I often recall Houston's Apollo 20 experiment, designed to bring "No Excuses" charter school methods to neighborhood schools. Its output-driven, reward and punish policies failed. It was incredibly expensive, costing $52 million and it didn't increase reading scores. Intensive math tutoring produced test score gains in that subject. The only real success was due to the old-fashioned, win-win, input-driven method of hiring more counselors.
Policy Analysis for California Education (PACE) - 0 views
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Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California - Berkeley, and the University of Southern California. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California's education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California's leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
Google Groups - 0 views
This Week In Education: Thompson: How Houston's Test and Punish Policies Fail - 0 views
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Michels finds no evidence that Grier's test-driven accountability has benefitted students, but he describes the great success of constructive programs that build on kids' strengths and provide them more opportunities.
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With the help of local philanthropies, however, Houston has introduced a wide range of humane, holistic, and effective programs. Michels starts with Las Americas Newcomer School, which is "on paper a failing school." It offers group therapy and social workers who help immigrants "navigate bureaucratic barriers—like proof of residency or vaccination records." He then describes outstanding early education programs that are ready to be scaled up, such as the Gabriela Mistral Center for Early Childhood, and Project Grad which has provided counseling and helped more than 7,600 students go to college.
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Interactive teaching methods double learning in undergraduate physics class - 0 views
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Interactive teaching methods significantly improved attendance and doubled both engagement and learning in a large physics class,
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students in the interactive class were nearly twice as engaged as their counterparts in the traditional class
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scored nearly twice as well in a test designed to determine their grasp of complex physics concepts (average score 74 per cent vs. 41 per cent, with random guessing producing a score of 23 per cent). Attendance in the interactive class also increased by 20 per cent during the experiment.
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Screencasts - 0 views
Why Ability Grouping Doesn't Work - Finding Common Ground - Education Week - 0 views
Helping Students Navigate the World of Texting - 1 views
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Texting offers some interesting challenges for middle school students as they develop and practice social and emotional interactions with one another.
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Starting a classroom conversation about texting can help students share and learn together the best ways to navigate the world of texting. Teachers could Have students discuss texting in "pair shares" Visit with students asking for pros and cons from every student (if you have a small enough group) Include as an essay topic the things students like or don't like about texting
20 Strategies for Motivating Reluctant Learners | MindShift | KQED News - 0 views
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Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun.
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PEREZ’ BRAIN-BASED STRATEGIES
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1. Don’t Be Boring
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Curiosity Is a Unique Marker of Academic Success - The Atlantic - 0 views
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Yet in actual schools, curiosity is drastically underappreciated.
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The power of curiosity to contribute not only to high achievement, but also to a fulfilling existence, cannot be emphasized enough.
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When Orville Wright, of the Wright brothers fame, was told by a friend that he and his brother would always be an example of how far someone can go in life with no special advantages, he emphatically responded, “to say we had no special advantages … the greatest thing in our favor was growing up in a family where there was always much encouragement to intellectual curiosity.”
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