hope and Despair in the American City: Why There Are No Bad Scghools in Raleigh", by sociologist Gerald Grant. Raleigh merged its school district with suburban Wake County and integrated its schools not just by race, but by socioeconomic status. Quoting the 1966 Coleman Report: "The norms of a good school are shaped more by the children who come through the door than the dollars spent on books, buildings, laboratories, teacher salaries, or other traditional measures of school quality." Is this why "selective" colleges are more successful? How are the "norms" of WSU shaped?

"We should abolish faculties in universities. Faculties are the most conservative bulwarks against change. Europe must move to a radically different trans-disciplinary approach. Most of the interesting things happen on the boundaries of the discipline," he said. \n\n"Second, I emphasised the social perspective: the selection and meritocratic functions of schools often impose themselves as external limitations on the innovative capacities of schools. The 'pedagogy of failure', which often dominates schooling, is not the best environment for the development of creativity and heteronymous thinking. Innovation and creativity in the classroom can only flourish in a 'pedagogy of success', in which all talents of all children have the chance to develop. Well-performing school systems are those where the drive for excellence is linked with a strong equitable ambition."\n

In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.

Comics...