stand demographically and socio-econimically in England and the US (with 95% of wealth being owned by less than 5% of people) most of the time community ed will involve underpriveleged people.
Tell me, are you a teacher, if so of what age group and socio-economic bracket, urban or rural? And if not, what is your involvement with education?
She was sent five questions in preparation for the meeting. This is the second one:
How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved?…
and "capacity building" that can enhance the effectiveness of school leaders in the establishment of formal process that guide their schools to success. Participating school leaders will receive strategies that can transform the traditional reactive nature of leadership into proactive leadership.…
of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved?
3. How should the new administration respond to the nation’s need for better prepared and more qualified teachers?
4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts?
5. How should funding equity issues be addressed?…
ll out perform $2000 invested each year for ten years at year10..assuming a positive ROI and inflation of more than 2%
in current economics..all bets are off..this economy has never existed before...all the traditional 'rules' turn out not to be rules...just patterns.
the idea of credit, is the basis for this unsustainable addiction to growth...teachers are perhaps one of the protected species in the current credit crisis...the only hope is education of the next generation…
re of possibilities which we cannot even imagine.
Standards and expectations propel us to excel. However, the NCLB model belongs way back in the nineteenth century. We've learned so much about how children learn, and all children can learn. However, all fourth graders do NOT learn at the same time at the same rate in the same way, and not simply because those fourth graders are all children from different environments--they all have different strengths and talents. Imagine instead that children investigate collaboratively on projects in educational networks that involve experts and peers from around the world so that each student uses the content and language arts skills needed to produce required results. We won't leave kids behind if we expect high standards in a positive and engaging learning environment that encourages strengths rather than punishes progress by deliberating on deficits. Don't we want to base our educational system on more comprehensive research reflective of disciplines that influence learning from managerial success to to brain research? All of those emphasize growth when people are valued and encouraged, when strengths of all the people involved (teacher and learner) become the focus. From the top down and bottom up, isn't it clear that education must move from demoralizing, punishing detractions to positive, professional interactions?
Learning and Teaching in a Democracy