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Class: Please attempt only one of the 5 questions below. Your answer should be minimum 4 pages and maximum 6 pages. Documentary Review: Film Themes and Discussion Questions EXCELLENT PUBLIC SCHOOLS IN ALL COMMUNITIES Q-1: In Waiting for “Superman”, we travel with five families on their journey to enroll their children in public schools where students are challenged and supported in programs that prepare them for college. What is your vision of a great public school? What are the key characteristics of a great school? Q-2: Who is responsible for creating and sustaining great public schools? What is your role – as a parent, teacher, student, administrator, community member, businessperson, city official or philanthropist? What needs to happen in your community to create more public ownership of your local public schools? Q-3: In the film we see several examples of schools characterized by a culture of low expectations and low achievement. Are there schools in your community that fit this description? What do you believe are the root causes of these chronically low-performing schools? What is being done to improve them? What should be done? Q-4: Research shows that what happens outside of school – such as neighborhood violence or inadequate health care or housing – has a significant impact on classroom learning and student achievement. In your experience, what is the relationship between neighborhood quality of life and student achievement? Q-5: Public charter schools were first envisioned as laboratories of innovation, where new ideas and strategies could be tested and best practices then implemented more broadly in traditional public schools. Although some information sharing has occurred, it is not a widespread practice, due in part to the isolation and at times distrust that exists between charter schools and school districts. How can public charter and non-charter schools learn from each other so that successful programs, practices and strategies are shared and broadly implemented? What can you do to support information sharing and collaboration between public charter and non-charter schools in your school district? ...

Education

chronically low-performing schools? What is being done to
improve them? What should be done?
Q-4: Research shows that what happens outside of school – such
as neighborhood violence or inadequate health care or housing –
has a significant impact on classroom learning and student
achievement. In your experience, what is the relationship
between neighborhood quality of life and student achievement?
Q-5: Public charter schools were first envisioned as laboratories
of innovation, where new ideas and strategies could be tested
and best practices then implemented more broadly in traditional
public schools. Although some information sharing has
occurred, it is not a widespread practice, due in part to the
isolation and at times distrust that exists
between charter schools and school districts. How can public
charter and non-charter
schools learn from each other so that successful programs,
practices and strategies are
shared and broadly implemented? What can you do to support
information sharing and
collaboration between public charter and non-charter schools in
your school district?

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Education System in Puerto rico Team A University of Phoenix PHL/458 Prof. Angel Duran NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. 1 Table of Content Original issue Initial resolutions Critical examination of best resolution Evaluation of the argument Revised argument Refined resolution with implementation plan 2 Original Issue Absence of an official educational philosophy Excessive centralized system Limited financial resources, compounded by the uncertainty in the economy dependent on metropolis An archaic and outdated education law dating from 1903, which conferred excessive powers to the Secretary of Education on issues such as decision-making on management, budget, curriculum, monitoring, assessment and staff throughout the system. Lack of coordination between regional and local exchange operational levels, and these, in turn, other public institutions. Lack of continuity due to changes in public administration Inadequate supervision of teachers Our team identified as an issue the education system in Puerto Rico. Some of the factors which we believe are the main cause of this problem are; the absence of a limited formal educational philosophy, excessive centralized system, financial resources, compounded by uncertainty in the economy dependent on the metropolis, a archaic and obsolete education law dating from 1903, which confers excessive powers to the Secretary of Education in issues like making management decisions, budget, curriculum, monitoring, evaluation and staff throughout the system. Also the lack of coordination between operating regional and local levels trade, which, in turn, other public institutions and finally the lack of continuity due to changes in government and inadequate supervision of teachers. 3 Initial Resolutions To improve or contribute to the education of our people, the main thing is a degree of commitment that has every one of the people who are in charge of our education. Promote activities in which parents and children interact and simultaneously they are contributing something to society would be one of our proposals. Our second proposal to the Department of Education would work with the multiple intelligence of students for classes more interactive. Not all students work in the same way, and many stay back. They should promote activities that arouse the interest of students and help growth and intellectual and cultural life of each performance to feel appreciated. We understand that to improve or contribute to the system of education of our people, the main thing is the commitment that each one of the people who are in charge of our education have. We promote activities where parents and children to interact and at the same time contribute to society. Our second proposal to the Department of Education is working with the multiple intelligences of the students and design a new system ...

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Tsipporah Top of Form Results of the Evaluation The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males. Background Information and the Key Message Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant. Strategies to meet your Colleagues’ Interests and Goals Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented. Questions Colleagues Might Have and Possible Reactions Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...

