Group items matching

in title, tags, annotations or url

Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research; Grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment.

Could be a nice additional source of funding to support existing projects.

Great resource. Teachers at Harwood Union Middle High School applied for a Learning & Leadership Grant to explore iPad apps in a fairly informal PLC-type setting and received $5,000 to support their work. It helps that the application for the grant was fairly easy to complete.

James Heckman has a multitude of research and resources available on this site. Those interested in "non-cognitive skills" and early childhood development will find a wealth of readings and research here.

Colin, great to meet you yesterday. Here is that article on cell phones and what kids pay attention to that we were talking about. I wonder if you could get the research done by Disney?

Colin, I'm not sure what direction your research is heading, but the idea of balancing technology with Mindfulness and being Present is an interesting one that I don't know has been really touched on. Here is a recent article from the NY Times that relates... http://www.nytimes.com/2013/03/23/your-money/mindfulness-requires-practice-and-purpose.html?pagewanted=all&_r=0 "...scans show mindfulness may change the way our brains function and help us improve attention..." Could be a way for students' brains to reset and refocus after using technology?

Colin, I would weigh in again on this topic by saying...can't wait to see all of your research! Enosburg may be a good test pool or a place that really will need your findings. As I have mentioned we are a 1-1 Ipad school grades 6 through 12. I also will be interested to see how the larger cultural conversation goes on this topic. I have noticed more cell phone jokes from comedians, more reference to texts in sitcoms and movies as well. AND, as you know, there is and will much more talk about digital addictions. Initial brain-scans connect the pattern to gambling addicts. Interesting stuff! See you soon-

Another piece that puts the focus of Innovation on People rather than Programs. My personal belief is that #EdReform should start and end with empowering PD which is Personal and Purposeful. With that, what if schools modeled their PD on the Rowland Foundation's model of #EdReform? What would it look like if PD were not determined and delivered but instead supported and shared? What if PD were about providing resources and teaching teachers to be data collectors, researchers, developers of innovation? 2 year Action research cycle? What if every teacher in a school spent a school year coming up with a hunch, collecting data, researching ideas around their hunch...then spent the second year testing it out/implementing it in the classroom, more data collection, presenting outcomes to their peers, and collecting feedback for reflection and refinement?

"What has proved to matter is...the building of knowledge and innovation skills, which are much harder and take longer to get in place and maintain. Leading-edge competency in one's area of practice is indispensable; practice at turning ideas into reality is a must." "...while learning is hard work, and the value is not quantifiable, it is the only way to remain valuable in an economy that thrives on innovation. The more you invest in your people's knowledge, the more innovation you can expect to reap."

Interesting to go through this list and think about what the Pew Research Center has found in regards to what Motivates Millennials. ~jf

Australian lit. review of mostly US & UK research on effects of high-stakes testing...sections on: Reliability, Student Health & Well-being, Learning, Teaching, and Curriculum.

Dr. Yong Zhao is an internationally known scholar, author, and speaker. His works focus on the implications of globalization and technology on education. He has designed schools that cultivate global competence ... and founded research and development institutions to explore innovative education models.

Dr. Yong Zhao is someone that each of us should learn more about and learn more from.He is also my recommendation for our 2013 conference keynote speaker.

Projects Our projects range from the newest ways to use digital technologies in history instruction to how students collaborating across national borders formulate broader interpretations of the world. People Our staff comprises full-time researchers, former history teachers now pursuing their PhDs, and post-doctoral researchers from the U.S. and abroad.

"Based on a review of the best educational research, the Toolkit is an independent and accessible resource which helps teachers and schools identify the most promising and cost-effective ways to support their pupils.Existing evidence shows that how money is spent in schools is at least as important as how much is spent."

"Finland's education system has consistently ranked among the best in the world for more than a decade. The puzzle is, why Finland? Documentary filmmaker, Bob Compton, along with Harvard researcher, Dr. Tony Wagner, decided to find out. The result of their research is captured in a new film, 'The Finland Phenomenon: Inside the World's Most Surprising School System.'"

"... research and others' research in these settings has convinced me, beyond any doubt, that the natural drives and abilities of young people to learn are fully sufficient to motivate their entire education. When they want or need help from others, they ask for it. We don't have to force people to learn; all we need to do is provide them the freedom and opportunities to do so."

Interesting, and for lots of reasons of course. In the EDLP course this summer, we noted the similar architectural styles of two of our schools, as seen in presentation photos. Then someone (Mike M.?) mentioned that some schools and prisons from a particular era had the same architects. I'd love to discover more about that. The metaphorical implications are too loaded.

Improved Academic Achievement Improved Student Engagement Enhanced Civic Engagement and Citizenship Enhanced Personal and Social Skills

Find interventions (educational programs, practices, or policies) that address your school or district's needs and summarize their evidence of effectiveness. Only interventions with research evidence that meets WWC standards are included in the summary results.

Leading School Transformation (EDLP 380) is a graduate-level course that brings together educators who are leading transformation efforts in Vermont schools. The course will build on the Rowland Foundation Transformation Conference at the University of Vermont through professional dialogue, personal refelection, and related readings. EDLP 380 will help participants develop school-based projects based on the latest research related to school transformation. Participants will read The Big Picture by Dennis Littky and Drive by Daniel Pink and develop strategies to lead change at their schools.

Here is the link to a Pew Research survey about teachers and tech use. You can read the summary at this page, and/or download the pdf from there to read later. The document is pretty long, but has some interesting data, even given the fairly narrow survey sample.

"...summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills..."

Publication Summary Page of CCSR Report http://ccsr.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school Great related blog post on Grit by Jonathan Martin "Developing Grit via Mindset and Learning Strategies: Learning from the CCSR report" http://21k12blog.net/2013/05/19/developing-grit-via-mindset-and-learning-strategies-learning-from-the-ccsr-report/

"...some of the most innovative thinking is not coming from above, but from the ground level, where the action is. Teachers and students in local schools are making their own plans on how to meet these demands and tie efforts together to improve student learning. The laboratory is the school itself, and the benefactor supporting the research is Vermont's own Rowland Foundation."

"...researchers and educators ... want to know how kids learn by tinkering - fooling around with something until one understands how it works. They want to know what happens cognitively - how this learning process helps form habits of mind, builds character and how it affects the individual."

An Odyssey Of Creativity, Innovation and Critical Thinking An Action Research Study By The Ottawa-Carleton District School Board Links to the full report: Unleashing Potential, Harnessing Possibilities, the Executive Summary and the Report At-a-Glance are all worth a look

"Under what conditions do healthy and creative individuals and organizations flourish?"

"...this work will have a significant impact on improving student achievement and well-being. This work is rooted in the belief that the more the organization recognizes, values and taps into the creative and unique capacities of everyone within and connected (to the school), the greater the opportunity to reach and teach all of the students in our care. This is the imperative in fostering a truly engaged and creative approach to learning and to individual and organizational health."

Here's a brief description of a 3-credit UVM course to be offered this summer with links to the 2nd Annual Rowland Conference on School Transformation. This intensive, one-week institute will bring together leaders of school transformation in Vermont schools and connect current transformation initiatives from around the state with the latest research. You can choose the time and location by enrolling at UVM's Summer U here (choose EDLP from the drop-down menu): http://learn.uvm.edu/courselistsummer/index.php EDLP 380 (61346) Jun. 18-22 at Rutland H.S. with Adam Rosenberg EDLP 380 (61348) Jul. 30-Aug.3 at UVM with Mike Martin