A SCHOOL on a FARM (What One Family Can Do)
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Where Is Citizenship Education in the Age of Common Core State Standards?
University of North Florida UNF Digital Commons Department of Leadership, School Counseling & Educational Leadership Faculty Publications Sports Management 12-1-2015 Where Is Citizenship Education in the Age of Common Core State Standards? Paul T. Parkinson Matthew Knoester Follow this and additional works at: https://digitalcommons.unf.edu/lscsm_leadership_facpub Part of the Curriculum and Instruction Commons, and the Educational Methods Commons Recommended Citation Parkinson, Paul T. and Knoester, Matthew, "Where Is Citizenship Education in the Age of Common Core State Standards?" (2015). Educational Leadership Faculty Publications. 4. https://digitalcommons.unf.edu/lscsm_leadership_facpub/4 This Article is brought to you for free and open access by the Department of Leadership, School Counseling & Sports Management at UNF Digital Commons. It has been accepted for inclusion in Educational Leadership Faculty Publications by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 12-1-2015 All Rights Reserved Critical Education Volume 6 Number 22 December 1, 2015 ISSN 1920-4125 Where Is Citizenship Education In The Age Of Common Core State Standards? Matthew Knoester Paul Parkison University of Evansville Citation: Knoester, M., & Parkison, P. (2015). Where is citizenship education in the age of Common Core State Standards? Critical Education, 6(22). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/185901 Abstract There was a time in United States history when the central argument for investing in public education was to ensure that voters were sufficiently informed about the issues of the day to make wise decisions: education for self-governance. According to multiple sources, voter ignorance remains a serious concern and this may be a factor in why the political system in the United States is not more responsive to the needs and preferences of the electorate. -
Progress and Promise
Progress and Promise Results from the Boston Pilot Schools January 2006 Center for Collaborative Education Center for Collaborative Education Center for Collaborative Education 1135 Tremont Street, Suite 490 Boston, MA 02120 www.cce.org 617.421.0134 phone 617.421.9016 fax Progress and Promise Results from the Boston Pilot Schools January 2006 Center for Collaborative Education The views, findings, and opinions of the authors in this article do not necessarily reflect those held by the Boston Public Schools. Design and production: Conquest Design, Inc. Copyright 2006 by the Center for Collaborative Education, Boston, MA. All rights reserved. Contents Executive Summary . .iv Introduction . .1 The Purpose of Pilot Schools . .2 Key Features of Pilot Schools . .3 Expansion of Pilot Schools Network . .4 How Pilot Schools Fit into the National and Local School Reform Landscape . .5 Why Examine the Pilot Schools’ Outcomes? . .6 Pilot School Student Demographics . .8 Characteristics of Pilot Schools . .13 Pilot School Student Engagement and Performance . .17 Indicators of School Engagement . .17 Indicators of Student Performance . .20 Conclusions . .26 Implications for Other Schools and Districts . .29 References . .33 Appendix A: Methods . .35 Appendix B: Methods for School Characteristics . .40 Appendix C: 2003–04 Pilot School Outcomes by School . .42 Appendix D: Boston Pilot Schools/Horace Mann Network Vision Statement; and Principles and Practices . .46 Appendix E: School Lists . .48 BPS Schools . .48 Exam Schools . .48 Schools Excluded from the Data Set . .49 Acknowledgments . .51 Executive Summary ew research conducted by Boston’s Center for Collaborative Education Ndocuments significant achievement by students who attend the city’s Pilot Schools. -
Jenerra Williams and Geralyn Bywater Mclaughlin
IMPORTANT DATES AND REMINDERS Family Council Zoom Gathering - Monday March 30 8:30pm (see details on the last section of the newsletter) All Boston Public Schools are closed until May 4th due to the pandemic. Find resources and the latest information at https://www.bostonpublicschools.org/coronavirus March 27, 2020 Volume 23, Issue 26 Humanity Dear Mission Hill School Friends, Families, Students and Staff, Last week we had a tremendous positive response from families about the weekly newsletter. It was a true indicator to Jenerra and myself that keeping up this weekly tradition will help our community stay connected and feel supported in these uncertain times. The format might look a little different some weeks, and we ask you to be flexible about your expectations. This week, we have news from our specialists and teachers outside of the classroom. Keeping our humanity and grace in the middle of all of this, is one thing we are working hard at. For example, our March report cards were due to be sent home today. It became clear to us as school leaders, that given how much the lives and jobs of our teaching staff has changed in the last two weeks, it did not make sense to keep this deadline in place. It just was not reasonable. Our Instructional Leadership Team (ILT) made the decision to extend the report card writing time one week, and we thank you for your patience and understanding. Our humanity comes into play when thinking about the learning that is happening now. At Mission Hill School we understand the importance of taking care of students' social/emotional needs as well as their academic needs during this unprecedented time of school closure. -
Geralyn Bywater Mclaughlin
