DOCSLIB.ORG

Alternative Routes to Foral Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Alternative Routes to Foral Education Public Disclosure Authorized Alternative Routes to Foral Education Public Disclosure Authorized Distance Teaching for School Equivalency Public Disclosure Authorized Hilary Perraton editor FILE GOIFY Report No. :11180 Ty3e: -PUB') Title: ALTERNATIVE ROUTES TO F(ORMAL i Auth,or: PEIRRAATON, HILARY Ext.: 0i Roomi: Dept.: OLD PLTBLICATION NOVEMBER 1984 Public Disclosure Authorized A World Bank ResearchPublication Alternative Routes to Formal Education A World Bank Research Publication 7 Alternative Routes to Formal Education Distance Teaching For School Equivalency Edited by Hilary Perraton Publishedfor The World Bank ,, THE JOHNS HOPKINS UNIVERSITY PRESS Baltimore and London Copyright ) 1982 by the International Bank for Reconstruction and Development / THE WORLD BANK 1818 H Street, N.W, Washington, D.C. 20433, U.S.A. All rights reserved Manufactured in the United States of America The Johns Hopkins University Press Baltimore, Maryland 21218, U.S.A. The views and interpretations in this book are those of the authors and should not be attributed to the World Bank, to its affiliated organizations, or to any individual acting in their behalf. TEXT EDITOR Robert Faherty COPY EDITOR Jane H. Carroll PRODUCTION Christine Houle FIGURES Pensri Kimpitak BOOK DESIGN Brian J. Svikhart First published in hardcover edition October 1982 First paperback edition November 1984 Library of CongressCataloging in PublicationData Main entry under title: Alternative routes to formal education. 1. Non-formal education-Addresses, essays, lectures. 2. Correspondence schools and classes- Addresses, essays, lectures. I. Perraton, H. D. LC45.3.A45 374'.4 82-7233 ISBN 0-8018-2588-1 AACR2 Foreword IN 1975, the Education Department of the World Bank initiated a review of experience with the use of radio for education.' That review concluded that one apparently attractive role for radio in education was as a compo- nent of "distance-teaching" systems designed to provide students with an alternative to the traditional route through formal education. Distance- teaching methods rely extensively on correspondence lessons and radio or television broadcasts in combination with varying amounts of face-to-face instruction; they have served the needs of both formal education and nonformal literacy and vocational programs. This volume focuses on experience with distance teaching for formal education-on its use to provide "equivalency" to formal school courses for individuals who, because of age, work commitments, lack of school places, or geographical location, are unable to attend regular schools. The Bank's 1975 study found that, although the use of radio as a component of equivalency programs appeared attractive, little hard data existed about the cost and effectiveness of distance teaching. Thus, as part of a larger research project on the economics of edacational radio, the World Bank's Research Committee provided resources to undertake additional research on the use and cost of distance teaching for school equivalency. The results of that research are reported here. Hilary Perraton introduces the volume with a chapter on the scope of distance teaching, which summarizes the chapters that follow and sets them in context. The volume then turns to case studies of individual projects; these case studies provide data on the methods, costs, and results of a range of projects, which divide naturally into two groups. The first group-including two projects in Brazil, as well as the Malawi Corre- spondence College and the Mauritius College of the Air-use distance teaching with daily student attendance at "schools." Each of these projects operates at the secondary level. Projects in the second group-from Ajl Korea,2 Kenya, and Israel-rely on much less frequent student attendance 1. The Bank's review of radio's role in education appeared in two parts. The first was a v-' collection of case studies: Peter L. Spain, Dean T. Jamison, and Emile G. McAnany, eds., Radiofor Education and Development: Case Studies, vols. I and 2, World Bank Staff Working Paperno. 266 (Washington, D.C.: World Bank, 1977). The second part was a short overview book: Dean T. Jamison and Emile G. McAnany, Radiofor Education and Development (Beverly Hills and London: Sage, 1978). 