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njcaswell

The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Ag... - 1 views

  • there is growing agreement that scores on standardized tests of academic skills are incomplete measures of the important things that students learn from their teachers.
  • untested learning outcomes are measureable and that specific components of teaching influence them in nuanced and interesting ways.
  • Agency is the capacity and propensity to take purposeful initiative—the opposite of helplessness. Young people with high levels of agency do not respond passively to their circumstances; they tend to seek meaning and act with purpose to achieve the conditions they desire in their own and others’ lives.
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  • Ten Practical Implications for Teaching to Develop Agency
    • njcaswell
       
      Short list of concrete steps teachers can take to build student agency
  • Young people from every background deserve teaching that enhances their agency.
  • Awareness that success in life requires agency is not new. However, we have tended as a society to treat its development as mostly a family and community responsibility, not a focus for policymakers, curriculum developers, or teacher preparation programs.
    • njcaswell
       
      Call to adopt agency development into the core of education policy and practice
  • Empirical findings in the report are mostly consistent with what conventional wisdom would predict
    • njcaswell
       
      It's mostly common sense
  • The Tripod 7Cs Components
  • five categories of noncognitive factors related to academic performance:
  • Students’ perspectives concerning the teaching they experience can be valid and reliable indicators of instructional quality
  • teaching predicts a variety of agency related-factors that help prepare a student for success in school and life. These include the emotions, behaviors, and motivations that the student enacts in the classroom, in addition to the development of conscientiousness, future orientation, and growth mindset.
    • njcaswell
       
      These outcomes are significantly influenced by teaching
  • For happiness, learning, and high aspirations, we need high performance on multiple teaching components.
    • njcaswell
       
      Too much emphasis on one component will be ineffective. We need high performance across components.
  • agency helps human beings fit into the environment, solve problems, develop and communicate our identities, and plan for the future. Therefore, it is fundamentally important that parents and teachers help to inspire, enable, and focus agency by the opportunities, instruction, and guidance they provide.
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    "The report concerns the influence of teaching on emotions, motivations, mindsets, and behaviors that we associate with agency."
kaliasnow

Students as Experts - SoundOut - 0 views

  • Engaging students as experts can bring specialized knowledge about particular subjects to classrooms and education agencies, enriching everyone’s ability to be more effective throughout schools
  • ideas and passion drive the future of technology
  • Without substantial opportunities to be experts, students are inadvertently taught that their opinions are insignificant or not worthy of educators’ attention
Adam Deyo

Educational Leadership:Supporting English Language Learners:From the Ballot Box to the ... - 0 views

  • Opponents of the anti-bilingual-education measures see bilingualism as a social, economic, cultural, and academic advantage for first- and second-generation immigrants. They do not see bilingualism as an obstacle to societal integration of new immigrant populations; on the contrary, they believe that students who study and learn in two languages and become fully proficient and literate in their home language and in English can enjoy the richness and values of two linguistic systems and two cultural traditions that complement and enhance each other.
  • In fact, sociological and educational research supports the notion that immigrant students who retain their bilingual skills and their ties to their parents' culture of origin are more academically successful and socially well-adapted in the long term than their peers who become English monolinguals (Portes & Rumbaut, 2001). These researchers concluded that "forced march assimilation" policies for educating immigrant youth are counterproductive.
  • It is left up to educators to sort out myth from reality.
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  • School administrators and teachers grappling with the often confusing and contradictory premises of these popular initiatives can draw on three useful sources of information: (1) meta-analyses of research studies regarding program effectiveness and instructional practices that support and enhance achievement, (2) studies of the initiatives' effect on English language learners' English language acquisition and academic achievement, and (3) databases that compile language assessments administered to large populations of English language learners over time and across grade levels. Several myths about the instruction of English language learners do not stand up to scrutiny when examined through the lens of this research base.
  • The "One-Size-Fits-All" Myth
  • Schools throughout the United States use a variety and range of theoretically sound programs to meet the needs of their specific populations of English language learners, who vary in demographic and linguistic characteristics.
  • For instance, bilingual programs are appropriate and effective in schools that serve concentrations of students who use a common native language
  • In many schools, however, English language learners speak a number of different native languages; such schools often use English as the common language of content-area instruction. Therefore, some state agencies and language-minority educators advocate a mix of services and program types in response to each school district's demographic mix—an approach that contradicts the state laws requiring a default model of sheltered English immersion
  • The "Language of Instruction" Myth
  • But according to Education Week, cumulative and comparative studies based on National Assessment for Educational Progress (NAEP) scores suggest that statewide mandates limiting bilingual education in California, Arizona, and Massachusetts have produced "less-than-stellar" results (Zehr, 2008, p. 10).
  • Proponents of the ballot initiatives mandating sheltered English immersion argue that bilingual education is the reason for low levels of English proficiency among immigrant students—especially Latinos, the group served by the vast majority of the bilingual programs.
  • (Parrish, Pérez, Merickel, & Linquanti, 2006). The study found that students participating in English-only education programs had no statistically significant advantage in terms of academic achievement over those in bilingual education programs that parents chose through the waiver process under the law.
  • Thus, ballot initiatives have not realized their goal of improving English language learners' academic achievement.
  • In denying the injunction against the implementation of Proposition 227, the U.S. District Court in Valeria G. v. Wilson (1998) ruled that structured English immersion was based on delivery of English language and content instruction that was "sequential" rather than "simultaneous."
  • This focus is based on the belief that the "problem" facing these students is essentially a "language problem.
  • K-12 Program Continuity and Coherence Programs for English language learners must be proven models with a demonstrated track record. Programs must have long-term goals and continuity in the curriculum as students move up through the grade levels. As students' listening, speaking, reading, and writing skills in English grow, the focus of instruction should shift, and instruction should be differentiated according to students' language levels (Mora, 2006). Differentiating the curriculum in this way requires monitoring students' progress toward performance benchmarks in English language proficiency, literacy, and content-area learning (Gottlieb & Nguyen, 2007)
  • Targeted Professional Development Educators must view the education of language-minority students as a shared responsibility. Teachers must have ample professional preparation in how to use appropriate curricular materials and teaching strategies to promote English language learners' achievement. Both new and experienced teachers need intensive professional development above and beyond the teacher education coursework required by the state credential and certificate programs. For example, teachers should be knowledgeable about second-language acquisition and cross-linguistic transfer so that students learning in their second language can capitalize on the commonalities in literacy with their native language, regardless of whether their instruction is in dual languages.
  • Local school districts must have the freedom and support to establish sheltered English immersion programs and/or bilingual education programs depending on community values, parental choice, and available resources. Policies must allow flexibility in use of students' native languages—especially for development of literacy skills. In states with anti-bilingual mandates, local jurisdictions should apply liberal and open interpretation of petition and waiver requirements to support parent empowerment and involvement in program selection.
  • Research-Based Policies to Replace Politically Based Policies
Joy Ray

Netvibes - Social Media Monitoring, Analytics and Alerts Dashboard - 0 views

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    Netvibes is the all-in-one dashboard intelligence platform for real-time social media monitoring, social analytics, brand sentiment, reputation management, team management, company intranets and community portals. The #1 dashboard solution for Fortune 500 brands, agencies and enterprises.
dejalm

(PDF) ENSURING ETHICS AND EQUITY: POLICY, PLANNING, AND DIGITAL CITIZENSHIP - 0 views

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    Overview of mobile tech and digital citizenship within classroom
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    Overview of mobile tech and digital citizenship within classroom focusing on design and interactions
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