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Amy Kinslow

Educational policies and initiatives of the European Union - Wikipedia, the free encycl... - 0 views

en.wikipedia.org/...tiatives_of_the_European_Union

policies initiatives european

shared by Amy Kinslow on 13 Nov 12 - Cached
    • Amy Kinslow
      Amy Kinslow on 13 Nov 12
       
      I found this article through the WKU Libraries or I would have not posted it here
  • the Erasmus programme,
  • EU Member States have begun working together to achieve a set of 13 specific goals in the field of Education. This is referred to as the Education and Training 2010 programme. By sharing examples of good policy practice, by taking part in Peer Learning activities
  • ...1 more annotation...
  • by setting benchmarks and by tracking progress
  • Amy Kinslow on 13 Nov 12
     
    In the European Union education is the responsibility of Member States; European Union institutions play a supporting role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community The EU also funds educational, vocational and citizenship-building programmes which encourage EU citizens to take advantage of opportunities which the EU offers its citizens to live, study and work in other countries. The best known of these is the Erasmus programme, under which more than 2,000,000 students have taken part in inter-university exchange and mobility over the last 20 years.Since 2000, conscious of the importance of Education and Training for their economic and social objectives, EU Member States have begun working together to achieve a set of 13 specific goals in the field of Education. This is referred to as the Education and Training 2010 programme. By sharing examples of good policy practice, by taking part in Peer Learning activities, by setting benchmarks and by tracking progress against key indicators, the 27 Member States aim to respond coherently to common challenges, whilst retaining their individual sovereignty in the field of Education policy.The European Union is also a partner in various inter-governmental projects, including the Bologna Process whose purpose is to create a European higher education area by harmonising academic degree structures and standards as well as academic quality assurance standards throughout EU Member States and in other European countries.
Amy Kinslow

CONSEQUENCES OF TRACKING AND ABILITY GROUPING - 0 views

www.macalester.edu/...Keiser-%20PIE.htm

shared by Amy Kinslow on 11 Nov 12 - No Cached
  • tracking and ability grouping have been contentious topics
  • This essay will work to further the debate through studying and addressing both notions as compared to each other, as well as new alternatives that have recently emerged in educational reforms
  • Once a track has been assigned, the track determines not only the content of the courses but also the number of courses the student will take, and often the career path the student will eventually choose.
  • ...6 more annotations...
  •  Ability grouping also sorts students into small learning groups, but offers several classes that cover the same or similar academic content (e.g. mathematics) at a pace and depth that matches the ability of students in each class
  • both tracking and ability grouping have so far worked seemingly only to keep students from reaching their full potential in the U.S. Educational system. 
  • The educational practices of tracking and ability grouping emerged “around the turn of the 20th century as a way to prepare students for their ‘appropriate’ place in the workforce”
  • Students with high abilities and skills were given intense, rigorous academic training while students with lower abilities were given a vocational education. 
    • Amy Kinslow
      Amy Kinslow on 13 Nov 12
       
      this person is obviously against tacking and ability grouping
  • The cooperative learning plan, while it seems valuable in certain situations, does not seem to me to always be the most appropriate, or best, sorting choice.  For starters, it seems to do nothing more than allow students to work on low-level tasks, such as worksheets, together.  These techniques will not solve any of the problems tracking and ability grouping face with the quality of instruction given the classroom.  Also, with projects such as these, I find it rather probable that the high-track students will take up most of the work, as many would rather finish the assignment than spend the time and effort guiding the lower-tracked students through the process.  Cooperative learning could be most effective with the high-achieving students when used in conjunction with ability grouping, but does not seem to solve many of the dilemmas tracking and ability grouping cause in the education of the lower tracks.
  • Amy Kinslow on 13 Nov 12
     
    Educational Essay discussing the negative effects and some positive ones of tracking and ability grouping. This person is obviously against ability grouping and tracking.
Amy Kinslow

MUEP : Learning through mentoring. Mentors as bearers of a model for an integrated society - 1 views

dspace.mah.se/12589

learning mentoring model

shared by Amy Kinslow on 12 Nov 12 - No Cached
    • Amy Kinslow
      Amy Kinslow on 13 Nov 12
       
      You can open the entire file for more in depth information
  • Every year, about ninety university students go through Malmö University’s mentoring programme The Nightingale. As a mentor, the student meets with a child from an elementary school in a deprived area of the city for eight months
  • there is extensive learning in the programme. Mentors develop knowledge about children’s living conditions, social exclusion and social inclusion. Furthermore, they develop intercultural skills that are necessary to decrease the boundaries between exclusion and inclusion.
  • Amy Kinslow on 12 Nov 12
     
    Article Discussing the value of mentoring in children. Case study for The Nightingale Mentoring Program at Malmo University
Amy Kinslow

Education Week: The Dumb Class - 1 views

www.edweek.org/...37neuman_ep.h28.html

shared by Amy Kinslow on 11 Nov 12 - No Cached
  • the poorest undoubtedly would come out in the low-low group. That school, and all those in it, would be identified as failures, members of the dumb class. And with economic stimulus money flying out of Washington, some conservatives might legitimately wonder, Why put good money after bad?
  • they cannot achieve. They lack skills and cannot concentrate. They have low attention spans and are culturally deprived. They are brain-damaged, nonverbal, unmotivated, and lazy. Try as one might, making the dumb class learn to do what we say is impossible, despite hiring experts, devising strategies, and raising standards. Even if there were no limits to our budget, the dumb class couldn’t learn the standards or achieve proficiency in them.
  • Amy Kinslow on 13 Nov 12
     
    A comparison of ability grouping to ses levels. You must be a member of Education Week in order to view the entire article
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