2. The Republic of Korea, or South Korea, is referred to in this book simply as Korea. v Vt FOREWORD at tutorials or listening groups. They offer courses at various levels: secondary, university, and teacher training. A final chapter reviews the cost-effectiveness information in the case studies and attempts to draw lessons that will be useful to planners. The volume concludes with three appendixes-one describing the methods of cost analysis used, a second summarizing information on alternative media for distance teaching, and a third evaluating a unique, privately operated distance-teaching system in Brazil (the Telecurso Secondo Grau). Though the World Bank provided most of the financial support for the research reported, the United Nations Education, Scientific, and Cultural Organization (Unesco) provided additional support through an interna- tional colloquium, "Economic Analysis for Educational Technology De- cisions," held at the University of Dijon, France, in June 1978; an early version of this volume was prepared for the Unesco colloquium. As part of the preparation for the colloquium, Unesco provided much of the financial support for two ofthe case studies-those in Kenya and Korea- and we very much appreciate the support of Messrs. H. Dieuzeide and E. Brunswic of Unesco. Likewise, we appreciate the generous assistance we received from the institutions whose activities we report. The authors of the studies worked to a tight time schedule and for more time than they were paid; we hope our warm appreciation of their efforts will compen- sate them in part. The Bank contracted with the International Extension College (IEC) of Cambridge and London, because of its broad experience with distance learning, to edit this collection of studies; we are most grateful that Mr. Hilary Perraton of the IEC undertook this task. Needless to say, the views and conclusions expressed herein do not necessarily represent those of the World Bank, Unesco, or the Interna- tional Extension College. SHIGENARI FUTAGAMI DEAN T. JAMISON OperationsPolicy Staff The World Bank r. Contents Foreword v List of Figures and Tables ix PART ONE Introduction 1. The Scope of Distance Teaching 3 Hilary Perraton PART Two Case Studies of In-school Equivalency Programs 2. The Minerva Project in Brazil 31 Joao B. Oliveira and Fran,ois Orivel 3. A Madureza Project in Bahia, Brazil 62 Joao B. Oliveira and Francois Orivel 4. The Malawi CorrespondenceCollege 88 Laurence Wolff and Shigenari Futagami 5. The Mauritius College of the Air 99 Tony Dodds PART THREE Case Studies of Out-of-school Equivalency Programs 6. The Korean Air-CorrespondenceHigh School 129 Kye-Woo Lee, Shigenari Futagami, and Bernard Braithwaite 7. In-service Teacher Education in Kenya 173 David Hawkridge, Peter Kinyanjui, John Nkinyangi, and Francois Orivel 8. Everyman University in Israel: The First Two Years 215 Arthur S. Melmed, Benny Ellenbogen, Dean T. Jamison, and Uriel Turniansky vii Viii CONTENTS PART FOUR Conclusion 9. The Cost-Effectiveness of Distance Teaching for School Equivalency 253 Dean T. Jamison and Franqois Orivel PART FIVE Appendixes A. An Introduction to the Methods of Cost Analysis 273 Dean T. Jamison B. Options for Delivery Media 278 Tony Bates C. Evaluation of the Brazilian Telecurso Secundo Grau: Summary and Policy Implications 324 Joao B. Oliveira and Dean T. Jamison Figures and Tables Figures 2-1. Instructional Model for the Minerva Project 38 6-1. Comparison of the Present Value of Alternative Ways of Radio Education 166 7-1. Kenyan Enrollments, 1973-74 176 7-2. The Promotion Route for Kenyan Primary School Teachers 183 7-3. Progress of Students through the Correspondence Course Unit 191 7-4. Unit Cost According to the Number of Subject-Equivalents 205 B-1. Examples of 35-millimeter Color Film Viewers 286 B-2. Six Methods of Telephone Teaching 288 B-3. Viewdata Schematic 292 B-4. Electronic Blackboard System 294 B-5. Comparative Distribution Costs for Audio Materials at the Open University 315 Tables 2-1. Production of Printed Materials for Phase II of the Minerva Project, 1973-78 39 2-2. Enrollments in Minerva Phase II, 1973-78 41 2-3. Annual Costs of Minerva Radio Equipment, 1973-78 44 2-4. Recurrent Costs of the Production of Minerva Radio Programs, 1973-77 44 2-5. Use of Studios by Minerva