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J Black

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professionaldevelopment professional_development education

shared by J Black on 12 Feb 09 - Cached
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
J Black

Student and Teacher Blogs that Succeed, Dean Shareski - 0 views

www.techlearning.com/8784

blogging

shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    Student and Teacher Blogs that Succeed By Dean Shareski, May 1, 2008 from Educators' eZine There is a new teacher or student blog created every 2.2 seconds. Okay so I just made that up, but the point is we are seeing blogs created at blistering pace with the hopes of connecting with the world and providing an authentic audience for writers. Sadly, many of these well-meaning blogs die a slow death after a smattering of posts. Well-intended teachers and students often lack perspectives need for success. Blogs are easy to create. But just because something's easy doesn't mean it will stick. As someone who supports teachers in understanding and using digital learning tools, this is a pattern I've seen all too often. So how does a teacher or her students find blogging success? Here are a few things I've discovered in both my own blog as well as with my work with students and teachers.
J Black

NZ Interface Magazine | Teacher Blogs - 0 views

www.nz-interface.co.nz/teacherblogs

blogging_examples teachers

shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    come to Teacher Blogs, INTERFACE's online directory of blogs written by teachers in New Zealand. A growing number of educators are blogging and sharing news and views, insights, tips best practice, and generally helping to spread the word not just about t
J Black

Jeff Felix: The Study on Blogging Educators is Complete! - 0 views

suptfelix.blogspot.com/...ing-educators-is-complete.html

blogging_motivation blogging_research toread

shared by J Black on 01 Feb 09 - Cached
  • J Black on 01 Feb 09
     
    The study on teachers in the United States who are using blogging as an instructional practice has finally been completed. The study shows that teachers perceive a significant increase in student learning through motivation for assignments and through dee
J Black

Ed/ITLib Digital Library → Edublogging: Instruction for the Digital Age Learner - 0 views

www.editlib.org/...index.cfm

blogging blogging_motivation

shared by J Black on 01 Feb 09 - Cached
  • J Black on 01 Feb 09
     
    MOTIVATION A unique study of K-12 teachers blogging as an instructional practice shows a significant increase in student learning through motivation for assignments and through deeper thought processes. Students enjoy the connectiveness of their work whi
Adam DeWitt

Cool Sites: Timelines, Animation Vids, Iphone Apps… | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...nes-animation-vids-iphone-apps

timeliner history multimedia events timelines

shared by Adam DeWitt on 24 Oct 09 - Cached
Alice T liked it
  • Timetoast

  • Students can create interactive and multimedia time lines like the one below with Timetoast. Aside from using this tool to mark a historical event, students can use this tool for blogging, creating time lines of their lives, or as an introduction to a portfolio marking the student’s activities! I found out about this tool from Eric Sheninger.

  • Adam DeWitt on 24 Oct 09
     
    Here is a time line tool to be used on-line.
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