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Eric Calvert

Family Engagement | National Dropout Prevention Center/Network - 0 views

www.dropoutprevention.org/...family-engagement

engagement family dropouts

shared by Eric Calvert on 01 Mar 11 - No Cached
  • Henderson and Mapp (2002) suggest the following action steps to establish effective family engagement programs:
  • Recognize that all parents, regardless of income, education level, or cultural background are involved in their children's education and want their children to do well in school;
  • Link family and community engagement efforts to student learning;
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  • Create initiatives that will support families to guide their children's learning, from preschool through high school;
  • Focus efforts to engage families on developing trusting and respectful relationships; and
  • Embrace a philosophy of partnership and be willing to share power with families. Make sure that parents and school staff understand that the responsibility for children's educational development is a collaborative enterprise (Mapp, 2004).
  • When parents are involved, students achieve more, regardless of socioeconomic status, ethnic/racial background, or the parents' education level;
  • The more extensive the parent involvement, the higher the student achievement;
  • When parents are involved in their students' education, those students have higher grades and test scores, better attendance, and complete homework more consistently;
  • When parents are involved, students exhibit more positive attitudes and behavior;
  • Educators hold higher expectations of students whose parents collaborate with the teacher. They also hold higher opinions of those parents;
  • In programs that are designed to involve parents in full partnerships, student achievement for disadvantaged children not only improves, it can reach levels that are standard for middle-class children.
  • Children from diverse cultural backgrounds tend to do better when parents and professionals collaborate to bridge the gap between the culture at home and the learning institution;
  • Students are more likely to fall behind in academic performance if their parents do not participate in school events, develop a working relationship with their child's educators, or keep up with what is happening in their child's school;
  • The benefits of involving parents are not confined to the early years—there are significant gains at all ages and grade levels;
  • The most accurate predictor of a student's achievement in school is not income or social status, but the extent to which that student's family is able to create a home environment that encourages learning; communicate high, yet reasonable, expectations for their children's achievement and future careers; and become involved in their children's education at school and in the community
Eric Calvert

Fresh research showing the damage of filtering 'real world' technology - edublogs - 0 views

edu.blogs.com/...ing-real-world-technology.html

filtering technology education filter games MIDs phones kim mobile

shared by Eric Calvert on 01 Mar 11 - Cached
  • Students in schools around the world find that their research, creativity and learning potential is seriously curbed by filtering and lack of use of their own mobile and gaming devices in schools.
  • It’s likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games.
  • Students reported that other major obstacles to using technology at school are not being able to access email accounts and slow internet access. Perhaps these are the reasons why just 34 percent of teachers communicate with students via email. Teachers are certainly online; just not with students. Ninety percent of teachers, parents, and school leaders use email to communicate with one another about school.
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  • Students’ increased access to mobile computing devices might now mean that the instruments in their backpacks and pockets—not to mention their high-speed internet at home (which 90 percent of them have, according to parents)—are far more useful to them for learning and communicating than the tools at school. Sixty-five percent of students in grades 9-12 said their school could make it easier for them to work electronically by allowing them to use their own laptop, cell phone, or other mobile device. Sixty-six percent of school leaders and 51 percent of teachers said the most significant value of incorporating such devices into instruction would be to increase student engagement in school and learning.
  • Games could also increase student engagement, according to 65 percent of teachers. Outside of school, 64 percent of students in grades K-12 regularly play online or electronics-based games. Besides winning, students reported that they like to play because of the competition with their peers (48 percent). Middle and high school students indicated that they like finding ways to be successful at the games (46 percent) and the high level of interactivity (44 percent).
  • Just 11 percent of K-12 teachers reported they are incorporating gaming into their instruction, but over half said they would be interested in learning more about integrating gaming technologies into the classroom. Forty-six percent said they would also be interested in professional development to do so.
  • No, I wonder if we're not losing faith in an increasingly bureaucratic group of non-educators who currently run our networked affairs, a group that are increasingly finding their own specialism - technology and network management - eaten away by democratising technologies and the cloud, and by a more enthusiastic, creative and demanding set of users (teachers students and parents) than they, as specialists, will ever be able to support effectively.
  • This has proved to be a massive topic on the Education 2020 wiki http://education2020.wikispaces.com/message/list/Filtering The frustration and annoyance at the pointless and over bearing controls is clear
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