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Nelly Cardinale

National Center for Education Statistics (NCES) Home Page, a part of the U.S. Departmen... - 0 views

nces.ed.gov

education statistics research reference government data schools demographics

shared by Nelly Cardinale on 20 Mar 09 - Cached
  • Nelly Cardinale on 20 Mar 09
     
    The National Center for Education Statistics (NCES) collects, analyzes and makes available data related to education in the U.S. and other nations.
Angela Maiers

Create A Graph - 0 views

nces.ed.gov/createagraph

graphing

shared by Angela Maiers on 03 Sep 08 - Cached
  • Angela Maiers on 03 Sep 08
     
    Easy to use graphing tool-kids will love this!
Mike Cullum

Doing What Works - Home - 7 views

dww.ed.gov

research education resources government NCLB teaching curriculum

shared by Mike Cullum on 14 Dec 09 - Cached
  • Mike Cullum on 10 Mar 11
     
    Doing What Works
Ben Rimes

Executive Summary | U.S. Department of Education - 9 views

www.ed.gov/...executive-summary

shared by Ben Rimes on 15 Mar 10 - Cached
  • regardless of background, languages, or disabilities,
  • personalized learning
  • critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • ...3 more annotations...
  • In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
  • Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      For good reason at the elementary level. It's called socialization. Students that are 2 or 3 years apart can exhibit radically different thought processes, levels of self-control, but more importantly, there are huge developmental differences socially, emotionally, and physcially.
  • The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
    • Ben Rimes
      Ben Rimes on 28 Mar 10
       
      Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
  • Vicki Davis on 15 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
  • Ben Rimes on 28 Mar 10
     
    Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
Claude Almansi

Technology in Schools Faces Questions on Value - NYTimes.com - 0 views

www.nytimes.com/...-faces-questions-on-value.html

shared by Claude Almansi on 29 Sep 11 - No Cached
  • recession
  • Civil War
    • Claude Almansi
      Claude Almansi on 29 Sep 11
       
      link 11
  • National Education Technology Plan
    • Claude Almansi
      Claude Almansi on 29 Sep 11
       
      link 13
Vicki Davis

the Research Building Blogs for Teaching Children to Read - 9 views

lincs.ed.gov/...PRFbooklet.pdf

education literac research reading_teacher bestpractices literature edu_trends

shared by Vicki Davis on 12 Sep 11 - No Cached
  • Vicki Davis on 12 Sep 11
     
    The updated 2006 copy of the National Reading Panel teacher's guide to give a framework for using the findings of the 200 national Reading Panel in the classroom. This is another guidebook for teachers and curriculum directors.
Ginger Lewman

World Studies Teaching and Learning Resources - 0 views

free.ed.gov/subjects.cfm

worldhistory world_religions geography foreign_language

shared by Ginger Lewman on 23 Aug 09 - Cached
  • Ginger Lewman on 23 Aug 09
     
    World History, Geography, Foreign Language, other stuff too!
Vicki Davis

Lesson Planning Information for US Presidential Speech to Students Grades 7-12 - 0 views

www.ed.gov/...7-12.pdf

education government politics edu_news

shared by Vicki Davis on 03 Sep 09 - No Cached
  • Vicki Davis on 03 Sep 09
     
    Here are the lesson planning guides for grades 7-12.
Vicki Davis

Grades PreK-6 Lesson planning guide for Obama speech - 0 views

www.ed.gov/...prek-6.pdf

education government edu_news

shared by Vicki Davis on 03 Sep 09 - No Cached
  • Vicki Davis on 03 Sep 09
     
    This is the lesson planning guide for grades PreK-6th grade for the President's speech on September 8th.
Vicki Davis

I Am What I Learn video competition for US students - 0 views

www.ed.gov/...index.html

education government learning politics edu_news

shared by Vicki Davis on 03 Sep 09 - Cached
  • Vicki Davis on 03 Sep 09
     
    Starting on Sept 8, the US dept of education will ask students to respond to the President's Back to school challenge to create videos, up to 2 minutes in length describing steps that they will take to improve their education. This will be the website for the Iam what I learn website.
Jim Farmer

The Thomas Jefferson Papers - 0 views

www.free.ed.gov/resource.cfm

history resources Jefferson Thomas Jefferson social studies

shared by Jim Farmer on 15 Apr 09 - Cached
  • Jim Farmer on 15 Apr 09
     
    20,000 plus images of Jefferson's documents.
Jeremy Davis

Future of Education - 0 views

www.eric.ed.gov/...08.pdf

future of education education technology future online learning

shared by Jeremy Davis on 11 May 09 - No Cached
  • Jeremy Davis on 11 May 09
     
    A very solid paper on the future of education and the technological forces that are driving change.
Vicki Davis

Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Ce... - 12 views

www.ed.gov/...-Draft-Grit-Report-2-17-13.pdf

education learning research us-doe bestpractices edu_trends

shared by Vicki Davis on 08 Jan 14 - No Cached
  • Vicki Davis on 08 Jan 14
     
    A report by the US Department of Education Technology from February 2013 (anyone know why this is still a draft?) that shares how we should measure and promote non cognitive factors like grit, tenacity and perseverance. This is one paper to share and discuss.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Ed Webb

The crisis of student mental health is much vaster than we realize - The Washington Post - 1 views

www.washingtonpost.com/...is-much-vaster-than-we-realize

US USA education mentalillness health students resources

shared by Ed Webb on 05 Dec 22 - No Cached
  • the CDC found nearly 45 percent of high school students were so persistently sad or hopeless in 2021 they were unable to engage in regular activities. Almost 1 in 5 seriously considered suicide, and 9 percent of the teenagers surveyed by the CDC tried to take their lives during the previous 12 months. A substantially larger percentage of gay, lesbian, bisexual, other and questioning students reported a suicide attempt
  • More than 230,000 U.S. students under 18 are believed to be mourning the ultimate loss: the death of a parent or primary caregiver in a pandemic-related loss, according to research by the CDC, Imperial College London, Harvard University, Oxford University and the University of Cape Town. In the United States, children of color were hit the hardest, another study found. It estimated that the loss for Black and Hispanic children was nearly twice the rate of White children.
  • Professional organizations recommend one school psychologist per 500 students, but the national average is one per 1,160 students, with some states approaching one per 5,000. Similarly, the recommended ratio of one school counselor per 250 students is not widespread. The national average: one per 415 students.
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  • Seattle teachers who went on strike in September included a call for more mental health supports for students as one of their bargaining points. The strike settlement included part-time social workers at most schools
  • “We’ve seen increases in anxiety, disordered eating, suicidal ideation, OCD and many other mental health challenges,”
  • Last school year, nearly 40 percent of schools nationally reported increases in physical attacks or fights, and roughly 60 percent reported more disruptions in class because of student misconduct, according to federal data.
  • “School-based health centers fill a void, particularly in low-income communities,” said Robert Boyd, chief executive at the nonprofit School-Based Health Alliance. “In rural communities, sometimes it’s the only provider around.”
  • school systems are expanding social-emotional learning intended to help students understand and regulate their emotions, develop positive relationships and face challenges. These lessons may be embedded in classes (say, a discussion of empathy related to characters in a novel) or they may come directly through an activity about, for instance, decision-making. In some parts of the country, social-emotional teachings are tangled up in the culture wars, particularly when material deals with gender and racial equity.
  • Critics see the excused days off as counterproductive for students who have already missed too much school, but supporters say the laws recognize the stressful reality of many students’ lives and elevate the stature of mental health so that it is comparable to physical health.
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