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W4 Assignment MIDTERM Exam Question 1 1. “Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism Question 2 1. “Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle? Service-Learning Community Service Community-Based Learning Volunteerism Question 3 1. How is direct service different than project-based learning? Project-based learning allow students to gain more and diverse experiences than direct service. Direct service requires students to fill out more forms them project-based learning. Direct service involves one on one work with those persons served, project-based looks at the end product. Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit. Question 4 1. In service learning, students help needy people were unable to do anything to help themselves alone bring their assets, means an interest to the service learning environment as well as those served, the faculty and the community partners all bring their capacities must realize that faculty lack a strong stake in the community partnerships Question 5 1. For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option. Julian has no intention of carrying out his commitment to the children’s museum. The contact person should view Julian as flakey. Julian created impacts sending a message opposite of his intentions This glitch harms the collaboration and nothing can be learned Question 6 1. How do students benefit from engaging in community based learning? Service-Learning guarantee students will have greater career opportunities Students learn lessons from traditional lecture style setting Students gain communication skills, leadership skills, and project management skills. Students gain a sense of social change due to a free labor they provide. Question 7 1. When all of the contributors of the service learning receive mutual benefits from an exchange it is called Collaboration Leadership Congruence Reciprocity Question 8 1. In the Remen article, which of the modes of interaction does the author value? Helping Serving Fixing Testing Question 9 1. An agent of change is One who creates change by working in an active collaborative process with others Stude.

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Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment. 51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?

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Nationwide, low-performing schools are high on the agenda of urban school reform leaders. The current focus reverses the neglect that has plagued these schools for years. Many of them are situated in distressed communities that show the results of years of disinvestment, communities where a growing concentration of poverty and its consequences has taken a social and economic toll. These issues spill over into the schools. These schools, nevertheless, must teach all children to high standards of achievement and mastery, with no excuses. Most urban schools are vulnerable to society's preconceptions or biases regarding race and ethnicity, income, and class. But problems affecting academic achievement are just as likely to begin in the schools. Teachers' low expectations for student performance, whether out of misplaced sympathy, burn-out or frustration, are self-fulfilling prophecies. Low expectations produce a correspondingly low level of curriculum that is taught in an unengaging manner, that results in low levels of student achievement. We believe that reciprocal accountability is critical to creating schools that are successful in teaching and learning. Urban schools, and public education in general, have been undergoing fundamental review. Broad and accelerating changes in society are demanding higher standards of performance than ever before from the nation's public schools. In response, national, state and local leaders are developing academic standards for what children should know and be able to do at specific stages in their education. Almost every state has adopted or is in the final stages of adopting standards, and many states are aligning teacher certification, testing and accountability provisions to the standards. Within this context, school districts across the country have decided to intervene and take an active role in addressing low school performance. The educational interventions are long overdue and welcome, if done well. The high visibility, take-charge leadership of some urban superintendents has a broadly beneficial result of increasing public confidence in urban public education. It is important, however, to explore these interventions to see if they result in serious improvement in teaching and learning in schools. It would be unfortunate if the only results were slightly improved standardized test scores that provided a positive "spin" for political leaders. As school districts across the country began aggressive interventions in low-performing schools, we decided to examine these interventions and, at the other end of the spectrum, initiatives that recognize school success. This report describes, analyzes and draws lessons and recommendations from the current interventions, which are primarily district-led. Source: https://ebookschoice.com/creating-schools-that-are-successful-in-teaching-and-learning/

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As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy. This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.

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Similar to ClassPlease attempt only one of the 5 questions below. Your.docx (20)

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i need answers for these study guide ART101 Book (( artform prebles )) Sample Short Answer and Essay Questions. Why is the human figure rare in Islamic art? What are the key features of a typical mosque? Why are carpets extremely important to the history of Islamic art? What is the importance of calligraphy in the Islamic culture? Sample Short Answer and Essay Questions What are some community functions for art in Africa? chapter 23: Between world wars Dada - Marcel Duchamp, Man Ray Define "readymade" and provide an example that best exemplifies this type of art. Desceibe the rise of the Dada movement. what were its aims? Surealism - Max Ernst, Salvador Dali, Joan Miro, Rene Magritte Define "automotism" and describe the art movement associated with the method. De Stijl - Piet Mondrian How and where did De Stijl develop and what was its goal? Latin American Modrnism - Frida Kahlo American Regionalism - Frant Wood, Edward Hopper African American Modernism - Sargent Johnson chapter 24; Postwar Mpdern Movements Explain the ways American and European painting differed just after World War II and suggest reasons for the differences. NEW YORK SCHOOL - identify the two branches of the new york school painting. ABSTRACT EXPRESSIONISM - Jackson Pollock, Willem de Kooning Color Field Painting - Mark Rothko, Helen Frankenthaler, Robert Motherwell. EVENTS AND HAPPENINGS - Saburo Murakami, Allen Kaprow POP ART - James Rosenquisr, Andy Warhol, Roy lichtentein How does the work of Andy Warhol best express pop art ? Minimal Art - Donald Judd, Ellsworth Kelly, Frank Stella How do Frank Stella's non-rectangular canvases blur the distinction between painting and sculpture? How is he a minimalist? Conceptual - Joseph Kosuth Early Feminism - Judy Chicago, Nancy Spero Discuss the growth of the feminist movement in the 20th century and its influence on art. chapter 25: post modernity and global art Street Art- Bansky, Renta and Risk How did street art begin? Is it an accepted art form today? The Global Present - Shahzia Sikander how does she answer the question, "Do artists from one part of the world need to practice thetraditional styles still associated with their origins?" .

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