Group items tagged

Official policy, not lack of educator imagination, not laziness, not union obstinacy, not anything else, is the main reason schools function very much as they did a century ago. Put the blame where it belongs. There are several reasons why most charters differ little or not at all from traditional public schools. Here are four:

Educational researchers at the Technical University of Munich (TUM) have found that schoolchildren can independently develop strategies for solving complex mathematical tasks, with weaker students proving just as capable as their stronger classmates. Researchers in mathematics education worked with approximately 1600 8th grade high-school students in various German states. Following an introduction to the general topic by their teachers, the school children were given a workbook of geometric tasks that they had to solve on paper and using a computer over four school periods. Calculating the surface area of Gran Canaria was one of the real-world, free-form assignments the students had to tackle. The workbook material included explanations and examples of various problem-solving approaches. The teachers took a back seat during the session but were on hand to answer questions from the children, who worked in pairs. After testing the students' skills before and after the session, the researchers recorded a significant improvement in their capabilities. The students learned to apply mathematics more effectively, the researchers said. The students were also able to call on these skills in a further test three months later. "We expected students who were weaker at math to benefit more from a greater degree of guidance through the module," said professor Kristina Reiss.  "But we didn't see a significant difference between these and stronger students." The researchers also found that there were also no differences between boys and girls. "We now know that students - also those who are weaker in math - have the skills to master even very complex subject matters at their own pace," said Reiss. Topics: Cognitive Science/Neuroscience

The basic purpose of the orders was to enable working people to pool their financial resources to supply each other with essentials that the state and the capitalists would not, including life insurance, pensions, cradle-to-grave medical care, and homes and schools for destitute family members. Members paid dues, usually modest, to support these services, which sometimes included their own hospitals, clinics, orphanages, and schools. And unlike private employers, the orders fought hard and usually succeeded in keeping their promises to their members even when times were bad.

PROPOSAL: We as fellow occupiers of Oscar Grant Plaza propose that on Wednesday November 2, 2011, we liberate Oakland and shut down the 1%. We propose a city wide general strike and we propose we invite all students to walk out of school. Instead of workers going to work and students going to school, the people will converge on downtown Oakland to shut down the city. All banks and corporations should close down for the day or we will march on them. While we are calling for a general strike, we are also calling for much more. People who organize out of their neighborhoods, schools, community organizations, affinity groups, workplaces and families are encouraged to self organize in a way that allows them to participate in shutting down the city in whatever manner they are comfortable with and capable of. The whole world is watching Oakland. Let's show them what is possible.

With all due respect to Charles Dickens, it appears to be the worst of times for public and higher education in America, if not democracy itself; public schools are increasingly viewed as a business and are prized above all for customer satisfaction and efficiency, while largely judged through the narrow lens of empirical accountability measures. When not functioning as an adjunct of corporate value or a potentially lucrative for-profit investment, public schools are reduced to containment centers, holding institutions designed to largely punish young people marginalized by race and class.

Elizabeth Warren discusses how the dreams of the middle class american family are being depleted by the dramatic increase in bankruptcies and foreclosures. Warren discusses the role that credit card companies and ballooning interests rates have played in rapidly increasing mortgage rates as well as the how the over consumption myth is clouding our understanding of the average middle class family, who is in fact experiencing a lower standard of living than their parents and still finding themselves one payment away from losing their home. Elizabeth Warren is the Leo Gottlieb Professor of Law at Harvard Law School and chaired the Congressional Oversight Panel created to investigate the U.S. banking bailout . This program originally aired in April 2004. it is being re-aired because Professor Warren's predictions of economic disasters and the reasons for them have proven correct, and she is a candidate to head a commission to guard against recurrence. The Massachusetts School of Law also presents information on important current affairs to the general public in television and radio broadcasts, an intellectual journal, conferences, author appearances, blogs and books. For more information visit http://www.mslaw.edu

Robert Reich, a visiting professor at the UC, Berkeley's Goldman School of Public Policy and former U.S. Secretary of Labor talks about the inequality of income, wealth and opportunity in the United States and asks his audience to speculate on what will happen if these trends continue. Series: "Richard and Rhoda Goldman School of Public Policy at UC Berkeley" [5/2005] [Public Affairs] [Show ID: 9521]

As the "debt ceiling" fight drags on, the true costs of deficit hysteria are coming due.

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."

