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Vicki Davis

The New Mayor and the Teachers - NYTimes.com - 2 views

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    An overview from the New York Times predicting the future between Mayor Elect Bill de Blasio and the United Federation of Teachers which represents 40% of the city's workforce. For those following politics in the US, this is a situation to watch.
Michael Walker

Growing Up Digital, Wired for Distraction - NYTimes.com - 12 views

  • “The worry is we’re raising a generation of kids in front of screens whose brains are going to be wired differently.”
    • Michael Walker
       
      Kids brains wired differently, but he doesn't explain why this is necessarily a bad thing.
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    "The worry is we're raising a generation of kids in front of screens whose brains are going to be wired differently."
Gary Bertoia

Facebook Privacy: A Bewildering Tangle of Options - Graphic - NYTimes.com - 12 views

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    "To manage your privacy on Facebook, you will need to navigate through 50 settings with more than 170 options. Facebook says it wants to offer precise controls for sharing on the Internet"
Allyssa Andersen

Building a Better Teacher - NYTimes.com - 11 views

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    Please take a few moments to read. Fascinating stuff!
Toby Fischer

Op-Ed Columnist - The New Untouchables - NYTimes.com - 12 views

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    Great article telling why we need to change our schools.
Amy Marlow

The Learning Network - The Learning Network Blog - NYTimes.com - 12 views

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    times' teaching & learning section, with lesson plans, current event quizzes, and puzzles.
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    The New York Times has a learning network with all types of videos to share. Lesson plans, student opinions, film festivals, and a student reading contest for the month of July.
Ruth Howard

Advertising - F.T.C. to Rule Blogs Must Disclose Gifts or Pay for Reviews - NYTimes.com - 1 views

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    Sounds good to me!
Stephanie Sandifer

Op-Ed Contributor - Your Baby Is Smarter Than You Think - NYTimes.com - 0 views

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    Great article on the intelligence and learning capabilities of infants and toddlers -- has implications for how we approach pre-school learning with children.
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
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  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
anonymous

In Obama's Election, a Textbook Case of History in the Making for Students This Fall - ... - 0 views

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    An article about how textbook publishers are rushing to include Obama's election in their latest books
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    One could use this article as yet another reason to show that purchasing textbooks, especially for a subject such as this, is a practice that SHOULD disappear in the near future. When you have access to ALL the world's information as well as commentary on that information, AND as well as the ability to share it electronically and contribute to the commentary, there really just is NOT a need to purchase those books anymore. Or am I completely wrong?
Jeff Johnson

Math Skills Suffer in U.S., Study Finds (NYTimes) - 0 views

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    The United States is failing to develop the math skills of both girls and boys, especially among those who could excel at the highest levels, a new study asserts, and girls who do succeed in the field are almost all immigrants or the daughters of immigrants from countries where mathematics is more highly valued.
Matt Clausen

What Your Global Neighbors Are Buying - Interactive Graphic - NYTimes.com - 0 views

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    How people spend their discretionary income - the cash that goes to clothing, electronics, recreation, household goods, alcohol - depends a lot on where they live. People in Greece spend almost 13 times more money on clothing as they do on electronics. People living in Japan spend more on recreation than they do on clothing, electronics and household goods combined. Americans spend a lot of money on everything.
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