Educational Planning Need Based and Value Based: an Indian Perspective Bilal Tahir
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Education Revolution DOUBLE ISSUE
The Magazine of Alternative Education Education Revolution DOUBLE ISSUE I s s u e N u m b e r T h i r t y S e v e n SUMMER 2003 $4.95 USA/5.95 CDN SAY NO TO HIGH STAKES TESTING FOR KIDS Don’t Miss the IDEC! DETAILS INSIDE! w w w . e d u c a t i o n r e v o l u t i o n . o r g Education Revolution The Magazine of Alternative Educatuion Summer 2003 - Issue Number Thirty Seven - www.educationrevolution.org News What’s an IDEC? The mission of The Education Revolution magazine is based Dana Bennis................................................ 6 on that of the Alternative Education Resource Organization A Harsh Agenda (AERO): “Building the critical mass for the education Paul Wellstone..............................................7 revolution by providing resources which support self- It’s Happening All Over The World............... 7 determination in learning and the natural genius in everyone.” Towards this end, this magazine includes the latest news and David Gribble communications regarding the broad spectrum of educational alternatives: public alternatives, independent and private Being There alternatives, home education, international alternatives, and On the Bounce…………..........................9 more. The common feature in all these educational options is Street Kids……………….........................11 that they are learner-centered, focused on the interest of the child rather than on an arbitrary curriculum. Mail & Communication AERO, which produces this magazine quarterly, is firmly Main Section…………………………....... 15 established as a leader in the field of educational alternatives. News of Schools…………………………. 19 Founded in 1989 in an effort to promote learner-centered High Stakes Testing…………………….. -
What Is Soka Education?
This file has been cleaned of potential threats. If you confirm that the file is coming from a trusted source, you can send the following SHA-256 hash value to your admin for the original file. 284cabed60ea3b04d009902e0db777d97675c8461aa602196f331b212ca46b9f To view the reconstructed contents, please SCROLL DOWN to next page. The 10th Annual Soka Education Conference 2014 Soka University of America Aliso Viejo, California th th February 15 - 17 , 2013 Pauling 216 Disclaimer The contents of the papers included in this volume do not necessarily reflect the opinions of the Soka Education Student Research Project, the members of the Soka Education Conference Committee, or Soka University of America. The papers were selected by blind submission and based on a brief proposal. Copyrights Unless otherwise indicated, the copyrights are equally shared between the author and the SESRP and articles may be distributed with consent of either part. For permission to copy a part of or the entire volume with the use of the title, SESRP must have given approval. The Soka Education Student Research Project is an autonomous organization at Soka University of America, Aliso Viejo, California. Soka Education Student Research Project (SESRP) Soka University of America 1 University Drive Aliso Viejo, CA 92656 Office: Student Affairs #316 www.sesrp.org sesrp@soka. Table of Contents Introductory Letter SESRP 2 What is Soka Education? SESRP 3 Conference Program ---- 4 Keynote Biography Winston Langley 7 Special Speaker Biographies ---- 8 Presenter Biographies ---- -
Annual Report 2018 – 2019
ANNUAL REPORT 2018 – 2019 TABLE OF CONTENTS _______________________________________________________________ About EDCO Collaborative . 3 Message from the Executive Director . 4 Mission and Vision . 5 Objectives. .5 History . 6 Governance and Leadership. 7 Standing and Advisory Committees. 7 Organizational Chart. 8 Collaborative Districts . 9 Programs and Services . .10 Information Technology. 11 Deaf & Hard of Hearing Program . 12 Partners Program . .15 North Crossing Academy Therapeutic Day Program . 18 North Crossing 45-Day Therapeutic Program . 21 District Based Services IDEAS. .. 23 Educator Leadership Institute . 25 Culinary Department . 26 Community Education and Building Use . 27 LABBB – EDCO Specialized Transportation Services. 28 Tuition Rates . 29 Cost Comparison . 30 Contract Services Contracted Services and Grants . 31 Youth Alternative Program . 34 Wrentham Habilitative Services . 35 Special Education Surrogate Parent Program . 37 Massachusetts Migrant Education Program. 39 New England High School Equivalency Program . 40 McSwiney Center for Professional Learning. 41 Addendum I – Revenue Charts. 45 2 ABOUT EDCO COLLABORATIVE EDCO is a collaborative of 16 urban and suburban school districts serving the Greater Boston area and beyond. We are governed by a Board of Directors comprised of superintendents and school committee members representing each of our member school districts. All EDCO programs and services are developed and implemented through consultation with member school districts and other sponsoring agencies. EDCO -
