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in title, tags, annotations or urlECRP. Vol 4 No 1. Moving up the Grades: Relationship between Preschool Model and Later School Success - 2 views
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This trend is especially prevalent in programs that serve low-income children. Compensatory early childhood programs such as Head Start and state-sponsored pre-kindergarten for low-income families and preschoolers with special needs are designed to help children acquire skills needed for later school success.
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Beginning in the 1980s, leading early childhood experts expressed concern about the wisdom of overly didactic, formal instructional practices for young children (e.g., Elkind, 1986; Zigler, 1987). They feared that short-term academic gains would be offset by long-term stifling of children's motivation and self-initiated learning. Later research suggests that these early concerns were warranted
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They cautioned that early academic gains in reading skills associated with didactic instruction of preschoolers "come with some costs" that could have long-term negative effects on achievement.
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Interesting study of children, preschool and later school success. "Children's later school success appears to have been enhanced by more active, child-initiated early learning experiences. Their progress may have been slowed by overly academic preschool experiences that introduced formalized learning experiences too early for most children's developmental status."
Debbie Meier and the Dawn of Central Park East by Seymour Fliegel, City Journal Winter 1994 - 3 views
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“I’ve got a problem in the Central Park East School between Debbie Meier and some of her parents,” he said. “Go see what it’s about.”
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In 1976
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I went over to Central Park East, which was then a fledgling alternative school just completing its second year, to introduce myself to Debbie Meier, the school’s director
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Computer Science Teachers Association - 7 views
Many Schools Teach Engineering in Early Grades - NYTimes.com - 6 views
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“Just giving kids an engineering problem to solve doesn’t mean it will lead to learning,” said Janine Remillard, an associate education professor at the University of Pennsylvania who is not opposed, but believes that good teaching is essential to making any curriculum work well.
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I think it goes deeper than leading to "learning" in the sense of curriculum. It's more that students are learning to learn. Far too often we assume that students actually know how to learn. We know how to plan learning experiences and disseminate information, but how often do we stop to think whether or not a student has developed the skill to learn?
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Good point, Brian. I think more than anything the iterative process builds the skills of a learner that are applicable far beyond whether they learn "engineering." Process matters.
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“You’re not really learning what I would call engineering fundamentals,” he said of such programs. “You’re really learning about engineering.”
Now Playing - Night of the Living Tech - NYTimes.com - 3 views
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“Change has changed qualitatively,” says Janet Sternberg, an assistant professor at Fordham University and president of the Media Ecology Association, a research organization.
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Adaptive innovation and experimentation, experts say, is the rule in a period of rapid change that can be seen as the digital-age equivalent of the ferment after the introduction of the printing press. “We’re experiencing the biggest media petri dish in four centuries,” observes Paul Saffo, a visiting scholar at Stanford University who specializes in technology’s effect on society.
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Technology is by no means the only agent of change. Cultural tastes have a big influence, sometimes bringing quirky turns in the evolutionary dance.
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Galileo Educational Network Association - 0 views
In Tough Times, the Humanities Must Justify Their Worth - NYTimes.com - 0 views
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The study of the humanities evolved during the 20th century “to focus almost entirely on personal intellectual development,” said Richard M. Freeland, the Massachusetts commissioner of higher education. “But what we haven’t paid a lot of attention to is how students can put those abilities effectively to use in the world. We’ve created a disjunction between the liberal arts and sciences and our role as citizens and professionals.”Mr. Freeland is part of what he calls a revolutionary movement to close the “chasm in higher education between the liberal arts and sciences and professional programs.” The Association of American Colleges and Universities recently issued a report arguing the humanities should abandon the “old Ivory Tower view of liberal education” and instead emphasize its practical and economic value.
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Derek Bok, a former president of Harvard and the author of several books on higher education, argues, “The humanities has a lot to contribute to the preparation of students for their vocational lives.” He said he was referring not only to writing and analytical skills but also to the type of ethical issues raised by new technology like stem-cell research. But he added: “There’s a lot more to a liberal education than improving the economy. I think that is one of the worst mistakes that policy makers often make — not being able to see beyond that.” Anthony T. Kronman, a professor of law at Yale and the author of “Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life,” goes further. Summing up the benefits of exploring what’s called “a life worth living” in a consumable sound bite is not easy, Mr. Kronman said. But “the need for my older view of the humanities is, if anything, more urgent today,” he added, referring to the widespread indictment of greed, irresponsibility and fraud that led to the financial meltdown. In his view this is the time to re-examine “what we care about and what we value,” a problem the humanities “are extremely well-equipped to address.”
Effects of Technology on Classrooms and Students - 0 views
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Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
IMPACT '08 - The Social, Cultural & Ethical Impact of ICT Innovation - 0 views
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Social Interaction August 18 How are innovations in ICT impacting on how people interact? What is the impact of innovative ICTs eliminating the tyranny of distance and time? Community Building September 15 What impact does ICT innovation have in building communities? And, has the concept of community changed away from a geographic focus? And what is the impact on the individual’s association with their multiple communities?
Technology Integration Matrix - 0 views
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
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Levels of Technology Integration into the Curriculum
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This amazing matrix is wonderful to share.
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WOW!
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Considers: Levels of Technology Integration into the Curriculum -compared to- Characteristics of the Learning Environment.
NeverEndingSearch - Blog on School Library Journal - 0 views
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(To find ALA Island in SL, do a search for American Library Association.)
The Impact of Quantum Learning - 0 views
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The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
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The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning: Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning. Everything is On Purpose: Everything we do has an intended purpose. Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned. Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation. If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
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Quantum Learning
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Educause - 0 views
Computer Science Teachers Association - CSTA Research - 1 views
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The new Computer Science survey is out from US high schools - the findings do not bode well for computer science: "the number of schools offering Advanced Placement Computer Science (AP CS) has declined significantly in the last six years. In 2005, 40 percent of respondents indicated AP CS was offered at their school. This number decreased to 32 percent in 2007 and to 27 percent in the 2009 survey. AP CS is in many cases the most rigorous course offered by schools. " I wonder how many programs are introducing programming concepts at other levels or using something like Scratch. Should Computer science just be defined as AP computer science?
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