Programs, 1973-78 45 2-6. Broadcasting Costs Paid Directly by Minerva, 1973-77 45 2-7. Broadcasting Costs Paid by Individual Radio Stations, 1973-77 46 2-8. Summary of Radio Costs, 1973-77 46 * 2-9. Production and Distribution Costs of Minerva Booklets, 1973-77 47 2-10. Minerva Reception Center Costs, 1973-77 48 2-11. Allocation of Administrative Fixed Costs to Minerva Programs, 1973-77 48 2-12. General Summary of Minerva Phase II Costs, 1973-77 49 2-13. Average Cost According to Number of Students, Using the 1977 Cost Function 50 2-14. Average Cost per Student over Time, 1973-77 51 ix X FIGURES AND TABLES 3-1. Enrollments in the First-cycle Madureza Examinations in Bahia, 1972-77 63 3-2. Enrollments in the IRDEB Programs, 1969-77 64 3-3. Enrollments in the IRDEB First-cycle Madureza, 1969-77 66 3-4. Annual Cost of IRDEB Miscellaneous Equipment, 1972-77 70 3-5. IRDEB Operating Costs, 1972-77 70 3-6. Costs of IRDEB General Administration, 1972-77 71 3-7. Costs of IRDEB Listening Centers, 1973-77 71 3-8. Costs of Equipment for the Production of IRDEB Radio Programs, 1972-77 72 3-9. Annualized Capital Costs of IRDEB Radio Programs, 1972-77 72 3-10. Allocation of Staff Costs to Different IRDEB Programs, 1972-77 73 3-11. Allocation of the Cost of Materials to Different IRDEB Programs, 1972-77 73 3-12.
Load more

Recommended publications
  • FLEX: a Golden Opportunity for Motivating Students for Foreign Language Study Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 1990 FLEX: A Golden Opportunity for Motivating Students for Foreign Language Study Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Moeller, Aleidine Kramer, "FLEX: A Golden Opportunity for Motivating Students for Foreign Language Study" (1990). Faculty Publications: Department of Teaching, Learning and Teacher Education. 168. http://digitalcommons.unl.edu/teachlearnfacpub/168 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 4 FLEX: A Golden Opportunity for Motivating Students for Foreign n age .Study Aleidine J. MoeHerl Central High School; Omaha, Nebraska FLEX is the common acronym used to describe a presequenced Foreign Language EXploratory course ranging in length from six to nine weeks. Such a course is designed to motivate students to pursue foreign language study, to develop their interest in the world and its peoples, and to increase their sensitivity to cultural similarities and differences. There are a variety of FLEX programs in existence (Grittner, 1974). Some are cultural in nature, others emphasize linguistics, and still others are career-based (Strasheim, 1982, p. 60). The FLEX course is usually offered in sixth, seventh, or eighth grade before foreign language study is formally begun and gives the students an introduction to several foreign languages and cultures.
    [Show full text]
  • The Potential of Blended Learning
    4 The Potential of Blended Learning Most of the blended-learning programs described in the last chapter use some form of rotation model—what Heather Staker, co-author of the Innosight taxonomy, calls “a sustaining innovation” rather than a disruptive one. At least some of the normal classroom structure remains the same. So what about all the other models described by Innosight in the first pages of chapter 1? Do they exist anywhere in robust forms? Blended Learning 63 THE POTENTIAL OF BLENDED LEARNING Some do. Two of Staker’s children attend Acton Academy in Austin, Texas, a private school that she’d classify as a “flex” model. Students use popular software such as DreamBox for math, Rosetta Stone for language, SpellingCity for spelling, and so forth. Students establish their own learn- ing goals for this flex time with help from their teachers. “The thing I like about blended learning, and that made me want it for my kids, is that it’s so much more efficient if implemented correctly,” Staker says. “It frees up a lot of extra space for the great things schools can be doing”—like small- group discussions and project-based learning. Indeed, Staker moved from Honolulu to Austin mostly to enroll her children in Acton, a school she learned about while writing the Innosight white paper The Rise of K–12 Blended Learning. “It was really hard to be reading about all of these pro- grams—I thought I had arrived upon a truth—and still be sending my own children to a traditional school,” she says.
