Despite
a century of research that fails to support the efficacy of grade retention,
the use of grade retention has increased over the past 25 years. It is estimated
that as many as 15% of American students are held back each year, and 30%
- 50% of students in the US are retained at least once before ninth grade.
Furthermore,
the highest retention rates are found among poor, minority, inner-city youth.
Research indicates
that neither grade retention nor social promotion is an effective strategy
for improving educational success. Evidence from research and practice highlights
the importance of seeking alternatives that will promote social and cognitive
competence of children and enhance educational outcomes
Group items tagged
NASP Position Statement on Grade Retention - 1 views
-
-
Some groups of children are more likely to be retained than others. Those at highest risk for retention are male; African American or Hispanic; have a late birthday, delayed development and/or attention problems; live in poverty or in a single-parent household; have parents with low educational attainment; have parents that are less involved in their education; or have changed schools frequently. Students who have behavior problems and display aggression or immaturity are more likely to be retained. Students with reading problems, including English Language Learners, are also more likely to be retained.
-
While delayed entry and readiness classes may not hurt children in the short run, there is no evidence of a positive effect on either long-term school achievement or adjustment. Furthermore, by adolescence, these early retention practices are predictive of numerous health and emotional risk factors, and associated deleterious outcomes. . Initial achievement gains may occur during the year the student is retained. However, the consistent trend across many research studies is that achievement gains decline within 2-3 years of retention, such that retained children either do no better or perform more poorly than similar groups of promoted children. This is true whether children are compared to same-grade peers or comparable students who were promoted. . The most notable academic deficit for retained students is in reading. . Children with the greatest number of academic, emotional, and behavioral problems are most likely to experience negative consequences of retention. Subsequent academic and behavioral problems may result in the child being retained again.
- ...5 more annotations...
21st Century Literacies - 1 views
-
As society and technology change, so does literacy.
-
Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
-
ablished national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education.Today, the NCTE definition of 21st century literacies makes it clear that further evolution of curriculum, assessment, and teaching practice itself is necessary.Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty-first century readers and writers need to• Develop proficiency with the tools of technology• Build relationships with others to pose and solve problems collaboratively andcross-culturally• Design and share information for global communities to meet a variety ofpurposes• Manage, analyze, and synthesize multiple streams of simultaneousinformation• Create, critique, analyze, and evaluate multimedia texts• Attend to the ethical responsibilities required by these complex environmentsClick here for the complete framework. Document and Site Resources Page Tools: Email Print RSS Share This On: del.icio.us Digg Newsvine Google Yahoo Blogger Facebook Most Popular Articles Read Emailed Discussed Secondary Section Journals NCTE / IRA Standards for the English Language Arts Welcome to the College Section Elementary Section Related Search Terms display:
5 Ways Twitter Has Changed Education | MindShift - 1 views
-
IZED PROFESSIONAL NETWOR
What Makes for a Master Teacher? | Edutopia - 1 views
-
Never work harder than your students?
-
The reality is that the student is a vital participant and partner in education.
-
Master teachers understand that it has to be the student's unwritten goal to keep up with the master teacher, primarily because the master teacher has effectively become the role model for all of the students in the classroom.
- ...3 more annotations...
Horizon Report 2009 - 3 views
-
The skills involved in writing and research have changed from those required even a few years ago. Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations.
- ...7 more comments...
-
is that eventually it might be able to help people solve very difficult problems by presenting connections between apparently unrelated concepts, individuals, events, or things - connections that it would take many people many years to perceive, but that could become obvious through the kinds of associations made possible by semantic-aware applications.
-
social/semantic web: Semantic-aware tools to help visualize relationships among concepts and ideas are just beginning to emerge, including mashups that not only plot data on graphs or maps, but also emphasize and illustrate conceptual links. For instance, WorldMapper (http:// www.worldmapper.org/)
Yoda on learning, "You must unlearn what you have learned." « Constructing Me... - 1 views
-
headed
-
“You must unlearn, what you have learned.
-
rethink school and redefine the purpose and process
- ...34 more annotations...
An Ecosystem Is Born: Animoto Opens Up API - 0 views
-
adding an iPhone app
-
Currently Animoto has 1.4 million users
-
10 percent of users, so 140,000 people,
- ...1 more annotation...
Big Ideas from TED 2011: Letting Students Drive Their Education - TheApple.com - 1 views
-
, he started making short video versions of his tutorials. And then a funny thing happened. His cousins reported that they liked learning from his videos better than from him.
-
Having a video made it so they could repeat and replay anything that they didn’t understand as many times as necessary. They could refer back to weeks-old lessons without having to feel embarrassed about it. They could learn without another person standing over their shoulder asking, “do you understand yet?”
-
To date, Khan has posted more than 2,200 talks on everything from basic math to history. Between 100,000 and 200,000 lectures are watched every day.
- ...3 more annotations...
Lisa Nielsen: 6 Ways Technology Can Help Tuned-Out Students Tune In - 1 views
-
student rights and the freedom to learn using the tools they want,
-
master of classroom management in the days before the Internet, the environment has changed.
-
accountable interactivity.
- ...2 more annotations...
-
"If your target audience isn't listening to you, it's not their fault, it's yours." -- Seth Godin
1 - 10 of 10
Showing 20▼ items per page