Skip to main content

Home/ educators/ Group items tagged HR

Rss Feed Group items tagged

Jeff Richardson

PBS videos for educators hit iTunes U | ijohnpederson - 1 views

    • Jeff Richardson
       
      There's even stuff for those that teach ELL students! What a great resource for those who like to use ITunes.
  • once. 35 mins ago I become crippled when expected to rant more than 300 characters. Damn you Twitter. 36 mins ago @speters Good luck! 4 hrs ago I totally just figured out @teach42 and his secret plans to conquer the world. Nice touch. Looking forward to seeing this go public. 5 hrs ago Or "Thank you for not unsubscribing!" Whatever the case may be. 21 hrs ago More updates... Recent Comments Jen Dorman on Why We’re All Blogging Less Rick on Why We’re All Blogging Less Kate Olson on Must View Video Dan Meyer on Must View Video John Pederson on Resistance My Blogroll Alec Couros Andy Carvin Anne Davis Brian Crosby Bud Hunt Carolyn Foote Cathy Nelson Chris Betcher Chris Lehman Christian Long Christopher Craft Christopher Harris Christopher Sessums Clarance Fischer Clay Burell Connectivism Blog Dale Basler Dan Meyer Darren Draper Darren Kuropatwa David Jakes David Warlick Dean Shareski Diana Laufenberg Doug Johnson Ewan Mcintosh Gary Stager George Siemens Jeff Utecht Jennifer D. Jones Judy O'Connel Julie Lindsay Karl Fisch Kate Sheehan Kim Cofino Konrad Glogowski Kristin Hokanson Lea Hansen-George Lisa Durff Marcy Hull Naomi Harm Ryan Bretag Scott Anderson Scott McLeod Sharon Peters Sheryl Nussbaum Beech Stephen Downes Steve Dembo Steve Hargadon Sue Waters Tim Stahmer Tom Hoffman Vicki Davis Wes Fryer Will Richardson Zac Chase Read more...
Marisa P

John Dewey: School and Society: Chapter 4: The Psychology of Elementary Education - 0 views

  • To refuse to try, to stick (97) blindly to tradition, because the search for the truth involves experimentation in the region of the unknown, is to refuse the only step which can introduce rational conviction into education.
    • Marisa P
       
      great quote
  • It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds —difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities.
  • The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.
  • ...9 more annotations...
  • Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America
  • His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.
  • means to ends
  • These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.
  • 1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.
  • The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.
  • The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.
  • third period of elementary education
  • the second period
Vicki Davis

The Top 100 Management and Leadership Blogs That All Managers Should Bookmark - HR World - 0 views

  •  
    top 100 management and leadership blogs for administrators.
  •  
    This lost of the top 100 Management and Leadership blogs may have some great blogs for administrators and headmasters to read.
kimberly caise

NISD - Human Resources - Professional Positions - 0 views

  •  
    posted job opening with NISD.net for a CIT position
1 - 8 of 8
Showing 20 items per page