IDEC at SUMMERHILL the 7Th Annual International Democratic Education Conference Was Held at Summerhill School in Leiston, England from July 23-26
#28 Autumn 1999 $4.95 The EDUCATION REVOLUTION MAGAZINE Formerly AERO-gramme With special CHANGING SCHOOLS section The Magazine of the Alternative Education Resource Organization 417 Roslyn Rd., Roslyn Heights, NY 11577 ISSN # 10679219 phone: 516-621-2195 or 800-769-4171 fax: 516-625-3257 e-mail: [email protected] Web site: http://www.edrev.org THE IDEC AT SUMMERHILL The 7th Annual International Democratic Education Conference was held at Summerhill School in Leiston, England from July 23-26. I arrived a week early, before the term was over, so I could visit the school while the students were still there. On the last leg of the journey Mrs. Gull, the taxi driver, drove us from the Saxmundham train station to the school. She said that she and her husband would be glad to testify any time about the wonderful changes they had seen in the students as they drove them periodically to the train and airport. She was quite aware that the school was under attack by the education authorities. I was accompanied by Alex Morganov, a student who missed last year's conference because the Immigration and Naturalization Service sent his papers too late for him to go to Ukraine. He was born in Russia and is not yet an American citizen. I was greeted by several of the students I had met on previous visits. I had taught many of them how to play table tennis. Oli, whom I had met when he first came three years ago was now ready to leave the school and go on to college. -
Table of Contents
Table of Contents Welcome from President of ESAI ...................................................................................................................... 2 ESAI Conference 2019 Theme ........................................................................................................................... 3 Keynote Speaker ............................................................................................................................................... 4 Panel Discussion ................................................................................................................................................ 4 ESAI Executive 2018-2019 ................................................................................................................................. 5 Presidents of ESAI ............................................................................................................................................. 5 List of Conference Locations 1976-2019 ........................................................................................................... 6 General Editors of Irish Educational Studies ..................................................................................................... 7 ESAI Corporate Members 2018/19 ................................................................................................................... 8 ESAI Invited Symposium at AERA 2019 ........................................................................................................... 11 -
2021-2022 District Wide Goals, June 28, 2021
Sudbury Public Schools District wide Goals for 2021-2022 Mission and Vision Sudbury Public Schools Mission Statement Sudbury Public Schools Vision The Sudbury Public Schools strive to enable all students to We are committed to excellence in educating students to be reach their intellectual and personal potential. The school knowledgeable, creative, independent thinkers who are system, in partnership with families and the community, will caring collaborative members of the school and wider work with integrity and respect to realize the shared vision of communities. enabling students to become lifelong learners and effective contributors of society. Core Values and Theory of Action Sudbury Public Schools Core Values Sudbury Public School Theory of Action ● Enhance the learning and teaching process to IF SPS provides: enable and inspire students to achieve their potential ○ Differentiated high quality instruction ● Actively promote personal responsibility and integrity ○ Safe school environment ● Seek and promote opportunities to advance equity ○ Instructional leadership and ongoing ● Cultivate a lifelong commitment to community professional development ○ The use of data to inform instruction THEN: ○ Students will be challenged and their varied learning needs met ○ Capacity of educators will grow ○ Existing achievement gaps will narrow Equity School Committee Goal and Action Steps Superintendent Goal and Action Steps Goal: By June of 2022, the superintendent will evaluate and improve Goal: educational equity to ensure access to curriculum, high-quality The Sudbury School Committee will work to ensure that Sudbury Public Schools welcomes, affirms and celebrates all students, staff instruction, and culturally proficient practices for all students. and families. The Sudbury School Committee will collaborate with the Superintendent in this work to prioritize anti-bias and Action Steps: anti-racist education for all students. -