    [Show full text]
  • Early Childhood Environmental Education Programs for Educators, Parents, Home Schoolers, Administrators, Policy Makers, and the Public
    Guidelines for Excellence 2000 P Street NW, Suite 540, Washington, DC 20036 Early Childhood Environmental naaee.org 2000 P Street NW, Suite 540, Washington, DC 20036 Education Programs NAAEE2000 is P the Street professional NW, Suitenaaee.org organization 540, Washington, for environmental DC 20036 educators in North America and beyond. NAAEE is the professionalnaaee.org organization for environmental For educators, parents, home schoolers, administrators, educatorsEducation Wein North Need for America the World and We beyond. Want policy makers, and the public NAAEE is the professional organization for environmental educatorsEducation Wein North Need for America the World and We beyond. Want Education We Need for the World We Want GFE-#5 .indd 1 12/4/15 2:23 PM GFE-#5 .indd 1 12/4/15 2:23 PM GFE-#5 .indd 2 12/4/15 2:23 PM GFE-#5 .indd 1 12/4/15 2:23 PM Guidelines for Excellence Early Childhood Environmental Education Programs For educators, parents, home schoolers, administrators, policy makers, and the public GFE-#5GFE-#5 ..inddindd 4 12/4/1512/44/15 2:232:23 PMPM Early Childhood Environmental Education Programs: Guidelines for Excellence is part of a continuing series of documents published by the North American Association for Environmental Education (NAAEE) as part of the National Project for Excellence in Environmental Education. The project is committed to synthesizing the best thinking about environmental education through an extensive process of review and discussion. Hundreds of individuals and organizations representing all aspects of early childhood education and environmental education reviewed working outlines and drafts. Reviewers include classroom teachers, daycare and early childhood education center staff members, educational administrators, environmental scientists, curriculum developers, and natural resource agency and education department staff members.
    [Show full text]
  • Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning
    Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning WRITTEN BY: PRODUCED BY: Natalie Truong iNACOL Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning AUGUST 2017 WRITTEN BY: PRODUCED BY: Natalie Truong iNACOL The mission of the International Association for K–12 Online Learning (iNACOL) is to catalyze the transformation of K–12 education policy and practice to advance powerful, personalized, learner-centered experiences through competency-based, blended and online learning. iNACOL is a non-profit organization focusing on research, developing policy for student-centered education to ensure equity and access, developing quality standards for emerging learning models using competency-based, blended and online education, and supporting the ongoing professional development of school and district leaders for new learning models. Learn more at www.inacol.org. This report is based on research funded by the Carnegie Corporation of New York. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Carnegie Corporation of New York. Please refer to this paper as Truong, N. (2017). Next Generation Learning Models for English Language Learners. Vienna, VA: International Association for K–12 Online Learning (iNACOL). iNACOL, The International Association for K–12 Online Learning www.inacol.org Table of Contents Introduction ............................................................................................................................................
    [Show full text]
  • The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
    The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education JAMES D. BASHAM, SEAN J. SMITH, DIANA L. GREER, UNIVERSITY OF KANSAS AND MATTHEW T. MARINO, UNIVERSITY OF CENTRAL FLORIDA ABSTRACT through 12th grade (K—12) online education has the potential to alter the landscape of the educational system in ways that are simi­ Dramatic increases in K—12 online education for all students, lar to the effects of technological innovations on other fields. Cur­ including those in traditionally underserved populations, necessi­ rently 40 states have state-level virtual schools or state-led online tate a reconceptualization in the way educators plan and implement initiatives (iNACOL, 2012), 31 states have fulltime virtual or instruction. In this article the authors examine the complex array of online schools (Watson, Murin, Vashaw, Gemin, & Rapp, 2012), variables and implementation models that must be accounted for and several states have reported a continual year-to-year growth during the pivot from a purely brick-and-mortar educational sys­ rate of over 100% in the number of students participating in online tem to one that makes use of both virtual and blended environ­ education (Watson et ah, 2012). ments. The authors call for enhanced emphasis on instructional This growth pattern is not a simple matter (Kim, Kim, & goals and design principles, rather than the capabilities of available Karimi, 2012). It comes at a time of upheaval as efforts to appro­ technology. They conclude that educational leaders and researchers priately provide all students with an education that will address the must play a role in three key areas: using technology to enhance the larger needs of a modern society and economy are joined with accessibility and usability of curricular materials to meet the needs efforts to meet the criteria of success on traditional assessments of of different types of learners, advancing the understanding and student growth (Basham, Israel, & Maynard, 2010).
