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A New Path to Education Reform: Playful Learning Promotes 21St Century Skills in Schools and Beyond 2
POLICY BIG IDEAS A new path to education reform: brookings.edu/policy2020 Playful learning promotes About the Authors 21st-century skills in schools and beyond Kathy Hirsh-Pasek, Ph.D. by Kathy Hirsh-Pasek, Ph.D. and Helen Hadani, Ph.D. Senior Fellow, Center for Universal Education, The Brookings October 2020 Institution, Stanley and Debra Lefkowitz Faculty Fellow, Temple University @KathyandRo1 Executive Summary The American education system is not preparing all children to thrive. Amidst a national movement to dismantle systemic racism, our schools risk propagating educational inequity by design. Only the most affluent students receive the highest quality education that emphasizes student agency and engagement Helen Shwe Hadani, Ph.D. through collaboration and inquiry.1 Many schools across the United States Fellow, Center for Universal remain trapped in an outdated “horse and buggy” model of education, Education, The Bass Center for Transformative Placemaking, particularly when instructing students from under-resourced communities. The Brookings Institution These schools frequently operate according to a “factory model” that emerged @HelenSHadani in the early 20th century to mold students for the industrial economy. Under this system, students are considered the “products” of the system with standardized assessments serving as “quality control” measures to encourage effective instruction.2 Elias Blinkoff Graduate Student in the Department of Psychology, Temple University Over the past several decades, we have attempted to repair the educational @blinkoffe “buggy” through substantial reforms.3 These include passage of No Child Left Behind in 20024 and the development of the Common Core State Standards beginning in 2009.5 However, attempting to transform the industrial era “horse Roberta M. -
At the CENTER DR
The Reiss-Davis Child Study Center & Institute at Vista Del Mar presents its 2016-2017 monthly series of SATURDAYS SERIES BEGINS NOVEMBER 19th with at the CENTER DR. ROBERT MORADI PRESENTING ON NIGHTMARES CE Credits for Mental Health Professionals Serving Children, Adolescents and Parents A PLACE TO TURN • A PLACE TO LEARN • A PLACE TO EARN Celebrating its 8th Year of offering Cutting Edge presentations on the latest in developmental-psychodynamic neuro-bio-psycho-social/relational mental health theory and technique for those who work with children and adolescents CONVENIENTLY LOCATED | REASONABLY PRICED | PLEASANTLY SITUATED ON THE GROUNDS OF VISTA DEL MAR *Please note that some sessions are presented on Fridays THE REISS-DAVIS CHILD STUDY CENTER & INSTITUTE is a non-profit, non-sectarian mental health training and treatment center that has been serving the needs of children, adolescents, their families, and professionals since 1950. Our Clinical and Psycho-Educational Services offered at the Center include: • Psychotherapy for children, parents, and families* • Parent Work* • Evidence-based cognitive-behavioral therapies for MediCal eligible children, adolescents and parents* • Diagnostic assessments* • Psycho-Educational Diagnostic testing Services (P.E.D.S.) for assessing LD, AD/HD and emotional issues • Keeping Kids First-educational program for divorcing parents • Neurofeedback/brain training program for children and adolescents with attentional and other issues *For these clinical services please call the Vista Counseling Center at 310-836-1223 Ext. 330/500 For all other services please call 310-204-1666: • Psycho-Educational (PEDS) Program at Ext. 307 • Keeping Kids First Program at Ext. 875 • Neurofeedback Program at Ext. -
Stopping School Pushout for Girls
STOPPING SCHOOL PUSHOUT for Girls of Color ABOUT THE NATIONAL WOMEN’S LAW CENTER The National Women’s Law Center is a non-profit organization that has worked for more than 40 years to expand opportuni- ties for women and their families, with a major emphasis on education and employment opportunities, women’s health and reproductive rights, and family economic security. ACKNOWLEDGEMENTS Authors: Adaku Onyeka-Crawford Kayla Patrick Neena Chaudhry Design and Production: Beth Stover Requests for hard copies of the report can be made through LetHerLearn.org. We gratefully acknowledge the following Center colleagues who provided leadership as well as editorial, research and communications assistance: Fatima Goss Graves, Anna Chu, Jasmine