Studies are finding that the culture or climate of a school can have a marked impact on student performance.
Group items matching
in title, tags, annotations or url
1More
About New York - Creating a Network Like Facebook, Only Private - NYTimes.com - 16 views
-
Giving our children agency over their online identities should be important to teachers who use social networking as in instructional tool.
Personas | Metropath(ologies) | An installation by Aaron Zinman - 13 views
3More
dotEPUB - download any webpage as an e-book - 125 views
-
Really Like This >> dotEPUB -Download any Webpage as an e-book http://bit.ly/lOXUvZ #bookmarklet #ebook #edtech #elearning #tlchat #edchat -
The suburb of Saffron Park lay on the sunset side of London, as red and ragged as a cloud of sunset. It was built of a bright brick throughout; its sky-line was fantastic, and even its ground plan was wild. It had been the outburst of a speculative builder, faintly tinged with art, who called its architecture sometimes Elizabethan and sometimes Queen Anne, apparently under the impression that the two sovereigns were identical. It was described with some justice as an artistic colony, though it never in any definable way produced any art. But although its pretensions to be an intellectual centre were a little vague, its pretensions to be a pleasant place were quite indisputable. The stranger who looked for the first time at the quaint red houses could only think how very oddly shaped the people must be who could fit in to them. Nor when he met the people was he disappointed in this respect. The place was not only pleasant, but perfect, if once he could regard it not as a deception but rather as a dream. Even if the people were not "artists," the whole was nevertheless artistic. That young man with the long, auburn hair and the impudent face-that young man was not really a poet; but surely he was a poem. That old gentleman with the wild, white beard and the wild, white hat-that venerable humbug was not really a philosopher; but at least he was the cause of philosophy in others. That scientific gentleman with the bald, egg-like head and the bare, bird-like neck had no real right to the airs of science that he assumed. He had not discovered anything new in biology; but what biological creature could he have discovered more singular than himself? Thus, and thus only, the whole place had properly to be regarded; it had to be considered not so much as a workshop for artists, but as a frail but finished work of art. A man who stepped into its social atmosphere felt as if he had stepped into a written comedy. -
dotEPUB is software in the cloud that allows you to convert any webpage into an e-book
1More
shared by Steve Ransom on 14 Oct 09
- Cached
ReadWriteThink: Lesson Plan: Naming in a Digital World: Creating a Safe Persona on the ... - 52 views
www.readwritethink.org/...lesson_view.asp
persona name identity digitalfootprint lessonplans idea teaching
shared by Steve Ransom on 14 Oct 09
- Cached
-
In this lesson, students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.
6More
Education World: Improving School Culture - 78 views
-
-
school's performance never will improve until the school culture is one where people feel valued, safe, and share the goal of self-improvement
-
School culture, he says, is shared experiences both in and out of school, such as traditions and celebrations, a sense of community, of family and, team."
- ...2 more annotations...
-
Positive school cultures can be developed through assessment, analysis, improving and strengthening a school's identity, and then monitoring progress
-
The three major indicators of a healthy school culture are collaboration (do people work together and share information), collegiality (is there a sense of belonging and emotional support), and efficacy (do stakeholders feel as if they have control of their destinies or do they view themselves as helpless victims of "the system?")
-
What kind of culture pervades your school? Do staff members feel like a family? Or is it like a factory or a Little Shop of Horrors? One way to assess school culture, and then strive to improve it, is through the Center for Improving School Culture's triage survey. Included: Links to the triage survey.
1More
YouTube - Google Dashboard - English - 31 views
-
The Google Dashboard allows you to view and control data associated with the different products you use with your Google Account.
Voice Morphing for your different identities in Second Life - 24 views
Digital Tattoo - 11 views
15More
CITE Journal - Language Arts - 94 views
-
Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
-
-
They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
-
Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
- ...11 more annotations...
-
Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
-
learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
-
It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
-
nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
-
allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
-
Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
-
educators must address plagiarism, ownership, and authorship in their classrooms.
-
strategies to assess the quality of information and writing on the Web
-
help students develop netiquette
-
Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
-
Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
6More
From Farm to Table | Orion Magazine - 23 views
-
“Farmers’ markets aren’t sexy anymore
-
Read on and tell me why Farmers markets have failed to advance the sustainable and local food movement.
-
-
What we need is a system of local “food hubs” that can process and bundle local foods and deliver them to the places where America eats.
-
Perhaps the only thing all these food hubs share is a conviction that there is value in preserving regional identity, artisanal character, and sustainable practices—in saving some products from the great meat grinder of industrial food distribution.
- ...2 more annotations...
-
Some simply bundle the produce of multiple small farms to reach the consistent volumes and product diversity required to supply local markets. Some are purely virtual marketplaces that allow chefs to find available produce from regional farms and buy it directly. Some have a social mission to not only bring foods to underprivileged neighborhoods but to increase food literacy as well, or to guarantee fair prices to farms and farmworkers. And some specialize in incubating new producers like Pete
-
See an audio slide show about the Mad River Food Hub at the Reimagining Infrastructure series homepage, www.orionmagazine.org/infrastructure.
13More
Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views
-
-
Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment -
Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
-
Those against technology - Tanya Byron stating they technology is affecting children's minds.
-
Changing attitudes whilst online - different identities - different ways some converse.
-
* Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
-
Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
-
-
grounding in both theory and pedagogical application
-
current research,
- ...5 more annotations...
-
s illustrative case studies
-
cybergogy
-
behaviourism, cognitivism and constructivism in the context of e-learning.
-
social networking;
-
cybergogy and new learning domains
3More
Exploring the Cultures of East Africa - Jenman African Safaris - 0 views
-
As much as these different East African countries have in common, there are also distinct differences as a result of the over a hundred different cultures, dozens of different languages and diverse opinions relating to national identity.
-
Tanzania has two official languages – English and Swahili
-
Over the last ten years, the art of cartoons and comics has really taken off in Tanzania and begun to develop a more outspokenly political edge
7More
Favorite 2nd grade books - 4 views
-
llows children to imagine the things they would do if they co
-
uld. This is a story everyone can relate to, no matter his or her background
-
climb into a tree and read” summer days.
- ...4 more annotations...
-
read-aloud
-
Poetry
-
Themes of racial or ethnic identity and pride are incorporated in the plot.
-
Friends
42More
Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views
-
n contrast to others who are not as prone to divulge their feelings about their creative process
-
"Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
-
The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
- ...39 more annotations...
-
It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
-
Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
-
Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
-
raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
-
It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
-
n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
-
I need . . . to become involved, to come into a state where I do something without knowing why I do i
-
This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
-
Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
-
I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
-
When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
-
Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
-
ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
-
as, as these examples show, dreams can also solve certain problems of the creative process.
-
In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
-
n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
-
Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
-
Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
-
I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
-
Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
-
Furthermore, for some composers the musical influence can emerge from the development of computer technology.
-
In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
-
If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
-
After all, the creative process is an elusive cultural activity with no recipes for making it happen.
-
n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
-
In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
-
Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
-
After all, the quality of mystery is a common theme in nearly every composer's accoun
-
Failing this, musical creativity remains a predictable academic exercise
-
Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
-
Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
-
Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
-
n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
-
While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
-
By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
-
which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
-
. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
-
Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
-
Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
14More
The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views
-
The article describes creative youth development in the larger contexts of arts education and of education reform.
-
Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
-
Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
- ...11 more annotations...
-
attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
-
such as heightened confidence and sense of agency
-
Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
-
Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
-
The creative process at the center of CYD programs contributes to profound personal growth for youth participants
-
And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
-
community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
-
hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
-
impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
-
She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
-
Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—