The Public School Insights Blog
Today the Learning First Alliance (LFA) and Grunwald Associates, with the support of AT&T, are releasing a report, Living and Learning with Mobile Devices, that documents survey results of parents’ attitudes and perceptions of the value of mobile devices as learning tools for their school-aged children. Not surprisingly, parent perceptions are influenced by the level of personal usage they have with mobile technology and, as parental usage goes up, comfort level with the notion of their children’s use of this technology also increases.
The report is an important reflection of just how far we’ve come in the use of and advocacy for appropriate use of technology in schools and classrooms. As someone who has spent the past 25 years advocating for innovation in teaching and learning supported with technology and expanded connectivity, my view is that we’re at an important crossroads in transforming both the formal and informal learning spaces with new, less expensive, and more powerful technical devices. As the survey found, more than 50 percent of high school students take a cell phone to school with them every day, and 24 percent of those surveyed use those cell phones in ...
By Stephanie Hirsh, Executive Director of Learning Forward
I was at a conference and during a discussion period had the opportunity to dialogue with colleagues — we were seating ourselves according to our interests as indicated by table tents. As I approached the table labeled "teacher evaluation," I cheerfully remarked, "Oh, I can't sit with you. You won't want to talk about professional learning."
Oh no, my colleagues cried — sit with us! That's all we want to talk about. I realized I was holding an assumption that was out of date. When the teacher effectiveness conversation heated up many months ago, the focus swiftly turned to evaluation, without much mention of teacher support or growth.
Fortunately, however, many (though certainly not all) participants in this conversation have moved in the direction of recognizing the importance of teacher support as part of evaluation systems. Advocates for meaningful evaluation systems acknowledge that attending to the development of teacher knowledge and skills is essential on ...
We're over a decade into the 21st-century and schools across the country are working tirelessly to ensure students are prepared for whatever lies ahead. Rapid changes are afoot in demographic shifts and in the continuing development of new technology and social media platforms. These realities are presenting schools with new challenges and opportunities - sometimes in concert.
Dr. Mary Amanda "Mandy" Stewart has taught and researched English learners, and her recent research highlights how social media use and other out-of-school literacies are boosting language acquisition in this population. The winner of this year's PDK International Outstanding Doctoral Dissertation Award for her work on Latino/a immigrant students and literacy, her findings lead to several questions.
How can schools support the integration of social media in classrooms as an instructional support? How can homework assignments utilize social media? How can principals and districts support wider use of such platforms and other out-of-school literacies to support their English Language Learning population?
We recently had an opportunity to talk with Dr. Stewart about her research and its implications. In an email interview, she provided advice and insights from her perspective as a researcher and practitioner, emphasizing the importance of expanding our definition of 21st-century learning to include bilingualism and biliteracy.
Public School Insights (PSI): Would you mind starting off with a little background on your research and the study? What led you to research this topic, and what questions were you interested in answering?
Stewart: I began my career teaching newcomer adolescents at the International Newcomer Academy, a public school for new immigrants in middle and high school in Fort Worth, Texas. All of my 6th graders were in their first year in the U.S. I saw the great resources my students from Africa, Asia, Latin America, and the Middle East brought with them into the class, but also how the effects of NCLB in Texas pushed the students' linguistic and cultural resources out of the academic curriculum. I feared that their linguistic and cultural resources would be ignored, devalued, and underutilized as they went to their home schools.
During my doctoral studies, I became interested of the idea of "whose literacy counts?" Through a pilot study with a 2nd-generation high school student of Mexican origin and reading about other studies of immigrant youth, it became apparent that immigrant students do possess valuable and sophisticated literacies they use out-of-school. However, most schools do not ...
By Nora Howley, Manager of Programs, NEA Health Information Network
School safety is more than just having a plan. It’s a process that needs to involve the whole school community.
LaPorte Community School Corporation is a rural school district in northwest Indiana. It’s also a great example of a district that has brought everyone to the table to help keep kids safe.
I recently joined Donna Nielsen, a bus driver and NEA member, and Glade Montgomery, the superintendent, on a panel led by Roxanne Dove of NEA’s Education Support Professional Quality Department (ESPQ) at the National Forum on School Improvement. We were there to share what LaPorte is doing right and talk about what other districts can do to protect their students. ...
By Kwok-Sze Wong, Ed.D., Executive Director of the American School Counselor Association (ASCA)
When I tell people I work with school counselors, they invariably say something like, "My school counselor did nothing for me. He told me not to bother trying to go to college." And yet, they got a college degree. When I ask how they got into college, who coordinated the transcripts, recommendation letters and other actions required from their school, they admit their school counselor did have something to do with it.
