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Troy Patterson

Copyright Cops | edte.ch - 0 views

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shared by Troy Patterson on 24 May 11 - No Cached
  • Troy Patterson on 24 May 11
     
    According to the most recent EU Kids Online research over one third of 9-12 year olds and three quarters of 13-16 year olds who use the internet in Europe have their own profile on a social networking site. I discovered this wonderful film from Julio Secchin which not only depicts the way that our youngsters use the web but also some of the wider implications.
Ron King

Want to Improve Teaching? Listen to Students - 0 views

www.huffingtonpost.com/...prove-teaching-_b_3342521.html

shared by Ron King on 29 May 13 - No Cached
  • Ron King on 29 May 13
     
    Annie Emerson doesn't have to wonder about what it takes to help her kindergarten students learn how to write or do math. They've told her. Several times during the year, the Pinewoods Elementary School teacher asks her students two basic questions: what are ways that I teach you that you like or that are really working for you? What could be changed to help you learn even more? And it turns out even 5-year-olds have plenty to say.
Ron King

Can't We Do Better? - NYTimes.com - 0 views

mobile.nytimes.com/...riedman-cant-we-do-better.html

shared by Ron King on 09 Dec 13 - No Cached
  • Ron King on 09 Dec 13
     
    THE latest results in the Program for International Student Assessment, or PISA, which compare how well 15-year-olds in 65 cities and countries can apply math, science and reading skills to solve real-world problems were released last week, and it wasn't pretty for the home team. Andreas Schleicher, who manages PISA, told the Department of Education: "Three years ago, I came here with a special report benchmarking the U.S. against some of the best performing and rapidly improving education systems. Most of them have pulled further ahead, whether it is Brazil that advanced from the bottom, Germany and Poland that moved from adequate to good, or Shanghai and Singapore that moved from good to great. The math results of top-performer Shanghai are now two-and-a-half school years ahead even of those in Massachusetts - itself a leader within the U.S."
Troy Patterson

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 0 views

www.washingtonpost.com/...ing-findings-from-new-research

msm286 homework

shared by Troy Patterson on 04 Oct 14 - No Cached
  •  A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that:  reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.
  • First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.  In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement.  If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.
  • Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.
  • ...6 more annotations...
  • It’s easy to miss one interesting result in this study that appears in a one-sentence aside.  When kids in these two similar datasets were asked how much time they spent on math homework each day, those in the NELS study said 37 minutes, whereas those in the ELS study said 60 minutes. 
  • it was statistically significant but “very modest”:  Even assuming the existence of a causal relationship, which is by no means clear, one or two hours’ worth of homework every day buys you two or three points on a test.
  • There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”
  • The better the research, the less likely one is to find any benefits from homework.
  • you’ll find that there’s not much to prop up the belief that students must be made to work a second shift after they get home from school.  The assumption that teachers are just assigning homework badly, that we’d start to see meaningful results if only it were improved, is harder and harder to justify with each study that’s published.
  • many people will respond to these results by repeating platitudes about the importance of practice[8], or by complaining that anyone who doesn’t think kids need homework is coddling them and failing to prepare them for the “real world” (read:  the pointless tasks they’ll be forced to do after they leave school).
yelpreviews58

Verified Paypal Accounts: Where To Buy Safely And Securely - 0 views

www.linkedin.com/...unts-where-buy-safely-securely

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shared by yelpreviews58 on 07 Jul 23 - No Cached
  • yelpreviews58 on 07 Jul 23
     
    PayPal is on the best and top online payment method in the world. PayPal always provide an extra good opportunity. Suppose, you purchase some products from online and you paid them from your PayPal account. And if you didn't receive any service from them then, you can open a dispute within a minute. And you will get back your money within 7 days to your account. If you buy from us a old verified personal or business account then you can open a dispute without getting any error.
Troy Patterson

Why Aren't There More Podcasts for Kids? - The Atlantic - 2 views

www.theatlantic.com/...476157

msm329 podcasting

shared by Troy Patterson on 30 Apr 16 - No Cached
  • “A podcast aimed at 3-10-year-olds that parents could actually tolerate—if you could do it right—would be an unbelievable hit,”
  • NPR saw a 75 percent increase in podcast downloads
  • while adults and teens could easily fill their waking hours with audio, kids would struggle to fill a few.
  • ...8 more annotations...
  • The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful.
  • Not only are children listening and responding creatively, observations suggest they’re also learning.
  • When it comes to using public radio in the classroom, Brady-Myerov believes three-to-five-minute segments are most effective, leaving the teacher significant time to build a lesson around the audio.
  • That said, a number of schools have already begun incorporating longer podcasts into their curricula, to great success.
  • high-school teachers in California, Connecticut, Chicago, and a handful of other states have been using Radiolab, This American Life, StoryCorps, and, overwhelmingly, Serial.
  • TeachersPayTeachers.com (a site where educators can purchase lesson plans) saw a 21 percent increase in downloads of plans related to podcasts in 2014, and a 650 percent increase in 2015.
  • Research further supports the benefits of audio learning for children. When words are spoken aloud, kids can understand and engage with ideas that are two to three grade-levels higher than their reading level would normally allow.
  • Aural learning is particularly helpful for students who have dyslexia, are blind, or for whom English is their second language, who might struggle with reading or find it helpful to follow a transcript while listening.
Troy Patterson

The Principal: The Most Misunderstood Person in All of Education - Kate Rousmaniere - T... - 1 views

www.theatlantic.com/...281223

msm265 leadership

shared by Troy Patterson on 02 Jan 14 - No Cached
  • In American public schools, the principal is the most complex and contradictory figure in the pantheon of educational leadership.
  • A few years ago when I walked the hallways of a high school with my five-year-old niece Evie, she remarked, without prompting: “There’s the principal’s office: you only go there if you are in trouble.”
  • Most remarkably, those very people who did not understand what a principal did were often the first to argue for the abolition of the role.
  • ...7 more annotations...
  • The history of the principal offers even more contradictions. Contemporary principals work in the midst of unique modern challenges of ever-changing fiscal supports, school law and policy, community values, and youth culture.
  • The complex role of the principal is not an accidental by-product of history; rather, the principal’s position at the nexus of educational policy and practice was an intentional component of the role when it was originally conceived.
  • Like other middle managers, the principal had a “dual personality,” standing “on the middle ground between management and employee,” as both a loyal sergeant to a distant supervisor and a local administrator who had to negotiate with workers in order to get the job done properly.
  • Through the mid-20th century, the principalship was an inconsistently defined position, as often a teacher with administrative responsibilities as an administrator who supervised teachers.
  • As the principalship evolved away from the classroom to the administrative office, the principal became less connected with student learning, and yet more responsible for it.
  • Modern principals came to have less to do with student learning and more to do with upholding administrative structures and responding to public pressures.
  • For all those efforts, however, the history of the principalship is marked by an increasing discrepancy between the popular image and the actual work of the position. Ironic too, is the dominant image of the principalship with an office, given the great variety, mobility, human interactions, and community relations of principals’ work.
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