    [Show full text]
  • Curriculum Development and Education for Living Together
    CURRICULUM DEVELOPMENT AND EDUCATION FOR LIVING TOGETHER: CONCEPTUAL AND MANAGERIAL CHALLENGES IN AFRICA DÉVELOPPEMENT DU CURRICULUM ET ÉDUCATION POUR VIVRE ENSEMBLE : PROBLÈMES DE CONCEPTS ET DE GESTION EN AFRIQUE FINAL REPORT OF THE SEMINAR HELD IN NAIROBI, KENYA, 25-29 JUNE 2001 RAPPORT FINAL DU SÉMINAIRE, NAIROBI, KENYA 25-29 JUIN 2001 Edited by / rédacteurs : John Aglo and/et Mankolo Lethoko INTERNATIONAL BUREAU OF EDUCATION THE KENYA NATIONAL COMMISSION FOR UNESCO THE UNESCO NAIROBI OFFICE CURRICULUM DEVELOPMENT AND EDUCATION FOR LIVING TOGETHER: CONCEPTUAL AND MANAGERIAL CHALLENGES IN AFRICA DÉVELOPPEMENT DU CURRICULUM ET ÉDUCATION POUR VIVRE ENSEMBLE : PROBLÈMES DE CONCEPTS ET DE GESTION EN AFRIQUE FINAL REPORT OF THE SEMINAR HELD IN NAIROBI, KENYA, 25–29 JUNE 2001 RAPPORT FINAL DU SÉMINAIRE, NAIROBI, KENYA 25–29 JUIN 2001 Edited by /Rédacteurs : John Aglo and/et Mankolo Lethoko INTERNATIONAL BUREAU OF EDUCATION THE KENYA NATIONAL COMMISSION FOR UNESCO THE UNESCO NAIROBI OFFICE Contents/Table des matières PART I: FINAL REPORT/RAPPORT FINAL Final report, by John Aglo and Mankolo Lethoko, p. 6 PART II: CURRICULUM DEVELOPMENT FOR LIVING T OGETHER IN AFRICA/ LE DÉVELOPPEMENT DES CURRICULA POUR VIVRE ENSEMBLE EN AFRIQUE Curriculum development for living together in Africa, by Mankolo Lethoko, p. 13 Développement du curriculum pour vivre ensemble en Afrique, par John Aglo, p. 22 PART III: SELECTED ISSUES IN A REGIONAL PERSPECTIVE/PROBLÉ MATIQUES SÉ LECTIONNÉ ES DANS UNE PERSPECTIVE RÉ GIONALE Education and violence: education in emergency situations—the issue of social cohesion, by Audrey Osler, p. 28 Curriculum and languages; teaching in African languages and learning strategies, by Jens Naumann, p.