Tucker, Loredana Valtierra, Karen Schneider, Maria Patrick, Hilary Woodward, Melanie Ross Levin, Olympia Feil, Sabrina Stevens, Erin Longbottom, Nia Evans, Selina Tran, and Faith Powell. We also are extremely grateful to Shakira Washington of The National Crittenton Foundation who provided us feedback on the report. Special thanks to Heidi Gertner, William Ferreira and Lowell Zeta at Hogan Lovells US LLP for their help with the Institutional Review Board process. Thanks also to Lake Research Partners for their work on the Let Her Learn Focus Groups and Survey. This report would not have been possible without the generous support of the Bill & Melinda Gates Foundation. The findings and conclusions of this report, however, are those of the authors alone, and do not necessarily reflect the views or positions of the funder. DISCLAIMER While text, citations, and data are, to the best of the authors’ knowledge, current as of the date the report was prepared, there may well be subsequent developments, including legislative actions and court decisions, that could alter the information provided herein. -
The Parent-Child Dyad in the Context of Child Development and Child Health Who Assumes a Consistent Role of Daily Care Over an Extended Period with a Developing Child
The Parent-Child Dyad in the Context of Child Development and Child Health Introduction arrangements of orphanages, which evolved into formal child welfare systems, foster care, and From the commitment to ensure all children have adoptions. In some cases, there literally was no the support they need to grow up healthy, family, and the church or the state stepped in to researchers, public health, and public policy provide care for the child. In many cases however, advocates have deepened our search for the factors including today, the parent or family exists but does that affect child health. This search has revealed not have the means, the mental health, or the skills that old definitions of adversity from child welfare to provide for the child. systems were too narrow, previously focusing mostly on overt child abuse and trauma. As we have Another unhappy fact about the child welfare story is learned about the huge negative impact on children that just removing a child from a neglectful home from factors such as poverty, food and housing and placing them in a safe, loving foster family does insecurity, and community violence, we have not necessarily result in a good outcome. By the realized that the scope of childhood adversity is time that a child is relocated, they may have endured much deeper and more challenging to address than significant developmental trauma, and the foster or previously thought. adoptive parents may be unprepared for the tumult that may come with placement. As child health experts turn more toward child development, and away from specific incidents of Additionally, researchers have found that the parent trauma, the focus turns toward the family.2 who is cast in the role of neglectful or abusive parent Increasingly we recognize the impact of the critical most likely has had a traumatic and disrupted early relationship between the child and their childhood themselves. -
April New Books
BROWNELL LIBRARY NEW TITLES, APRIL 2018 FICTION F ALBERT Albert, Susan Wittig. Queen Anne's lace / Berkley Prime Crime, 2018 While helping Ruby Wilcox clean up the loft above their shops, China comes upon a box of antique handcrafted lace and old photographs. Following the discovery, she hears a woman humming an old Scottish ballad and smells the delicate scent of lavender. Soon strange things start occurring. Could the building be haunted? F ARDEN Arden, Katherine. The bear and the nightingale: a novel / Del Rey, 2017 A novel inspired by Russian fairy tales follows the experiences of a wild young girl who taps the mysterious powers of a precious necklace given to her father years earlier to save her village from dark and dangerous forces. F BALDACCI Baldacci, David. The fallen / Grand Central Publishing, 2018 Amos Decker and his journalist friend Alex Jamison are visiting the home of Alex's sister in Barronville, a small town in western Pennsylvania that has been hit hard economically. When Decker is out on the rear deck of the house talking with Alex's niece, a precocious eight-year- old, he notices flickering lights and then a spark of flame in the window of the house across the way. When he goes to investigate he finds two dead bodies inside and it's not clear how either man died. But this is only the tip of the iceberg. There's something going on in Barronville that might be the canary in the coal mine for the rest of the country. Faced with a stonewalling local police force, and roadblocks put up by unseen forces, Decker and Jamison must pull out all the stops to solve the case. -
DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools a New Call for Philanthropic Support
DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools A New Call for Philanthropic Support the Sillerman Center FOR THE ADVANCEMENT OF PHILANTHROPY Acknowledgements This report was written by Dr. Susan Eaton and Dr. Suchi Saxena. This report grows out of a long-running project of the Sillerman Center that engages grantmakers who want to better understand the causes, myriad harms and potential cures for racial and socioeconomic segregation in our nation's K-12 public schools. This report was informed by interviews with a wide variety of educators and other practitioners working towards diverse, equitable and inclusive schools, by numerous convenings and conferences, by research and by the authors' experience in this field. We wish to thank our project collabora- tors and sponsors, The Ford Foundation and the Einhorn Family Charitable Trust. We deeply appreciate all the people who reviewed this report for us, who participated in interviews and who attended meetings that we hosted in 2017. Special thanks to Sheryl Seller, Stacey King, Amber Abernathy and Victoria St. Jean at the Sillerman Center, to Mary Pettigrew, who designed this report and our beloved proofreader, Kelly Garvin. We especially appreciate the thorough reviews from Gina Chirichigno, Itai Dinour, Sanjiv Rao and Melissa Johnson Hewitt, whose suggestions greatly improved this report. Susan E. Eaton Director, The Sillerman Center for the Advancement of Philanthropy Professor of Practice in Social Policy The Heller School for Social Policy and Management Brandeis University Table of -
The Points of Viewing Theory for Engaged Learning with Digital Media
The Points of Viewing Theory for Engaged Learning with Digital Media Ricki Goldman New York University John Black Columbia University John W. Maxwell Simon Fraser University Jan J. L. Plass New York University Mark J. Keitges University of Illinois, Urbana Champaign - 1 - Introduction Theories are dangerous things. All the same we must risk making one this afternoon since we are going to discuss modern tendencies. Directly we speak of tendencies or movements we commit to, the belief that there is some force, influence, outer pressure that is strong enough to stamp itself upon a whole group of different writers so that all their writing has a certain common likeness. — Virginia Woolff, The Leaning Tower, lecture delivered to the Workers' Educational Association, Brighton (May 1940). With full acknowledgement of the warning from the 1940 lecture by Virginia Woolf, this chapter begins by presenting a theory of mind, knowing only too well, that “a whole group of different” learning theorists cannot find adequate coverage under one umbrella. Nor should they. However, there is a movement occurring, a form of social activism created by the affordances of social media, an infrastructure that was built incrementally during two to three decades of hard scholarly research that brought us to this historic time and place. To honor the convergence of theories and technologies, this paper proposes the Points of Viewing Theory to provide researchers, teachers, and the public with an opportunity to discuss and perhaps change the epistemology of education from its formal structures to more do-it-yourself learning environments that dig deeper and better into content knowledge. -
Interview Transcript
Paul: 00:01 Ladies and gentlemen, angry Americans around the country and around the world, welcome to another very important, insightful, inspiring conversation with an American that I think is really at the forefront of one of the most important, and maybe most underreported, portions of our global war against the coronavirus. Paul: 00:37 We need to talk about education. We need to talk about the future of education. We need to talk about our children, other people's children, the children of the world, and there is nobody better than I could think of to talk to than the great and powerful Anya Kamenetz. I am so grateful to have you on the show. Thank you for joining us. Anya Kamenetz: 00:56 Thank you so much for having me, Paul. Paul: 00:58 How are you? I've been asking every guest since the pandemic started. How are you and where are you and what is it like where you are for you and the people close to you? Anya Kamenetz: 01:10 I'm quarantined in Brooklyn, in a townhouse, with my two daughters and my husband and our cat. My husband and I are working from home. We're all healthy. We're all safe. It's incredibly sad. We passed the peak now, and so there's less ambulances in the streets, but a lot more time to reflect on what happened and where we're going. So I'm anticipating gearing up for the next phase of this. Paul: 01:43 I want to dig into that. -
