1) Heidi Hayes Jacobs discusses the need for curriculum mapping and re-examining curriculum standards to ensure students are learning timely content that prepares them for the 21st century. Curriculum mapping collects data on what is actually taught to help teachers improve instruction.
2) Many current curriculum standards are outdated and focus too much on topics like state history instead of recent U.S. and world history. Subject areas need revisions, including less emphasis on state standards, deeper study of U.S. history, inclusion of timely science and global issues, and more emphasis on literacy across all subjects.
3) Schools are constrained by standardized testing pressures but should focus on developing strong literacy skills, which are crucial for any test.
This document provides an overview of a study on effective strategies to increase attendance of parents and students at school-sponsored events. The introduction discusses the purpose and research questions, which focus on understanding best practices and perceptions of parents, students, and teachers. A literature review on the history and importance of parental involvement is also provided. The procedure section outlines the qualitative grounded theory approach, including the researcher's role and assumptions. Data collection and analysis methods will be used to identify effective strategies through the perspectives of participants.
This document summarizes USI's Teacher Education Program and how it is preparing students for the current challenges in education. It discusses how the program incorporates more classroom experience, data analysis training, and co-teaching to give students practical skills. It also outlines a new pilot program that will place 15 students in full-year student teaching positions at two EVSC transition schools starting in fall 2015. The program aims to help struggling schools and give students more immersive experience. Overall, the document portrays USI's Teacher Education Program as proactively adapting to help both students and schools navigate today's turbulent education landscape.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Geert Driessen (2019) Encyclopedia Parental involvement, parental participati...Driessen Research
Parental involvement and participation in a child's education is seen as important for improving educational outcomes, especially for disadvantaged students. There are various forms of involvement that can be initiated by parents or schools. This includes involvement at school through volunteering or governance, and at home through helping with homework or cognitive activities. Research shows that increased parental involvement is positively associated with improved student achievement, social and emotional adjustment, motivation, and other outcomes. However, the level and forms of involvement vary depending on factors like socioeconomic status and ethnicity.
Patrick McGuinn is a Professor of Political Science and Education at Drew University. He has held numerous academic appointments over his career, including serving as Chair of the Department of Political Science and International Relations at Drew University from 2012 to 2016. He has authored and co-authored several books on education policy and governance. His current book project examines how the No Child Left Behind Act transformed American education policy and politics. McGuinn has also authored numerous policy reports for think tanks on topics including the implementation of new teacher evaluation systems, state education agency capacity, and the politics of the Common Core standards.
Home Environment as A Predictor of Academic Performance of Pupils with Learni...ijtsrd
The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi Data and findings were presented in frequencies, and proportions. Multiple Responses Analyses was also used for the grounding of concepts that emerged from the open-ended questions. The Chi-Square test of equality of proportions was used to compare proportions for significant difference. The relationship between conceptual components was assessed using Spearman Rho correlation test. Findings from the study indicated that there was a significant relationship between home environment and academic performance of children with learning disabilities. This means that for persons with learning disabilities to perform academically well in school the home factor must be taken into consideration such as parents' socio-economic factors, parental involvement, parents' level of education and home location. Esonwo Emeaka Francisca | Payne Rosaline Mezoh "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19067.pdf Direct URL: http://www.ijtsrd.com/humanities-and-the-arts/education/19067/home-environment-as-a-predictor-of-academic-performance-of-pupils-with-learning-disabilities-in-buea-south-west-region-of-cameroon/esonwo-emeaka-francisca
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
This document provides an overview of a study on effective strategies to increase attendance of parents and students at school-sponsored events. The introduction discusses the purpose and research questions, which focus on understanding best practices and perceptions of parents, students, and teachers. A literature review on the history and importance of parental involvement is also provided. The procedure section outlines the qualitative grounded theory approach, including the researcher's role and assumptions. Data collection and analysis methods will be used to identify effective strategies through the perspectives of participants.
This document summarizes USI's Teacher Education Program and how it is preparing students for the current challenges in education. It discusses how the program incorporates more classroom experience, data analysis training, and co-teaching to give students practical skills. It also outlines a new pilot program that will place 15 students in full-year student teaching positions at two EVSC transition schools starting in fall 2015. The program aims to help struggling schools and give students more immersive experience. Overall, the document portrays USI's Teacher Education Program as proactively adapting to help both students and schools navigate today's turbulent education landscape.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Geert Driessen (2019) Encyclopedia Parental involvement, parental participati...Driessen Research
Parental involvement and participation in a child's education is seen as important for improving educational outcomes, especially for disadvantaged students. There are various forms of involvement that can be initiated by parents or schools. This includes involvement at school through volunteering or governance, and at home through helping with homework or cognitive activities. Research shows that increased parental involvement is positively associated with improved student achievement, social and emotional adjustment, motivation, and other outcomes. However, the level and forms of involvement vary depending on factors like socioeconomic status and ethnicity.
