he schools were joyous places. This, he said, seemed to be the foundation for everything else he observed
MYBYTES - 1 views
Educational Insights From Shanghai - Top Performers - Education Week - 0 views
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ecause the lessons were beautifully crafted, clearly designed to be as engaging as possible.
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were lined with other teachers who were collaborating in the design of these lessons.
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What Americans Keep Ignoring About Finland's School Success - Anu Partanen - National -... - 0 views
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Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher.
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There's no word for accountability in Finnish,"
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"Accountability is something that is left when responsibility has been subtracted."
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Schools: The Disaster Movie - 0 views
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Whereas the best public-school systems in the world—Finland, Singapore, South Korea—recruit all of their teachers from the top third or better of their college graduates, in America the majority come from the bottom two-thirds, with just 14 percent of those entering teaching each year in high-needs schools coming from the upper third. And the numbers may be getting worse. According to a recent survey conducted by McKinsey, a meager 9 percent of top-third graduates have any interest in teaching whatsoever.
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teacher quality is a national priority: Educators are paid competitively; education schools are highly selective; jobs are guaranteed for those credentialed; and professional development is ample and subsidized.
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“If you want to change public education, you have to do something that feels like a threat to the status quo,” says Canada. “If we don’t fight about this, if we can shake and be friends, we ain’t going to change. And if we don’t change, huge numbers of kids ain’t going to make it. There is no Superman coming to save them. All they have is us.”
Education Week: What Is 'Excellence for All'? - 0 views
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ids are different, for a variety of reasons, and ignoring those differences means failing to meet their real needs.
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As one new study shows, responsibly recognizing those differences can drive achievement for all kids involved. Looking particularly at Massachusetts middle schools, most of which have abandoned the practice of tracking, the Brookings Institution’s Tom Loveless found something surprising. Schools that tracked students had significantly more math pupils performing at the “advanced” and “proficient” levels, and fewer students at the “needs improvement” and “failing” levels. And the opposite was true of schools that had “un-tracked.” In short, students did better when they were in classes tailored to their needs.
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