    [Show full text]
  • Personalized Learning Teacher Toolkit
    Personalized Learning Teacher Toolkit The purpose of this toolkit is to provide an introduction to Personalized and Blended Learning for teachers that are just starting to embrace the idea and for those who need a little more information to delve further. How to use this toolkit? This toolkit has been divided into six key categories with a brief introduction of blended and ​ personalized learning. You will find articles, videos and various artifacts to read and view. A short blurb or quote has been provided from the resource to give you a quick preview. Click on the blue links to read more! You may also use this table of contents to go directly to any of the six key categories. Basics of Culture and Small Group Student Blended Data Analysis Planning Technology Management Instruction Reflection Learning What is “Personalized Learning”? Personalization allows students to get the ​ 1 instruction and direction they need, when they need it. What is “Blended Learning”? Blended learning leverages technology to create a ​ learning environment where students have daily opportunities for individualized learning and teachers have the opportunities, resources and time to differentiate small group instruction in a classroom. 2 Education Elements considers the following components to be a core part of blended learning: Integrated Digital Content, Small Group Instruction, Student Reflection, and Data Driven Decisions. Check out the Core Four! ​ ​ Basics of Blended and Personalized Learning ❏ The Basics of Blended Learning [Video] ​ ❏ Blended Learning
    [Show full text]
  • ICT in Secondary Education Contexts, Trends, and Recommendations for ICT in Secondary Education in Sub- Saharan Africa
    Background Paper Information and Communications Technologies in Secondary Education in Sub-Saharan Africa Policies, Practices, Trends, and Recommendations November 2019 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. Mary Burns Education Development Center Mohammad Issack Santally University of Mauritius INFORMATION AND COMMUNICATIONS TECHNOLOGIES IN SECONDARY EDUCATION IN SUB-SAHARAN AFRICA Policies, Practices, Trends, and Recommendations Information and Communications Technologies and Secondary Education in Sub-Saharan Africa: Policies, Practices, Trends and Recommendations November 1, 2019 Authors: Mary Burns and Mohammad Issack Santally, Roshan Halkhoree, Kevin Roopesh Sungkur, Bhavish Juggurnath, Yousra Banoor Rajabalee 1 | Page Table of Contents Part I: ICTS and Secondary Education in Sub-Saharan Africa .............................................................. 3 A. About This Report ................................................................................................................... 3 B. Methodology .......................................................................................................................... 3 1. Literature Review ............................................................................................................... 4 2. Case Studies
    [Show full text]
  • Effectiveness of an Online Classroom for Flexible Learning Christopher DC
    International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 4, Issue 8, August – 2020, Pages: 100-107 Effectiveness of an Online Classroom for Flexible Learning Christopher DC. Francisco1 and Marites C. Barcelona2 1Educator, Department of Education, City of Malolos, Bulacan, Philippines [email protected] 2Educator, Barcelona Academy, Marilao, Bulacan Abstract: This study aimed at investigating the role of Eliademy as a web-based classroom in designing an alternative learning tool in times of emergencies. To achieve this aim, a qualitative interview was conducted to the selected graduate school students of La Consolacion University Philippines who had experienced three (3) consecutive trimesters of Eliademy in their courses during the academic year 2018-2019. The results revealed that students strongly agreed that Eliademy can be used as an alternative tool for teaching and learning as evidenced by their perceived advantages and disadvantages of such platform. The study found out that Eliademy is accessible, can promote time management, promptness and a challenge for the users although it requires strong internet connections and time pressured. The researcher offered three easy steps in using creating this web-based classroom, to wit: “Signing in”, “Designing it”, and, “Managing out”. Finally, the researcher also presented other potential alternative learning tools by which teachers may utilize depending on the needs on the learners since such platforms have their own special features (e.g. CourseSites, iTunes U, LatitudeLearning, Myicourse, Schoology, ATutor, Dokeos, Moodle, etc.). It was concluded that in times of calamities, educators and other institutions may consider the utilization of Eliademy so as not to compromise classes and even in a regular routine.