Patrick McGuinn is a Professor of Political Science and Education at Drew University. He has held numerous academic appointments over his career, including serving as Chair of the Department of Political Science and International Relations at Drew University from 2012 to 2016. He has authored and co-authored several books on education policy and governance. His current book project examines how the No Child Left Behind Act transformed American education policy and politics. McGuinn has also authored numerous policy reports for think tanks on topics including the implementation of new teacher evaluation systems, state education agency capacity, and the politics of the Common Core standards.
Home Environment as A Predictor of Academic Performance of Pupils with Learni...ijtsrd
The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi Data and findings were presented in frequencies, and proportions. Multiple Responses Analyses was also used for the grounding of concepts that emerged from the open-ended questions. The Chi-Square test of equality of proportions was used to compare proportions for significant difference. The relationship between conceptual components was assessed using Spearman Rho correlation test. Findings from the study indicated that there was a significant relationship between home environment and academic performance of children with learning disabilities. This means that for persons with learning disabilities to perform academically well in school the home factor must be taken into consideration such as parents' socio-economic factors, parental involvement, parents' level of education and home location. Esonwo Emeaka Francisca | Payne Rosaline Mezoh "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19067.pdf Direct URL: http://www.ijtsrd.com/humanities-and-the-arts/education/19067/home-environment-as-a-predictor-of-academic-performance-of-pupils-with-learning-disabilities-in-buea-south-west-region-of-cameroon/esonwo-emeaka-francisca
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
This document summarizes recent changes and events in school counseling at various levels from local to national. At the local level in Orange Unified School District, a Counselor on Special Assignment was hired to support counselors. New legislation in California supports school counseling programs. Nationally, the third White House Convening on school counseling was held and a new National Consortium for School Counseling and Postsecondary Success was formed.
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
This document discusses challenges that parents face in participating in their children's education. It provides background on parental participation policies in Kenya and discusses a study that investigated challenges in one region. The study found that lack of clear parental participation policies, poor parent-teacher communication, and parental illiteracy hindered involvement. It calls for programs to encourage participation and educate parents on benefits.
This document summarizes an article about educating students with varying achievement levels in the same classroom. It discusses the history of tracking students by ability into separate classrooms and the movement to detrack schools in the 1970s-1980s. Research shows negative impacts of detracking on high-achieving students. The document also profiles a school that uses differentiated instruction and fluid reading groups to challenge students at their levels while keeping classrooms heterogeneous.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
Learning disability refers to a kind of disorder which are related with intrinsic factors like dysfunction of central nervous system, brain injury, neurological damage etc. According to UNESCO Report 75 % of children cannot attend schools due to their learning disabilities in India. Another significant report given by UNESCO is that three- fourth of the children with learning disabilities at the age group of 5 years as well as one -fourth of the children between the age group of 5 to 19 years not eligible to go any educational institution.Self-esteem is an objective evaluation rather than subjective of an individual of his or her own value. Self-esteem relates to belief about oneself e. g. I am loved, I am a valuable person etc. Self-esteem refers to the self-image and ideal self, shame, pride, despair are the chief component of self-esteem.We cannot understand the definition of parents‟ duty and responsibility until we become parents. That's why the word parents is not a simple term. The characteristics of parents are as below
i. Learning activities can be increased through the support of parental encouragement. ii. A child's education is crucial not only the involvement of school teacher, but also parental involvement. (https://www.csub.edu/~ lwildman/finishedwebsite/parent.htm)
Here, descriptive school survey method is used to gain intensive knowledge regarding the topic. The study was conducted at PaschimBardhaman in West Bengal. For this study, the researcher was selected 14 senior secondary schools which were situated at PaschimBardhaman in west Bengal. The total number of schools i.e. population size was 40.
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
RossAllen_JounalisticWritingSample_CommentaryRoss Allen
1) The article argues that teaching philosophy to K-12 students is important to help them learn how to think critically and reason effectively about what they are taught. It discusses the "Philosophy for Children" movement started in the 1970s that advocated introducing early logic curriculum but did not gain widespread adoption.
2) A 1983 study found students who took a philosophy course made double the academic progress compared to those who did not, showing potential benefits. However, philosophy programs were only implemented in under 4% of U.S. public schools.
3) The article claims teaching philosophy could help avoid deceptions and improve argumentation in society, helping address problems like misleading political rhetoric and predatory lending. It calls for
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
This document summarizes a presentation by Dr. Susan Peters on inclusive education and public policies. The presentation discusses key dimensions of exclusion from education, including poverty, disability status, and structural barriers. It also examines indicators used to inform inclusive education policies, such as demographics and funding formulas. The presentation argues for a human rights approach to reform that promotes social protection, accessibility, participation, capacity building, and accountability. Comprehensive reform is needed across educational, diversity, and social policies to truly achieve inclusive education. The presentation draws on lessons from international best practices and case studies.