IMPORTANT DATES AND REMINDERS Friday, September 27, 9:45-10:15am Friday Share (open to all) September 30 - October 11 Listening Conferences - Please check your classroom schedule for your family’s time. Tuesday, October 8 Dr. Brenda Cassellius, Superintendent visits MHS September 27, 2019 Volume 23, Issue 4 Learning From You Dear Mission Hill School Friends, Families, Students and Staff, Starting Monday, October 30th our school will begin a two-week window for the fall “Listening Conferences.” This is our annual opportunity for classroom teachers to hear from families and learn about your children. We call these meetings Listening Conferences as they are a chance for us to learn from you - the experts on your child(ren). Students attend the Listening Conferences, and together the team will talk about expectations and set goals for the year. If you are not sure when your Listening Conference is, please contact your child’s teacher as soon as possible. Jenerra and I have been having Listening Conferences as well. Ours have been with Mission Hill School staff members. As new leaders, we are spending time listening and learning from the educators we work with. Each conference is unique, and we set the stage by making sure each person can use the time as they need. We offer prompts and questions such as: Tell us about what is going well... What challenges are you working through? How can we support you? What questions do you have for us? For new leaders, these conferences are an investment in our partnership with our colleagues and are key to our democratic school - a place where everyone’s viewpoint is important and every voice matters. -
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. -
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. -
Access, Equity and Activism: TEACHING the POSSIBLE! Progressivenational Education Conference Network New York City October 8-10, 2015
1 Access, Equity and Activism: TEACHING THE POSSIBLE! Progressive Education Network National Conference New York City PEN_Conference_2015.indd 1 October 8-10, 2015 9/29/15 2:25 PM 2 Mission and History of the Progressive Education Network “The Progressive Education Network exists to herald and promote the vision of progressive education on a national basis, while providing opportunities for educators to connect, support, and learn from one another.” In 2004 and 2005, The School in Rose Valley, PA, celebrated its seventy- fifth anniversary by hosting a two-part national conference, Progressive Education in the 21st Century. Near the end of the conference, a group of seven educators from public and private schools around the country rallied to a call-to-action to revive the Network of Progressive Educators, which had been inactive since the early 1990s. Inspired by the progressive tenets of the conference, the group shared a grand collective mission: to establish a national group to rise up, protect, clarify, and celebrate the principles of progressive education and to fashion a revitalized national educational vision. This group, “The PEN Seven” (Maureen Cheever, Katy Dalgleish, Tom Little, Kate (McLellan) Blaker, John Pecore, Lisa Shapiro, and Terry Strand) hosted the organization’s first national conference in San Francisco in 2007. As a result of the committee’s efforts, the Progressive Education Network (PEN) was formed and in 2009 was incorporated as a 501 (c) 3 charitable, non-profit organization. Biannual conferences, supported by PEN and produced by various committees, followed in DC, Chicago, and LA, with attendance growing from 250 to 950. -
Overview September 2006
The Essential Guide to Pilot Schools Overview September 2006 Center for Collaborative Education The Essential Guide to Pilot Schools Overview September 2006 Center for Collaborative Education The views, findings, and opinions of the authors in this article do not necessarily reflect those held by the Boston Public Schools. Design and production: Conquest Design, Inc. Copyright 2006 by the Center for Collaborative Education, Boston, MA. All rights reserved. Contents Preface . .1 Essentials . .2 Progress and Promise: Results of the Pilot Model . .32 Pilot Schools in Context . .38 The Power of a Network . .47 Getting Started . .68 Acknowledgments . .82 Appendix . .84 Notes . .96 Bibliography . .100 As districts and schools across the country look for ways to improve educational opportunities for all students, beginning the Pilot School path is a journey worth taking. The Guides Project The Essential Guide to Pilot Schools is an introduction to the Pilot/Horace Mann Schools, a group of 20 innovative schools within the Boston Public Schools* that are achieving strong results. The Essential Guide project grew out of an increasing interest in Pilot Schools, and through text and Web- based guides aims to make the Pilot model accessible to a wide audience in districts and schools.† In this first guide, The Essential Guide to Pilot Schools: Overview, readers will learn the essentials of Pilot Schools, including autonomy, accountabili- ty, small size, and a commitment to equity. Readers will discover data on Pilot Schools, how Pilot Schools fit into the school reform context, and the power of the Pilot Schools Network. Finally, readers will learn steps for starting Pilot Schools in other districts and schools. -
Committee on City Healthcare Services: 2018 Report
Committee on City Healthcare Services: 2018 Report October 2018 0 Contents Introduction .................................................................................................................................................. 2 Background and Context ............................................................................................................................... 2 Health Data Summary ................................................................................................................................... 4 Summary of City Healthcare Services ......................................................................................................... 12 Administration for Children’s Services .................................................................................................... 12 Human Resources Administration (Department of Social Services) ....................................................... 13 Department of Homeless Services (Department of Social Services) ...................................................... 15 Department for the Aging ....................................................................................................................... 16 Department of Health and Mental Hygiene ........................................................................................... 18 Department of Education ....................................................................................................................... 20 NYC Health + Hospitals........................................................................................................................... -