    [Show full text]
  • Blended Learning: How It Works in a Virtual School Table of Contents
    Blended Learning: How it Works in a Virtual School Table of Contents Introduction ....................................................................................................................................1 What is Blended Learning .............................................................................................................1 Why Choose Blended Learning ...................................................................................................2 Where to Begin ..............................................................................................................................3 Virtual Learning Labs .....................................................................................................................4 About Florida Virtual School .........................................................................................................6 References ......................................................................................................................................7 FLVS.net B Introduction In the United States, 82% of school districts had one or more students in a fully-online or blended online/face- to-face course during the 2008-2009 school year. Online course enrollment is growing at a rate of 30% per year for Kindergarten through Grade 12 (iNACOL, 2011). In May 2011, the Florida House of Representatives passed the Digital Learning Now Act. This Act expands options for school choice to encompass virtual education. Florida joins three other states, Michigan, Alabama,
    [Show full text]
  • The FLEX Teacher's Edition
    TEACHER’S EDITION Copyright © The Art of Education University, LLC theartofeducation.edu TABLE OF CONTENTS FLEX Overview 1 Collections 2 Lesson Plans 3 Resources 4 Vocabulary Lists and Art Glossary Terms 5 Videos 6 Artist Bios 7 Assessments 8 My Standards 9 My Classes 10 Scope and Sequences 11 Rubrics Additional Implementation Resources 14 10 Ways to Modify FLEX Lessons 15 15 Ways to Use FLEX Resources 16 11 Ways to Use FLEX Videos 17 12 Ways to Use Artist Bios 18 10 Ways to Use FLEX Assessments 19 How to Use FLEX Assessments 23 How FLEX Supports Cross-Curricular Connections 24 How FLEX Supports Cultural and Emotional Competency 25 Three Ways to Use FLEX in Advanced Placement Art 26 Seven Ways to Support English Language Learners With FLEX 27 Three Ideas for Adapting FLEX For Early Childhood Learners 28 Four Ways Art Teachers Use FLEX Curriculum 29 Organizing Your Art Classroom (or Art Cart) Copyright © The Art of Education University, LLC theartofeducation.edu COLLECTIONS Content related to a theme Filters: Use filters to easily find content that meets your student’s needs and interests. Collection Content: See how many lessons, resources, videos, and assessments are in each Collection. Use the whole Artwork Thumbnails: See the image Collection or select example for each lesson in a collection to what you need. get an idea of the final artwork. Copyright © The Art of Education University, LLC theartofeducation.edu | 1 LESSON PLANS All the components necessary to understand the elements of a lesson are listed in an easy to read format. Not only are they viewable on the platform, but they are also available in a downloadable PDF format.
    [Show full text]
  • Special Issue 2020
    NUMBER 102 SPECIAL ISSUE 2020 INTERNATIONAL HIGHER EDUCATION THE BOSTON COLLEGE CENTER FOR INTERNATIONAL HIGHER EDUCATION Special issue #102 Crisis upon Crisis: Singapore: An Early and Postpandemic Outlook: COVID-19 and Measured Response Bleakest for the Poorest Student Refugees NATALIE ANG AND DAVE PHILIP G. ALTBACH AND HAKAN ERGIN STANFIELD HANS DE WIT 3 9 24 COVID-19 in Africa: Challenges, Responses, University Leadership in and Apprehensions the Time of COVID-19 WONDWOSEN TAMRAT AND DANIEL SAMOILOVICH DAMTEW TEFERRA 32 28 The complete table of contents can be found on page 2 CONTENTS | INTERNATIONAL HIGHER EDUCATION The Boston College Center for 3 INTRODUCTION 24 Singapore Higher Education and International Higher Education COVID-19: An Early and Measured brings an international consciousness THE GLOBAL PICTURE Response to the analysis of higher education. We NATALIE ANG AND DAVE STANFIELD 3 Postpandemic Outlook for High- believe that an international perspec- tive will contribute to enlightened pol- er Education is Bleakest for the 26 COVID-19 Pandemic and South Ko- icy and practice. To serve this goal, the Poorest rean Higher Education: Center publishes the International Higher PHILIP G. ALTBACH AND HANS DE WIT A Threat with a Silver Lining? Education quarterly publication, a book BAWOOL HONG 5 series, and other publications; spon- Sustaining the Values of Tertiary sors conferences; and welcomes visiting Education during the COVID-19 scholars. Opinions expressed here do not Crisis AFRICA necessarily reflect the views of the Center ROBERTA MALEE BASSETT 28 COVID-19 Threat to Higher Edu- for International Higher Education. 7 The Impact of COVID-19 on Global cation: Africa’s Challenges, Re- The Center is closely related to the grad- Higher Education sponses, and Apprehensions uate program in higher education at the GIORGIO MARINONI AND HILLIGJE WONDWOSEN TAMRAT AND DAMTEW Lynch School of Education and Human VAN’T LAND TEFERRA 2020 Development, Boston College.
    [Show full text]