School Handbook
School Handbook Last Updated July 7, 2020 Chagrinvalleyschool.org Preface This handbook is “required reading” for students and parents, but also for community members and anyone who is interested to learn about self-directed education and our school model. The first chapter is an introduction to self-directed education that comes from the Alliance for Self-Directed Education. The second chapter is a guide to all facets of Chagrin Valley School, including its history, school structures and how it operates. This is for transparency and to help everyone understand all the inner workings of the school. The third chapter describes the transition process for students and parents adjusting to self-directed learning. The last chapter is a long list of resources for further information about self-directed education. Table of Contents Chapter 1: What is Self Directed Education? The Four Educative Drives The Six Optimizing Conditions Why Choose Self-Directed Education? How Do People Practice SDE? The Agile Tree // The Self-Directed Model Chapter 2: Chagrin Valley School History School Overview Democratic Structure Preamble School Meeting Judiciary Committee Committees Info Station Off Campus Trips Enrollment Attendance What to Bring to School Parents Tuition Staff Frequently Asked Questions Permaculture Volunteering Community & Events School Board Mission & Vision Chagrin Valley School Handbook 1 Chapter 3: Deschooling What is Deschooling? Deschooling in Parents Deschooling in Students Chapter 4: Further Information & Resources Books Film & Video Podcasts & Radio Shows Research & Journals Websites, Blogs & News Social Media Pages & Groups Chagrin Valley School Handbook 2 Chapter 1: What is Self Directed Education? This first chapter is an introduction to self-directed education and comes from the Alliance of Self-Directed Education. -
Changing Schools
THE EDUCATION REVOLUTION #33 Winter 2002 $4.95 The Magazine of Alternative Education www.EducationRevolution.org Nastya from Stork School in Ukraine, Artiom from England and formerly Tubelsky’s school in Russia, and Nikita from Siberia, bringing a watermelon (arbooz) back to the ship from the market. CHANGING SCHOOLS section: John Gatto: A Radically Uncivil Society Dayle Bethel: Saving Our Children, A Japanese Approach EDUCATION REVOLUTION Table of Contents NEWS Our Changing World By Albert Lamb................................................................................................................................. Wali By David Harrison........................................................................................................................................................... A Tale of Two Tests By Dana Bennis ...................................................................................................................................... The Grip is Tightening By Leonard Turton .......................................................................................................................... Eureka! It’s Adamsky! From an Interview with Alexander Adamsky................................................................................... A Democratic Youth Forum Speaks Its Mind By Jerry Mintz............................................................................................. BEING THERE With Jerry Mintz September-October: The Spirit of Learning in Hawaii............................................................................................................................................. -
Global Women's Conference
GLOBAL WOMEN’S CONFERENCE Ideas Made to Matter Thursday, October 3, 2019 Convene, 730 Third Avenue JOIN THE CONVERSATION New York, NY #MITSloanWomen WELCOME Dear alumnae and friends, I am delighted to welcome you to the MIT Sloan School of Management Global Women’s Conference. The second of its kind, we come together today to build on the important work that was started during the conference’s first convening in 2017. Knowing that it is smarter to know that we are smartest together, since then the network of MIT Sloan alumnae has become even more dynamic, with active groups in Boston, Seattle, and here in New York. By gathering together today, I hope that your pride in MIT Sloan, your dedication to your work, and your drive to contribute to a better world lead to deeper connections—with those you already know well, and especially with others in your local communities and the wider, global MIT Sloan alumnae network whom you are meeting here. This year, you will notice that we have expanded the conference program to hear from an even more diverse set of voices both on our panels and from attendees. With so many perspectives sharing in the discussion, I know it will be a great catalyst for future conversations. I hope that the MIT Sloan faculty and leaders from around the world that you hear from today will stimulate engaging, enthusiastic JOIN THE dialogue among you so you may better learn from, not just alongside, one another. CONVERSATION #MITSloanWomen @MITSloanAlumni MIT Sloan alumnae are united by their pragmatism, creativity, humility, curiosity, and ability to look to the future to drive innovation, propel change, and shatter barriers. -