Parental involvement as a determinant of academic performance of gifted under...Alexander Decker
1) The study investigated the role of parental involvement in enhancing the academic performance of underachieving gifted students in Akinyele Local Government Area of Oyo State, Nigeria.
2) A questionnaire and interviews were used to collect data from 100 randomly selected underachieving gifted students, ranging from ages 17-19.
3) The findings showed that there were no significant differences in academic performance between students with single vs dual parents, students whose parents live in urban vs rural areas, and students whose parents have low vs high socioeconomic status.
1) The document discusses the history of gendered education in America from finishing schools in the 1700s to modern debates around single-sex classrooms. It traces key milestones like the passing of Title IX in 1972 and amendments allowing single-sex classrooms in 2006.
2) While research has found benefits to single-sex environments like increased test scores and confidence for girls, the document argues future efforts must recognize individual needs for both girls and boys rather than a "lowest common denominator."
3) Effectively educating all students requires addressing both challenges like lack of encouragement for girls and role models for boys without fathers, through tailored instruction, validation of effort, and strong community culture in schools.
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
The document summarizes key trends and issues in contemporary education discussed in Chapter 6, including the No Child Left Behind Act, charter schools, approaches to teaching special needs students, and gifted education. It provides details on the goals and provisions of NCLB, debates around its effectiveness, characteristics of middle schools and charter schools, concepts like least restrictive environments for special education, and strategies for project-based and problem-based learning. The conclusion reflects on the ongoing relevance of the trends and issues covered.
This unit on the history of water in the Southwest United States will last two weeks. It will utilize Arizona state standards in geography and civics. The unit will provide students with background on the history of water infrastructure and use in the Southwest since the industrial revolution. It will examine factors like population growth, climate change, and resource sustainability that have impacted water availability. The unit will employ various teaching styles to accommodate different learning needs and draw on the diversity of the class, which includes many Native American students. Assessments will focus on analyzing issues rather than just stating facts. Students will develop understanding of key topics through activities like site visits, art projects, reading, and discussion.
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
This document summarizes recent changes and events in school counseling at various levels from local to national. At the local level in Orange Unified School District, a Counselor on Special Assignment was hired to support counselors. New legislation in California supports school counseling programs. Nationally, the third White House Convening on school counseling was held and a new National Consortium for School Counseling and Postsecondary Success was formed.
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
This document discusses challenges that parents face in participating in their children's education. It provides background on parental participation policies in Kenya and discusses a study that investigated challenges in one region. The study found that lack of clear parental participation policies, poor parent-teacher communication, and parental illiteracy hindered involvement. It calls for programs to encourage participation and educate parents on benefits.
This document summarizes an article about educating students with varying achievement levels in the same classroom. It discusses the history of tracking students by ability into separate classrooms and the movement to detrack schools in the 1970s-1980s. Research shows negative impacts of detracking on high-achieving students. The document also profiles a school that uses differentiated instruction and fluid reading groups to challenge students at their levels while keeping classrooms heterogeneous.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
Learning disability refers to a kind of disorder which are related with intrinsic factors like dysfunction of central nervous system, brain injury, neurological damage etc. According to UNESCO Report 75 % of children cannot attend schools due to their learning disabilities in India. Another significant report given by UNESCO is that three- fourth of the children with learning disabilities at the age group of 5 years as well as one -fourth of the children between the age group of 5 to 19 years not eligible to go any educational institution.Self-esteem is an objective evaluation rather than subjective of an individual of his or her own value. Self-esteem relates to belief about oneself e. g. I am loved, I am a valuable person etc. Self-esteem refers to the self-image and ideal self, shame, pride, despair are the chief component of self-esteem.We cannot understand the definition of parents‟ duty and responsibility until we become parents. That's why the word parents is not a simple term. The characteristics of parents are as below
i. Learning activities can be increased through the support of parental encouragement. ii. A child's education is crucial not only the involvement of school teacher, but also parental involvement. (https://www.csub.edu/~ lwildman/finishedwebsite/parent.htm)
Here, descriptive school survey method is used to gain intensive knowledge regarding the topic. The study was conducted at PaschimBardhaman in West Bengal. For this study, the researcher was selected 14 senior secondary schools which were situated at PaschimBardhaman in west Bengal. The total number of schools i.e. population size was 40.
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
RossAllen_JounalisticWritingSample_CommentaryRoss Allen
1) The article argues that teaching philosophy to K-12 students is important to help them learn how to think critically and reason effectively about what they are taught. It discusses the "Philosophy for Children" movement started in the 1970s that advocated introducing early logic curriculum but did not gain widespread adoption.
2) A 1983 study found students who took a philosophy course made double the academic progress compared to those who did not, showing potential benefits. However, philosophy programs were only implemented in under 4% of U.S. public schools.