Cities are forced to turn off streetlights and slash school days while the wealthy thrive and wars drone on

TED Talks Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

In a world of rapidly accelerating change, from iPads to eBooks to genetic mapping to MagLev trains, we can't help but wonder if technology is our servant or our master, and whether it is taking us in a healthy direction as a society.* What forces drive the steady march of innovation?* How can we build environments in our schools, our businesses, and in our private lives that encourage the creation of new ideas--ideas that build on the new technology platforms in socially responsible ways?Kevin Kelly and Steven Johnson look at where technology is taking us. One of the co-founders of Wired Magazine, Kelly's new book, What Technology Wants, makes the argument that technology as a whole is not a jumble of wires and metal but a living, evolving organism that has its own unconscious needs and tendencies. Johnson's new book, Where Good Ideas Come From, explains why certain spaces, from 18th-century coffeehouses to the World Wide Web, have an uncanny talent for encouraging innovative thinking.

John Pilger's documentary explores the historic and current relationship of Washington with countries such as Venezuela, Bolivia and Chile. Pilger claims that the film "...tells a universal story... analyzing and revealing, through vivid testimony, the story of great power behind its venerable myths. It allows us to understand the true nature of the so-called "war on terror". According to Pilger, the films message is that the greed and power of empire is not invincible and that people power is always the "seed beneath the snow". Pilger interviews several ex-CIA agents who purportedly took part in secret campaigns against democratic countries and who he claims are profiting from the war in Iraq. He investigates the School of the Americas in the U.S. state of Georgia, where General Pinochets torture squads were reportedly trained along with tyrants and death-squad leaders in Haiti, El Salvador, Brazil and Argentina.

A secondary school in north London claims to have almost eradicated homophobic bullying after it started teaching lessons on gay history.

Which is not to say that the Obama era has meant an end to law enforcement. On the contrary: In the past few years, the administration has allocated massive amounts of federal resources to catching wrongdoers - of a certain type. Last year, the government deported 393,000 people, at a cost of $5 billion. Since 2007, felony immigration prosecutions along the Mexican border have surged 77 percent; nonfelony prosecutions by 259 percent. In Ohio last month, a single mother was caught lying about where she lived to put her kids into a better school district; the judge in the case tried to sentence her to 10 days in jail for fraud, declaring that letting her go free would "demean the seriousness" of the offenses. So there you have it. Illegal immigrants: 393,000. Lying moms: one. Bankers: zero. The math makes sense only because the politics are so obvious. You want to win elections, you bang on the jailable class. You build prisons and fill them with people for selling dime bags and stealing CD players. But for stealing a billion dollars? For fraud that puts a million people into foreclosure? Pass. It's not a crime. Prison is too harsh. Get them to say they're sorry, and move on. Oh, wait - let's not even make them say they're sorry. That's too mean; let's just give them a piece of paper with a government stamp on it, officially clearing them of the need to apologize, and make them pay a fine instead. But don't make them pay it out of their own pockets, and don't ask them to give back the money they stole. In fact, let them profit from their collective crimes, to the tune of a record $135 billion in pay and benefits last year. What's next? Taxpayer-funded massages for every Wall Street executive guilty of fraud?

For over a week now, in response to the draconian anti-labor proposals of the Republican Governor, the people of Wisconsin have rose up in the hundreds of thousands in militant and creative fashion in defense of public workers and the unions. The Capitol in Madison has been occupied. The surrounding area has seen a sea of demonstrators. Teachers across the state have gone on unofficial strike and high school students have walked-out in support. Rallies of hundreds and thousands have occurred all over the state. This week support rallies will happen all over the country.

In late 2009, Charles Robinson was able to interview Peter Joseph, the creator of Zeitgeist: The Movie, Zeitgeist: Addendum, Zeitgeist: Moving Forward, several lectures and a presentation; Founder of The Zeitgeist Movement and a friend of Jack Fresco, in his home. He described himself and his life in details in what is likely a rare interview. He was kind enough to provide him with previously unreleased media and video and in turn Charles did his best to create a documentary (albeit kinda poor in quality compared to his work!) that would help express who this person is. Peter Joseph was born in North Carolina to a middle class family. He has said in interviews that his mother's role as a social worker helped shape his opinion and impressions of American life. He later moved to New York to attend art school. Currently he lives and works in New York City as a freelance film editor/composer/producer for various industries. Due to the controversial content of his films and a desire to keep his day job private, he has not released his full name to the public.

Forget about whether you're liberal or conservative, pro-union or anti. A simple question: in either the public or the private sector, would you not expect a college grad who has worked his or her job for 4 years to be paid significantly more than someone with a high school diploma who's had his or her gig for 2 years? 

ook at the outrage in Madison, Wisconsin. Look at the crowds in DesMoines, Iowa. Look at the demonstrations in Indiana and Ohio and elsewhere around America. Hear what they're saying: Stop attacking unions. Stop making scapegoats out of public employees. Stop protecting the super-rich from paying their fair share of the taxes needed to keep our schools running.