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Kelly OLeary

Should More Low-Income Students Apply to Highly Selective Colleges? - 0 views

edr.sagepub.com/...0013189X14523039.full.pdf+html

low SES Highly Selective Colleges post-secondary inequity

shared by Kelly OLeary on 23 Mar 14 - No Cached
  • Kelly OLeary on 23 Mar 14
     
    Conceptual and Methodological Problems in Research on College Undermatch "Access to the nation's most selective colleges remains starkly unequal, with students in the lowest income quartile constituting less than 4% of enrollment," say Michael Bastedo and Allyson Flaster (University of Michigan/Ann Arbor) in this article in Educational Researcher. "Students in the top SES quartile comprise 69% of enrollment at institutions that admit fewer than a third of their applicants…" One increasingly popular explanation for this enrollment gap is undermatching - academically able low-income students not applying to selective colleges for which they are qualified, settling instead for lower-tier institutions. Bastedo and Flaster are skeptical about this theory for three reasons First, they don't believe there is good evidence about the life benefits of attending different tiers of college, and most measures of college "quality" are quite unscientific. Life advantages might accrue at the extremes - going to a highly selective college versus a low-quality community college - but the evidence about the whole middle range is "quite muddy," say Bastedo and Flaster. Among the factors that need to be looked at more carefully are a college's graduation rate, students' debt burden, placement in graduate or professional schools, and post-graduate earnings. Second, the authors question whether it's possible for researchers to predict which low-income students will get into selective colleges to which they haven't yet applied. Competition for seats in these colleges has become much more intense in recent years, and extra-curricular activities, alumni parents, athletic prowess, and other intangibles play an increasingly important part. In many of these areas, higher-SES students have great advantages. Third, even if we look only at SAT scores and GPAs, high-achieving disadvantaged students are still not as competitive as the undermatching advocate
Alan November

Promoting Student Self-Assessment - ReadWriteThink - 0 views

www.readwritethink.org/...ent-self-assessment-30102.html

self assessment

shared by Alan November on 08 Mar 14 - No Cached
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • ...1 more annotation...
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.
  • Michael Mannino on 08 Mar 14
     
    promoting self assessment
Lois Whipple

Department of Education - NJ School Law - 0 views

www.state.nj.us/legal

#shu19 law nj school

shared by Lois Whipple on 09 Mar 14 - No Cached
  • Lois Whipple on 09 Mar 14
     
    "Welcome to the Department of Education's school law decisions page. Here you will be able to access recent legal decisions of the Commissioner of Education, the State Board of Education, the School Ethics Commission and the State Board of Examiners, Also included are the cases decided by the panel of permanent arbitrators responsible for deciding streamline tenure charges in charter schools. The decisions are in Adobe PDF (version 3.0) format. You will need Adobe Acrobat Reader version 3.0 or higher to view them. Be sure to read the instructions that come with the reader carefully for information on viewing and printing documents"
meredith fox

Grading with Voice on an iPad - ProfHacker - Blogs - The Chronicle of Higher Education - 0 views

chronicle.com/...40907

grading assessment voice apps ipad shu17 feedback

shared by meredith fox on 23 Mar 14 - No Cached
  • Grading with Voice on an iPad
  • meredith fox on 23 Mar 14
     
    Offers apps for using voice grading on iPad
ShaeBrie Dow

School of Education at Johns Hopkins University-Thoughts on Self-Directed Learning in M... - 0 views

education.jhu.edu/...medical-schools

teaching w_ tech PLN tech tools self-directed technology

shared by ShaeBrie Dow on 22 Mar 14 - No Cached
  • ShaeBrie Dow on 22 Mar 14
     
    "Thoughts on Self-Directed Learning in Medical Schools: Making Students More Responsible"
Lois Whipple

Sustainable Professional Development | District Administration Magazine - 0 views

www.districtadministration.com/...nable-professional-development

professional development sustainable PD #shu17

shared by Lois Whipple on 11 Apr 14 - No Cached
  • class, and requesting feedback from students and parents on how it’s working. Risk-taking also includes a higher level of transparency, such as sharing classroom practices that didn’t work, as well as those that did, at a Parent Teacher Student Association meeting, or via a school newsletter or classroom website. <a href="http://ox-d.promediagrp.com/w/1.0/rc?cs=81df19a157&cb=1295506973" ><img src="http://ox-d.promediagrp.com/w/1.0/ai?auid=537074984&cs=81df19a157&cb=214790647" border="0" alt=""></a> Advertisement Learni
  • Lois Whipple on 11 Apr 14
     
    No more one size fits all pd.  Learning Forward is collaboring with Tutor.com, a one to one on demnad learning soluntions complany
Adriana Coppola

Jump In Autism Cases May Not Mean It's More Prevalent : Shots - Health News : NPR - 0 views

www.npr.org/...ean-more-kids-actually-have-it

shu17 education teaching research learning

shared by Adriana Coppola on 27 Mar 14 - No Cached
  • Adriana Coppola on 27 Mar 14
     
    Jump In Autism Cases May Not Mean It's More Prevalent
Daniel Breiman

Project Look Sharp :: K-12 & Higher Ed. Media Literacy Lesson Plans :: Ithaca College - 0 views

www.ithaca.edu/looksharp

medialiteracy literacy media literacy lesson_plans research curriculum media_literacy media shu17

shared by Daniel Breiman on 21 Mar 14 - No Cached
  • Daniel Breiman on 21 Mar 14
     
    Project Look Sharp is a media literacy initiative of Ithaca College that develops and provides lesson plans, media materials, training, and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels, including integration with the new common core standards.
Daniel Breiman

What works in education - Hattie's list of the greatest effects and why it matters | Gr... - 1 views

grantwiggins.wordpress.com/...est-effects-and-why-it-matters

self assessment shu17 hattie research learning wiggins education studiesucces John Hattie technology teaching setonhall resources assessment feedback

shared by Daniel Breiman on 08 Mar 14 - No Cached
  • Julia Leong on 08 Mar 14
     
    What works in education - Hattie's list of the greatest effects and why it matters
  • Lois Whipple on 05 Apr 14
     
    wiggins lists Hattie's what works and big take away  all , according to him rank higher than SES and honme environment, including Outdoor Adventure Ed!!  
  • Daniel Breiman on 20 Apr 14
     
    What works in education - Hattie's list of the greatest effects and why it matters
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