3) The article claims teaching philosophy could help avoid deceptions and improve argumentation in society, helping address problems like misleading political rhetoric and predatory lending. It calls for
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
This document summarizes a presentation by Dr. Susan Peters on inclusive education and public policies. The presentation discusses key dimensions of exclusion from education, including poverty, disability status, and structural barriers. It also examines indicators used to inform inclusive education policies, such as demographics and funding formulas. The presentation argues for a human rights approach to reform that promotes social protection, accessibility, participation, capacity building, and accountability. Comprehensive reform is needed across educational, diversity, and social policies to truly achieve inclusive education. The presentation draws on lessons from international best practices and case studies.
Parental involvement as a determinant of academic performance of gifted under...Alexander Decker
1) The study investigated the role of parental involvement in enhancing the academic performance of underachieving gifted students in Akinyele Local Government Area of Oyo State, Nigeria.
2) A questionnaire and interviews were used to collect data from 100 randomly selected underachieving gifted students, ranging from ages 17-19.
3) The findings showed that there were no significant differences in academic performance between students with single vs dual parents, students whose parents live in urban vs rural areas, and students whose parents have low vs high socioeconomic status.
1) The document discusses the history of gendered education in America from finishing schools in the 1700s to modern debates around single-sex classrooms. It traces key milestones like the passing of Title IX in 1972 and amendments allowing single-sex classrooms in 2006.
2) While research has found benefits to single-sex environments like increased test scores and confidence for girls, the document argues future efforts must recognize individual needs for both girls and boys rather than a "lowest common denominator."
3) Effectively educating all students requires addressing both challenges like lack of encouragement for girls and role models for boys without fathers, through tailored instruction, validation of effort, and strong community culture in schools.
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
The document summarizes key trends and issues in contemporary education discussed in Chapter 6, including the No Child Left Behind Act, charter schools, approaches to teaching special needs students, and gifted education. It provides details on the goals and provisions of NCLB, debates around its effectiveness, characteristics of middle schools and charter schools, concepts like least restrictive environments for special education, and strategies for project-based and problem-based learning. The conclusion reflects on the ongoing relevance of the trends and issues covered.
This unit on the history of water in the Southwest United States will last two weeks. It will utilize Arizona state standards in geography and civics. The unit will provide students with background on the history of water infrastructure and use in the Southwest since the industrial revolution. It will examine factors like population growth, climate change, and resource sustainability that have impacted water availability. The unit will employ various teaching styles to accommodate different learning needs and draw on the diversity of the class, which includes many Native American students. Assessments will focus on analyzing issues rather than just stating facts. Students will develop understanding of key topics through activities like site visits, art projects, reading, and discussion.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
This document provides a summary of learning, how people learn, and the importance of lifelong learning. It discusses that while many students and teachers assume learning is occurring simply through teaching and memorization of facts, recent studies show college graduates often lack critical thinking skills. It also outlines how views of learning have changed, emphasizing developing skills like communication, teamwork, and being an intentional learner. The document discusses Bloom's taxonomy of cognitive levels of learning and introduces the concepts of different types of knowledge and the importance of the affective domain in learning. The overall message is that learning requires active engagement and reflection, and should be a lifelong pursuit beyond formal education.
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Running head CURRICULUM INCEPTION 1CURRICULUM INCEPTION 8.docxtodd271
Running head: CURRICULUM INCEPTION 1
CURRICULUM INCEPTION 8
Curriculum Inception for School District of Philadelphia
Instructor: Calvin Moore
Cheanel Nolden
January 17, 2019
Curriculum Inception for School District of Philadelphia
Description of the School District
The School District of Philadelphia is a school district that covers the area of Pennsylvania. Since 2012, the district has been ranked the largest school district in the state of Pennsylvania since it serves a proximately 143,800 students. The district is often under the control of the School Reform Commission. The School District of Philadelphia is situated in the consolidated city county of Philadelphia, which is in the south eastern part of Philadelphia. In 2014, the city county hosted approximately 1,560000 residents, according to a survey undertaken by the United States Census Bureau. Philadelphia performed poorly in comparison to Pennsylvania with respect to higher education achievements for the last 10 years. The county city inhabitants had bachelor’s degree or higher at a rate of 23 percent compared to state residents at 34 percent. The average household income for the county city residents is approximately $37,190- compared to the state, which has an average of $52,359. The poverty rate was 26 percent in the city, and 20.3 percent in the state respectively.