School counselors are certified, specially trained educators who help students succeed by removing the barriers to learning. They collaborate with teachers, administrators and parents not just to counsel but also to coordinate, consult, and to create strategies to help students achieve academically, grow personally and socially, and prepare for meaningful lives beyond graduation. Yet they are often the ...
By Betty Edwards, Chair of the Special Olympics Project UNIFY® National Education Leaders Network
The film “Cipher in the Snow,” a true story written in 1964 by teacher/guidance counselor Jean Mizer, tells the story of an ostracized teenager, Cliff, who has no friends and becomes a withdrawn "cipher" or nonentity. (Cipher is the mathematical notation for zero—something without weight, importance, or value.)
One day, Cliff asks to get off the school bus, collapses, and dies in the snow beside the road. Cliff’s math teacher is asked to write the obituary but realizes that hardly anyone recalls the student. When he tries to get a small group together to attend Cliff’s funeral, he can’t find 10 people who knew the student well enough to feel comfortable going. He vows to never let another student in his class feel unimportant and be unknown.
We wish we could say that this story could not be written today, but that’s not true. Many students in our schools feel insignificant, disengaged, and ...
In the past, teachers needed training in the mechanics of e-mail and PowerPoint, just like today many need training in the basics of social media and tablet use. But these trainings are not necessary for everyone. Most of those entering the teaching force today never knew life without a computer. They grew up with e-mail, Facebook and YouTube. They operate easily on PCs, Macs, tablets and phones, and they adapt quickly to technological changes.
Young teachers instinctively incorporate ICT (information and communications technology, for those not familiar with the lingo) into their work to the extent that they are often hindered by school, district and/or state policies around it. But their ability to use new technologies is useless if ...
By Rich Bagin, APR, Executive Director of the National School Public Relations Association (NSPRA)
The 30th anniversary of the landmark report, A Nation at Risk, occurs this month. We can bet that national and perhaps even local media will use this event to ask, “What has changed?”
And then they will ask the natural follow-up question, “Are our nation’s school still at risk?”
We must be proactive and anticipate how these questions will play out for your local communities. If we do not take the lead on this one, the education-bashing machine will again turn our schools, staff, and leadership into punching bags.
As NSPRA colleague Larry Ascough noted in his Texas daily newsletter:
Anyone who has set foot in a school of late already knows that education today is not anything like it was 30 years ago. It’s improved, and it continues to get better. Teachers and kids are doing things no one could even imagine in 1983. But ...
Learning the art of preparing effective teachers never ends for the teacher education community. Each day, we discover new ways to review, modify and apply the best methods that will ultimately address the learning needs of all students. But what are the core ideals and characteristics that serve as the foundation beneath this evolving knowledge? I asked Alison Hilsabeck, who leads a successful program at National Louis University, to answer the question, "What do we know about teaching teachers?" Her insightful response follows.
-Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
The educational research community has devoted significant energies toward the goal of codifying the research on learning and teaching, and on translating that research into effective practice. Those efforts continue a legacy of scholarly practice extending back to Plato and Aristotle. Recently, there have also been a number of substantial reports (e.g. the National Research Council's Preparing Teachers: Building Evidence for Sound Policy and the National Council for Accreditation of Teacher Education's Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers) that have informed the national dialogue about the mechanics and organizational arrangements of educating teachers. It would be presumptuous of me to even begin to summarize all of this work.
Instead, I write from the perspective of an education school dean, working to maintain a 126-year-old institutional mission to prepare teachers who actually know what to do on their first day as the teacher-of-record. At National Louis University (NLU), we are focusing much of our work on the preparation of effective and resilient teachers for low-performing schools. This has challenged us to rethink assumptions and build stronger and deeper field partnerships. Our experience suggests the importance of some key factors with ...
Part of my job as executive director of the Learning First Alliance (LFA) is to attend meetings here in Washington, DC, where new K-12 education reports or projects are released or introduced to policymakers, educators, parents, and interested stakeholders. Over the past week I attended two such meetings, which provided a stark contrast to approaches used by education leaders and researchers in addressing changes that could benefit both the US public education system and the students it serves.
The Center for American Progress (CAP) released a report authored by Allan Odden titled Getting the Best People into the Toughest Jobs: Changes in Talent Management in Education. The underlying assumption on which this report’s recommendations are based is that the current workforce in public education is not very talented, should be held accountable for their poor performance, and removed from classrooms and schools. Indeed, Odden points out what we know is true: the effectiveness of the teacher and ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- 2013 Digital Principal Ryan Imbriale
- Best Selling Author Dan Ariely
- Family Engagement Expert Dr. Maria C. Paredes
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Excellence is the Standard
At Pierce County High School in rural southeast Georgia, the graduation rate has gone up 31% in seven years. Teachers describe their collaboration as the unifying factor that drives the school’s improvement. Learn more...
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