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The Rad New Words Added to the Dictionary in the 90s: Where Are They Now? - 24 views
www.theatlantic.com/...279145
dictionaries neologisms AMEweek11 technology Atlantic specialistEnglishes E&Pweek2
shared by Stephanie Holt on 29 Apr 14
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Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views
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Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
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Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
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Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
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In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
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The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
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this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
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Why Cliques Form at Some High Schools and Not Others - The Atlantic - 37 views
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Schools that grouped students by academics and created other ways to force kids with different backgrounds to cooperate (whether in clubs or on sports teams) were less ruled by segregation and hierarchy.
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People are social animals, but we’re also creatures of our environment. Our habitats shape our habits.
Why Women Still Can't Have It All - The Atlantic - 30 views
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How Scholars Hack the World of Academic Publishing Now - Robinson Meyer - The Atlantic - 16 views
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Visualizing gun deaths - Comparing the U.S. to rest of the world - 46 views
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How Black Students Tend to Learn Science - The Atlantic - 47 views
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So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
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Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students.
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I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies. Telling someone (a teacher) they must change is just like a lecture. Showing them how they can change their practice to make a difference is needed as well.
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What Happens When Students Control Their Own Education? - The Atlantic - 64 views
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Population Control, Marauder Style - NYTimes.com - 73 views
www.nytimes.com/...on-control-marauder-style.html
population marauders death rate war casualties nytimes
shared by Kay Bradley on 06 Nov 11
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How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
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The World's Richest College Dropout Urges Colleges to Stop Dropouts - Jordan Weissmann ... - 22 views
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Gates sees this problem largely as a matter of incentives. Publications such as U.S. News and World Report reward colleges for the resources they spend on students and their exclusivity, but not necessarily for their results. High SAT scores will move a colleges up in the rankings (and so, it should be noted, will having a high graduation rate). Making sure your alums have a well-paid job, or a job at all, will not. To begin fixing this problem, we need need flip U.S. News' logic, Gates said, and reward schools that "take people with the low SAT and actually educate them well."
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Taking in less qualified students in order to bring them up to speed is part of the the Land Grant University mission. Sal Khan (Khan Academy) recently observed that for students who take longer to master fundamental math skills, once they do so they accelerate faster such that they catch up to those who are ahead. Ubiquitous learning is species survival.
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Ideas Trump Resources When it Comes to City Growth - Richard Florida - The Atlantic Cities - 0 views
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important for all us educators to remember: knowledge and extractive industries do not mix. "Across all U.S. metros, the share of workers in resource and extractive industries had no correlation whatsoever to four key measures of regional development: economic output per capita, average wages per capita, income, or median household income (the correlations range from -.08 to .09, none being statistically significant). Conversely, the share of workers employed in idea-based knowledge and creative industries was strongly associated with all four regional development measures (with correlations ranging from .53 to .74). In line with the resource curse hypothesis, the share of employment in resource and extractive industries was negatively associated with share of employment in knowledge industries and also with the share of adults with college degrees, a key measure of skill and human capital which economists uniformly find to be a key driver of short and long-run economic prosperity."
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The Cost of Saving Lives in Bangladesh - Ben W. Heineman Jr. - The Atlantic - 13 views
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if real reform is to occur on the ground, hard, complex questions must be asked and answered
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consumers across the globe looking for cheap prices
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global garment retailers who want the incur the lowest cost--and offer the lowest price--to compete in developed markets but who do not want to be complicit in publicized worker tragedies in developing markets
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garment factory owners are willing to allow workers to organize in unions or associations in order to have a voice in health and safety conditions
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question then becomes whether international buyers are willing to go beyond imposition of standards and supplier cut offs and to pay, in some form, for the undetermined costs
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Can a robust consumer movement arise among those shopping for discount clothing in response to the Bangladesh building collapse?
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drawn an analogy between the collapse of the Rana Plaza in the Bangladesh Capital of Dhaka and the 1911 Triangle Shirtwaist factory fire in New York which claimed 146 lives
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Rana Plaza catastrophe represents a more complicated set of fractured global relationships, responsibilities and financial capabilities.
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5 Ideas That Could Have Prevented Flooding in New York - Emily Badger - The Atlantic Ci... - 20 views
www.theatlanticcities.com/...3754
ideas flood prevention sea gates surge barriers elevated infrastructure wave attenuators oysters and sand development patterns
shared by Brandie Hayes on 30 Apr 13
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Bringing Twitter to the Classroom - Atlantic Mobile - 59 views
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Learning to be concise, engaging in online dialogue about serious and important topics, condensing information, and forming an opinion in real time—these are skills that will only become more important as technology takes deeper root in society.
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