Currently, there are approximately 1.45 million people residing w8ithin the confines of the school; district geographical boundaries. This figure is anticipated to reduce to about 1.4 million by 2020. The male to female ratio is 46.5 percent to 53.5 percent and is not projected to change any soon. With respect to racial composition, whites who are non-Hispanics, and to a lesser degree, African Americans are projected to decrease in population in the next five years. Individuals with Hispanic ethnicity and heritage are anticipated to have the highest increase in population by 1.6 percent points in 2020. The forecasted enrollment of students is expected to decline by a proximately 10000 students in the next decade in district operated public school enrollments. This decline is attributed to reduction in birth rates and expansions f school choice in the District. The overall enrollment for school age children is expected to undergo a slight reduction. Further, the parochial and private school enrollment will slightly reduce.
The School District of Philadelphia has the capacity to enroll more than 227000 students. Presently, the district serves approximately 154000 students in districts operated schools. This means that about 70000 in excess seats are still needed. The elementary utilization is about 80 percent, while middle and high school utilization is about 60 percent. Furthermore, the charter school enrollment is anticipated to increase by approximately 9000 from 2010 to 2015. The school district of Philadelphia is committed to offering the greatest educational experience for all students who are en.
Benefits Of International Student RecruitmentNavy Savchenko
This document discusses benefits of international student recruitment for universities. It notes that international students who remain after graduation become members of the local community, promoting cultural awareness. Their presence also benefits universities through greater student retention and completion rates. Improving relationships between institutions and international students should be a major focus area for administrators. Determining what prevents international students from participating in surveys, such as lack of English skills or cultural differences, can help improve data collection.
The document discusses Bloom's Taxonomy and its six levels of critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, key words are provided that exemplify that level as well as sample questions that could be asked to demonstrate skills at that level. The levels progress from basic recall of facts to more advanced skills like applying knowledge in new situations, breaking information down into its constituent parts, and making judgments based on criteria. The document is intended to help instructors design questions that target different critical thinking levels.
This document provides a table outlining different levels of thinking skills (knowledge, comprehension, application, analysis, synthesis, and evaluation) and includes useful verbs, sample question stems, and potential activities and products for each level. For each thinking skill, it lists common verbs that could be used, example questions to prompt students, and suggestions for activities or assignments students could complete to demonstrate their understanding.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It originally categorized thinking into six levels moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. In 2001, Bloom's taxonomy was revised to change nouns to verbs and rearrange the order, moving from lower order thinking skills like remembering to higher order skills like creating. The revised taxonomy is more inclusive of digital technologies and cognitive objectives relevant to students' lives. While the taxonomy represents a learning process moving from basic recall to more complex thinking, learning can begin at any point in the process and involve collaboration at various levels.
La taxonomía de bloom y el pensamiento críticoErika Ortiz
Este documento describe los seis niveles de la taxonomía de Bloom y proporciona ejemplos de palabras clave y preguntas para cada nivel. El nivel 1 es conocimiento y requiere recordar hechos básicos. El nivel 2 es comprensión y requiere demostrar entendimiento. El nivel 3 es aplicación y requiere resolver problemas utilizando conocimientos adquiridos. El nivel 4 es análisis y requiere examinar información para encontrar relaciones y causas. El nivel 5 es síntesis y requiere combinar elementos de manera cre
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
Este documento presenta la comisión técnica y los equipos de trabajo involucrados en el proceso de revisión y actualización curricular del nivel primario en la República Dominicana, con un enfoque en el primer ciclo (1ro, 2do y 3ro grados). Incluye las autoridades educativas del país, la comisión coordinadora general, los coordinadores de cada área curricular, y los técnicos y consultores que apoyarán el proceso.
Este documento proporciona instrucciones para usar el sistema PowerTeacher para calcular y registrar calificaciones. Explica cómo configurar cálculos de categorías y calificaciones finales, ingresar calificaciones individualmente o mediante métodos rápidos, usar el Inspector de Calificaciones para agregar detalles, llenar calificaciones para múltiples estudiantes a la vez, e ingresar calificaciones finales de ciudadanía.
Este documento proporciona una introducción al mapeo curricular. Explica los beneficios del mapeo curricular, incluyendo mejorar el aprendizaje estudiantil y tomar decisiones curriculares basadas en datos. También define varios tipos de mapas curriculares como mapas proyectados, mapas diarios y mapas de consenso. Finalmente, enfatiza que el mapeo curricular es un proceso continuo de revisión y mejora.
El documento discute la necesidad de preparar a los estudiantes para el futuro mediante la enseñanza de destrezas del siglo 21. Propone comprometerse a actualizar las unidades didácticas para incluir más evaluaciones formativas, portafolios digitales y tecnología. También sugiere compartir destrezas del siglo 21 y reemplazar experiencias de aprendizaje con enfoques modernos para preparar mejor a los estudiantes.
This document provides definitions for key terms related to curriculum mapping. It groups the terms into
topics such as types of maps, map elements, standards, alignments, and review processes. Some key points:
- Curriculum mapping is defined as an ongoing process involving teacher-designed operational and planned
learning curriculum, collaborative inquiry, and data-driven decision making.