AAR Magazine
AMERICAN ACADEMY IN ROME MAGAZINE SPRING 2017 Welcome to the Spring 2017 issue of AAR Magazine. This issue of AAR Magazine offers a summation of a very productive year. We feature the scholars and artists in our creative community at the culmination of their research and look at how the Fellows’ Project Fund has expanded their possibilities for collaborat- ing and presenting their work in intriguing ways. We update this year’s exploration of American Classics with reports on a February conference and previews of events still to come, including an exhibition fea- turing new work by artist Charles Ray. You will also find a close look at AAR’s involvement in archaeology and details of a new Italian Fellowship sponsored by Fondazione Sviluppo e Crescita CRT. And, of course, we introduce the Rome Prize win- ners and Italian Fellows for 2017–2018! Vi diamo il benvenuto al numero “Primavera 2017” dell’AAR Magazine. Questo numero dell’AAR Magazine riassume il lavoro prodotto in un anno eccezionale. Vi presentiamo gli studiosi e gli artisti della nostra comunità creativa al culmine della loro ricerca e siamo lieti di mostrare quanto il Fellows’ Project Fund abbia ampliato le loro possibilità di collaborare e presentare le proprie opere in modo affascinante. Aggiorniamo la pan- oramica fatta quest’anno sugli American Classics con il resoconto del convegno tenutosi a febbraio e con le anticipazioni sui prossimi eventi, tra i quali una mostra con una nuova opera dell’artista Charles Ray. Daremo uno sguardo da vicino all’impegno dell’AAR nel campo dell’archeologia e alla nuova Borsa di studio per Italiani finanziata da Fondazione Sviluppo e Crescita CRT. -
A SCHOOL on a FARM (What One Family Can Do)
The Magazine of Alternative Education Education Revolution I s s u e N u m b e r F o r t y F o u r Spring 2006 $4.95 USA/5.95 CDN ∗ ∗ E a s t H i l l S c h o o l ∗ ∗ A SCHOOL ON A FARM (What One Family Can Do) PLUS: THE VALUE OF THE THINGS THEY LEARN w w w . E d u c a t i o n R e v o l u t i o n . o r g Education Revolution The Magazine of Alternative Education Spring 2006 - Issue Number Forty Four - www.educationrevolution.org The mission of The Education Revolution magazine is based on that of the Alternative Education Resource Organization AERO, which produces this magazine quarterly, is firmly (AERO): Building the critical mass for the education revolution established as a leader in the field of educational alternatives. by providing resources which support self-determination in Founded in 1989 in an effort to promote learner-centered learning and the natural genius in everyone. Towards this education and influence change in the education system, AERO end, this magazine includes the latest news and communications is an arm of the School of Living, a non-profit organization. regarding the broad spectrum of educational alternatives: public AERO provides information, resources and guidance to alternatives, independent and private alternatives, home students, parents, schools and organizations regarding their education, international alternatives, and more. The common educational choices. feature in all these educational options is that they are learner- centered, focused on the interest of the child rather than on an arbitrary curriculum. -
National Endowment for the Arts Annual Report 1987
NATIONAL ENDOWMENT FOR THE ARTS ~~>~=~~ -. " " i . " I~~ JJ~ , .. ..... MUSIC ON COVER AND TI~E PAGE TA~N ~OM SgMPH~ NO. 1 BY ELLEN TAA~ ZWIL ICH, WHICH SHE COM~SED WHILE ~CEIV~G A COM~SERS’ ~LLOWSHIP IN 1981 ~OM THE MUSIC PR~RAM. IN 1983, ~IS COM~S[~ON WAS AW~~D ~E PUL~ER PR~E FOR MUSIC. COPYRIGHT 1983 M~G~ MUSIC, INC. ~P~~ED BY PE~ISSION OF THE PUBLISHER. 1987 ANNUAL REPORT National Endowment for the Arts Washington, D.C. Dear Mr. President: I have the honor to submit to you the Annual Repon of the National Endowment for the Arts and the National Council on the Arts for the Fiscal Year ended September 30, 1987. Respectfully, Frank Hodsoll Chairman The President The White House Washington, D.C. March 1988 CONTENTS CHAIRMAN’S STATEMENT v THE AGENCY AND ITS FUNCTIONS vii THE NATIONAL COUNCIL ON THE ARTS ix PROGRAMS 1 Dance 3 Design Arts 17 Expansion Arts 29 Folk Arts 51 Inter-Arts 59 Literature 71 Media Arts: Film/Radio/Television 83 Museum 95 Music 117 Opera-Musical Theater 151 Theater 161 Visual Arts 173 OFFICE FOR PUBLIC PARTNERSHIP 187 Artists in Education 189 Locals Test Program 195 State Programs 199 OFFICE FOR PRIVATE PARTNERSHIP 203 Challenge 205 Advancement 209 OFFICE OF POLICY, PLANNING, AND RESEARCH 211 Fellowship Program for Arts Managers 213 Intemational 215 Research 217 Special Constituencies 219 APPENDIX 221 Statement of Mission 222 Overview and Challenge Advisory Panels 223 Financial Summary 228 History of Authoñzations and Appropriations 229 iii CHAIRMAN’S STATEMENT The tremendous diversity of the arts of the basics of education from federal support for the arts over the in America is clearly shown by the kindergarten through twelfth grade, long term.