Why Common Core Is No
' *<*_ r.^ pE©a¥ED / NOV 9 1 0()<i Independent Regulatory Review Commission / " CUIJ November 21,2013 / INDEPENDENT RcGIil AT„ Consideration of final-form regulation #6-326 (IRRC #2976) Chapter 4 (Academic Standards and Assessment) Good morning Chairman Lutkewitte and fellow Commissioners. My name is Lee Williams, and I serve as Chair of the State Board of Educations Committee on Academic Standards and Chapter 4. I'm pleased to be with you this morning to discuss the final-form revisions to Chapter 4 that have been the subject of much debate and deliberation. I'd like to begin by providing a sense of history related to the key issues addressed in this regulatory package, and then will discuss the process undertaken by the Board that has led us here today. In 2006, concerns were brought to the Board's attention that many students were graduating from high school without adequate preparation for entering the workforce or college. This was evidenced by data that showed more than 40% of Pennsylvania's high school graduates - representing more than 50,000 students each year - were being awarded diplomas without demonstrating proficiency on the state's reading, writing and math tests. Additional data showed that fewer than half of our high school graduates enrolled in college upon graduation, only 37% persisted to their sophomore year, and just one-third graduated from college on time. Further, a February 2009 survey of our state's 14 community colleges and 14 state-owned universities found that 62,000 students at the schools were enrolled in remedial coursework at a cost exceeding $26 million annually. -
INSIDE an Appeal to Texas Legislature: End the Tyranny of Standardized Testing! L Education in the News Has Pioneering a Future? by A.S
The Magazine of Alternative Education EEducationE RRevolutionR Volume 19, Number 2 EESummer 2007 * $4.95 / $5.95 CDN RR Issue Number Forty Nine Rocket Day at Marietta Johnson School of Organic Education (see page 10) INSIDE An Appeal to Texas Legislature: End the Tyranny of Standardized Testing! l Education in the News Has Pioneering a Future? by A.S. Neill Marietta Johnson School of Organic Education Being There l From the Editor’s Desk l Plus Much More! Education Revolution The Magazine of Alternative Education Summer 2007 - Issue Number Forty Nine - www.educationrevolution.org Alternative Education Resource Organization (AERO) The Mission of Education Revolution Magazine is based on AERO, which produces this magazine quarterly, is firmly that of the Alternative Education Resource Organization (AERO): established as a leader in the field of educational alternatives. Founded in 1989 in an effort to promote learner-centered “Building the critical mass for the education revolution by education and influence change in the education system, AERO providing resources which support self-determination in is an arm of the School of Living, a non-profit organization. learning and the natural genius in everyone.” AERO provides information, resources and guidance to students, parents, schools and organizations regarding their educational Towards this end, this magazine includes the latest news and choices. communications regarding the broad spectrum of educational alternatives: public alternatives, independent and private alternatives, home education, international alternatives, and more. The common feature in all these educational options is that they are learner-centered, focused on the interest of the child rather From the Editor’s Desk than on an arbitrary curriculum. -
Sq14-000056 Attachment A
Senate Standing Committee on Education and Employment - Education QUESTIONS ON NOTICE Additional Estimates 2013-2014 Outcome 2 - Schools and Youth Department of Education Question No. ED0453_14 Senator O'Neill asked on 26 February 2014, Hansard page 101 Question Trade Training Centres - round 5 Senator O'NEILL: Despite this significant investment over five rounds, I am sure there is still a number of schools around the country that do not have trade training centres or actually are not part of a cluster of schools that has a trade training centre servicing a particular area. Could we have a list of such schools or school regions that are currently unserved in terms of trade training options? Mr Cook: I am happy to take it on notice. Senator O'NEILL: If possible, by electorate, just a geoshot. Mr Cook: When you say 'unserved' do you mean no children at a school are accessing a centre? Senator O'NEILL: Yes. Where there are schools that are not able to access either directly in the school or in a site created by a cluster of schools seeking the funding. Mr Cook: Happy to take that on notice. Answer Attachment A lists the schools eligible to apply for funding under Round Five (Phase One) of the Trade Training Centres in Schools Program that had not been approved for funding as at 17 December 2013. These schools may have existing trade training arrangements in place, for example through local agreements to access Trade Training Centres or by partnering with existing Registered Training Organisations.