- Different types of maps include curriculum maps, diary maps, projected maps, and consensus maps.
- Map elements include units, content, skills, assessments, resources, and standards.
- Alignments refer to connections within and between maps at different grade levels.
- A seven-step review process is outlined for analyzing maps and other curriculum data
Este documento presenta un glosario de términos relacionados con el mapeo curricular. Incluye definiciones de términos como mapeo curricular, tipos de mapas, elementos de los mapas, evaluaciones, estándares, y el proceso de revisión de siete pasos. El glosario agrupa los términos por temas como mapeo curricular, tipos de mapas, elementos del mapa, articulaciones, y el proceso de revisión para ayudar a los maestros a comprender e implementar una iniciativa de mape
SGS Guía Rápido de Inicio Rubicon AtlasErika Ortiz
Este documento proporciona una guía para iniciar sesión en Atlas y navegar por sus principales funciones. Explica cómo iniciar sesión, cambiar la contraseña y actualizar los datos de usuario. Describe las herramientas básicas como buscar, crear, ver y analizar contenido. También cubre cómo desarrollar el plan de estudios mediante la creación y organización de unidades, y asignarse cursos a sí mismo.
American Education Reaches Out (AERO) provides academic standards and professional development to help American international schools develop standards-based curricula. The document outlines AERO's 3-phase plan to implement Measures of Academic Progress (MAP) standardized tests at a school and align the curriculum to AERO standards, including an awareness phase, transition phase, and full implementation phase over 2 years with teacher training and analysis of MAP test results. AERO standards have been developed for multiple subjects and can be integrated with International Baccalaureate programs.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Jacob's curriculum mapping
1. December 2003/January 2004 | Volume 61 | Number 4
New Needs, New Curriculum Pages 12-17
Creating a Timely Curriculum: A Conversation
with Heidi Hayes Jacobs
Preparing students for tomorrow requires that we thoughtfully reexamine and
rethink the curriculum.
Deborah Perkins-Gough
Education consultant Heidi Hayes Jacobs has worked with thousands of teachers in the United
States and internationally to develop curriculum maps. Here she talks with Educational
Leadership about curriculum changes that would better prepare students for the 21st century.
You're well known for your work in curriculum mapping. Could you explain to us
what curriculum mapping is and how it helps teachers and students?
Curriculum mapping is a procedure for collecting data about the operational curriculum in a
school and in a district—the instruction that students are experiencing. By mapping what's
actually taught and when it's taught, teachers produce data that they can use in conjunction
with assessment data to make cumulative revisions in instruction.
The key to mapping is that each teacher enters the data electronically. Colleagues share
immediate access to the data, so they can find out what curriculum is being taught down the
hall, what was taught in previous years, and what might be taught the following year. Because
teachers have direct access to this information electronically, they don't have to go to so many
curriculum meetings. And when they do go to meetings, they can talk about the students'
actual curriculum journey.
What led you to develop curriculum mapping?
In the early '90s, I worked with schools across the United States and overseas on how to
improve the quality of their curriculum units and courses. In meetings, teachers would often
refer to curriculum guidelines to help them make decisions about curriculum content.
It struck me that guidelines were being misunderstood. The function of a guideline isn't to tell
you what kids have actually experienced; it's to provide goals. Think of the difference between
an itinerary and a trip. An itinerary is my guideline for a trip. My real trip may look very
different—in fact, it undoubtedly will.
At curriculum planning meetings, people were talking about what was supposed to have
happened, but in fact that curriculum may not have happened. Learners may have taken
longer on a particular unit. Maybe the teacher found a better way. Maybe some students
moved more quickly. Nevertheless, people were making curriculum decisions on the basis of a
false reality. To have an integrated curriculum, we needed a more authentic picture.
How has your work in mapping prepared you to help educators think about
curriculum content?
2. Mapping provides an active tool to give people better access to the truth about what's
happening in classrooms—not just so they can keep track of curriculum content, but so they
can change it in response to students' needs. When we examine maps, one of the tasks is to
review curriculum content and assessments for timeliness. After looking at hundreds of
curriculum maps over the years, one thing that has startled me is how dated the content is.
Schools are launching pads, launching our kids into their futures. Unfortunately, a lot of what
we teach now looks identical to what we taught 40, 50, or 60 years ago. There's a need for
both timeless curriculum content and timely content. What seems to be falling by the wayside
is timely content. We have to make decisions about what we shed and what we keep—and
some of what we're holding on to is predicated on outdated ideas about the needs of Jason
and Maria and Abdul and Sally.
Let's talk about some of the curriculum changes you see as important. What should
we shed, and what should we keep?
Because most of our standards are written within subject areas, a good way to grapple with
your question is to look at it through various subjects.
One important area is social studies, and one area that we should rethink is state history.
People in the United States are highly transient. Families move from state to state. So why do
we take a full year—in some states, two years—to study state history? It takes time away
from more important topics.
For younger students, a deeper, richer study of U.S. history makes more sense. Rooted in the
word historyis story. And America's story is exceptional. It's amazing. Younger students should
learn that we have always been and continue to be a land of immigrants—a land committed to
bold new ideas. That's more timely than saying, "I have to know every detail about the history
and geography of my particular state," when I'm likely to move in the next few years.
When we look at curriculum maps, we see early U.S. history repeated again and again
throughout grades K–12. The result is that our students know almost nothing about the last
50 to 75 years of not only U.S. history but also world history. Teenagers tend to be defiant by
nature, and they resist curriculum experiences that are reminiscent of experiences they had
when they were younger. The curriculum for middle and high school students should build on
the elementary school curriculum. Students should learn about recent U.S. and world history
and global issues that are crucial for them as future citizens.
How do you see citizenship education fitting in with such a social studies
curriculum?
Passive citizenship is a contradiction in terms. We need to rethink the design of citizenship
courses. Students should look at such issues as defining active patriotism and examining
viable dissent. The U.S. Constitution is a remarkable document that keeps growing,
responding to each chapter in our national story. Students should study it in depth as a
commanding political and literary work.
Why not have a course in high school called Becoming an Active Voter? We have an
extraordinarily low voter turnout in the United States. Kids say, "What difference does it
make? Adults aren't voting." We create that passivity by teaching citizenship and government
at kids as opposed to engaging them in issues-based, activity-based, voter-oriented, and yes,
community service-oriented curriculum. Students should have opportunities to become
politically active in their communities throughout middle and high school.
3. A recent report published by the Albert Shanker Institute, Education for Democracy ,
laments the fact that schools are not teaching students what it means to "be
American." Does your view of citizenship education support that report's findings?
A lot of that report was right on target in terms of the deficit in student learning about the
American experience, in part because of the disproportionate amount of time spent on state
history. But the American experience is now more than ever an interaction with the world. Our
students are also going to need to be citizens of this planet.
Whatever one's politics, it must be acknowledged that the United States needs to take a look
at increasing students' global knowledge. It will be their world. The United States is
geographically isolated, with only two bordering countries. According to the U.S. Department
of State, only a small percentage of U.S. citizens hold active passports—around 10 to 12
percent—and in a given year, maybe 7 to 10 percent of those go abroad.
We need to prepare our students for a very different world. No matter where we live, our
future will be shaped by global politics and global economics. Many state standards do not
require global studies or pay little attention to them.
Our schools must take a hard look at building a strong sense of our national heritage and a
respect for the marvelous country we live in—and at the same time the world in which it
resides. Technology provides a link. Many remarkable programs allow kids to interact with
their peers in other parts of the United States and abroad.
How about some other curriculum areas? What changes do we need in science and
math?
Although we say we want to have world-class scientists, we often see a lack of rigor in science
programs in the United States. We need to look at the various science arenas—environmental
planning, earth science, space science, the life sciences, and the physical sciences, for
example—more as a K–12 issue. We need a more balanced approach in the early grades, and
we need to develop programs that support more independent science research.
If we wanted to have a world-class football team, we'd have a better shot at that team if we
provided them with uniforms, equipment, coaches, and all kinds of support. If you want to
have world-class achievement in science, school districts must provide more support in middle
and high school to our first-string science students.
For example, in the state of New York, 10th grade students can participate in an independent
scientific research project that will last three years. And every year, almost without exception,
when the Intel-Westinghouse Scholarship awards come out, New York State students win at
least 25 percent of them.
We also need to consider including in the science curriculum the ethical repercussions of
scientific work—issues such as cloning, reproductive decision making, the international cost of
pharmaceuticals, and so on. These are issues that our students will have to deal with. At the
same time, we need to maintain a separation between religion and the science curriculum in
our schools. An educated person should know about religious beliefs and their impact on
history and on the present, but social studies is the logical place for those studies, not science.
As for math, we have a real problem in the United States in math instruction for young
children. We refer to this strategy as "snapshot mathematics." Early childhood curriculum
maps typically show four weeks of addition, four weeks of subtraction, four weeks of metrics,
and four weeks of telling time—but little conceptual work. We move kids along rapidly.
4. Schools in other parts of the world have a longer school year and a longer school day. They
have more time, but they don't try to jam so much into the school year. In Japan, on average,
students work through about eight math concepts in 8th grade. For each concept, students not
only do the math, but they're also able to tell you in their own words what they're doing. In
the United States, in 8th grade, students cover about 35 math concepts on average.
U.S. teachers need the chance to slow down and teach a more solid, language-oriented math
curriculum. The instructional focus should be more on translating the language of
mathematics. Frequently, I see math classrooms with row upon row of students watching a
teacher speak fluently in mathematics. Student speech—genuine student reflection—receives
minimal attention. To be literate in math, students need to practice listening and speaking
skills—retelling, describing, and using analogies.
The overwhelming majority of assessments in math classes are still quizzes and tests. The
rarest form of assessment in math is the formal examination of students' ability to retell in
their own speech what they're doing. And yet, we're teaching a language.
How about language arts? Educators often debate what literature students must
read and what literacy skills they should have. What is your response to these
issues?
We need to take a second look at more expansive and contemporary genre studies.
Shakespeare is not only timeless but also relevant to the moment. The great works in
literature are always timely.
But those classics also need to be seen in light of more contemporary genres. After all, what
century are we living in here? Students should be reading screenplays and teleplays by the
time they are in middle and high school. They should have a chance to write in those forms as
well. They should be dealing with not only book anthologies but also Web site anthologies.
From early childhood, the curriculum should emphasize media literacy and criticism. We learn
to critique books, but if there's one pervasive influence today, it's television. We need to give
students more cognitive sieves so that they can sort out the impact of TV and think about
"Who's telling the story? Is this authentic? Am I being manipulated here?"
I'd love to see more work with video conferencing and electronic interviews. Students could
interview others across the United States and in other countries. Which brings up another
point about literacy: Modern language instruction is central to global literacy. A broader view
of languages beyond the usual offering is important for our future and for our security needs.
How do you see the arts fitting into the curriculum for the future?
The focus on the arts is central to what it means to be human. Curriculum discussions in the
United States often marginalize the arts. The education systems in most other countries—
especially industrialized countries, but even developing ones—reflect how important it is to be
culturally literate.
When I travel in other countries, I often visit museums. On occasion, I'll see groups of
students lying down on the floor with sketchpads. They're clustered around some great works
of art, making drawings of those works. And after they've done their own reproductions, their
teachers ask them to do a drawing of their own that expresses the feelings that the artwork
set off in them. These kids are not necessarily artistically gifted. This instruction is an active
way to expand students' minds and combine the essential components of cultural literacy and
creative expression. This should be a fundamental experience of all our students, whether it's
a trip to a local art gallery or to the Metropolitan Opera.
5. We need to provide opportunities for studio work and performance work in our classes and
also much more work with our local institutions. Although national institutions, such as the
Kennedy Center or Carnegie Hall, and various local museums are often actively involved in
trying to raise student awareness of great traditions of self-expression, we're negligent in
some areas. You're very likely to see students writing original stories in an English class. But
it's rarer to find music programs in which students have a chance to do original music
compositions, original playwriting and producing, or original choreography. Our arts program
would be stronger if we had a balance between more cultural literacy—for example,
appreciation of great music performance—and opportunities for more original work in a range
of forms.
Are state content standards holding back the kind of innovations that you've
described? Or can they be a positive force in making the curriculum more timely?
Every state is different. The United States does not have a national curriculum, nor will it ever,
as long as funding comes through states and localities. It's as if there were 50 countries with
distinctive approaches to standards.
In general, though, one would have to argue that most states are not seriously focusing on
the questions we're raising here. We cannot operate as though standards are fine the way
they are, as though knowledge stands still. Standards need to be constantly debated and
rethought. The American Medical Association regularly reviews medical standards on the basis
of best practice and what's timely. You don't want people using medical standards established
40 years ago—and yet, in education we do that. There is a great unevenness in how individual
states are handling hard questions, on a regular basis and in a formal way, about the issue of
timeless and timely content.
Unfortunately, educators are confusing the push for state testing through No Child Left Behind
with the standards movement. Most educators want to be responsive to students and to the
larger world. But the discussions in our communities about curriculum—Are some of these
standards unimportant? Should some be dropped and others added? Can we make some a
little better?—aren't happening. Those discussions are being overridden by the focus on two or
three testing days when 3rd graders sit anxiously for three hours, knowing that they may be
held back because of their inability to do well on a restrictive set of test items.
In different parts of the United States, different sections of standards are outdated. But even if
the majority of schools wanted to upgrade them or rethink them, their hands are tied because
they're juggling this testing dilemma.
We hear school leaders say, "Listen, the main thing is that our students have to pass these
tests—no one's really holding us accountable for dealing with all of these standards. So we're
going to have to focus on the standards our students are being tested on." That's the reality.
That's what's playing out there. It amounts to a curriculum ambush.
How can schools and teachers deal with that test pressure?
The field of education, like every other field, keeps growing and altering. The tests will be
refined and improved. But no matter what happens, the one subset of skills that's requisite for
any test or any assessment is literacy. Every test these kids take entails reading. Schools can't
lose when they help students become more discriminating and discerning readers; more
critical responders in their writing; and more effective speakers, reflective listeners, and active
note-takers.
All of those skills are worth working on throughout the grades. If schools put more time and
attention into cross-disciplinary literacy and K–12 mapping of literacy, students will do better