K-12 NATIONAL TESTING ACTION PROGRAM (NTAP) Connecting Schools with the Nation’S Leading Testing Companies to Safely Reopen TABLE of CONTENTS
K-12 NATIONAL TESTING ACTION PROGRAM (NTAP) Connecting schools with the nation’s leading testing companies to safely reopen TABLE OF CONTENTS Introduction and current K-12 landscape 7 Successful programs: testing works to keep schools safer 12 K-12 National Testing Action Program: overview 24 K-12 National Testing Action Program: logistics 39 Appendix and references 53 2 CONTEXT The K-12 National Testing Action Program (NTAP) is a plan to provide free Covid-19 testing for K-12 public schools to enable safe in-person learning Situation Complication Question Answer • Due to Covid-19, a • Teachers, students and • How do we safely and 1. Implementation of full majority of US K-12 communities may fear the spread sustainably re-open the safety and mitigation public schools are of Covid-19 in schools nation’s K-12 public activities operating remotely or in • Schools are not fully equipped to schools as quickly as hybrid learning 2. Prioritized vaccination provide necessary mitigation possible? for teachers and staff • Online learning is not an measures including testing • How do we make testing 3. Weekly testing for adequate replacement • While testing capacity exists, labs free, easy and widely for in-person school and students, teachers and do not have a clear signal on how available for schools? staff is creating large to make capacity readily education and available to schools socialization gaps • The value of testing is getting lost amid the focus on vaccination 3 K-12 NATIONAL TESTING ACTION PROGRAM (NTAP) SUMMARY (1 OF 2) The school changes -
Book Review Contributed to Developing Interactions Between Themselves and Their Parents
was an interest in how individual infants Book review contributed to developing interactions between themselves and their parents. In the seventies, Brazelton thought that there By Zack Boukydis were cycles of attention and inattention which were influenced in sustained Recently the book Nurturing Children and have contributed centrally to connections interactions by both infants and parents. Families: Building on the Legacy of T. Berry between infant assessment and infant This perspective evolved into the mutual Brazelton (Barry M. Lester and Joshua D. mental health practice ;( J. Kevin Nugent; regulation model articulated by Edward Sparrow, Eds.) was published by Wiley- Kathryn Barnard; Heidi Als, Tiffany Field; Tronick and others and which contributed Blackwell (West Sussex, UK, 2010). The Rose Bigsby; Amy Salisbury); others who the still-face paradigm which allowed book is a collection of chapters written by have studied parent-infant interaction researchers and clinicians to observe the former students, colleagues and friends either developing Brazelton’s ideas infant’s efforts to regain (or repair) active, of the eminent American pediatrician (Edward Tronick; Tiffany Field) or reflecting mutual interaction with their parent. In T.Berry Brazelton following a tribute to on them (Daniel Stern). Also included is a the book, Daniel Stern provides a fresh Dr. Brazelton in Boston MA USA in 2008 chapter by Brazelton’s professional peer look at parent-infant interaction reflected marking his ninetieth birthday. the late Stanley Greenspan. in the perspective of infant arousal T. Berry Brazelton is known to millions of I highly recommend this book to anyone dynamics. Others such as Tiffany Field people worldwide as a clinician, scientist, - but especially to practitioners and used dimensions of infant neurobehavior advisor to parents; and major promoter of teachers of infant mental health. -
Complete Dissertation.Pdf
VU Research Portal The most stressful period of my life Wit, E.E. 2017 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Wit, E. E. (2017). The most stressful period of my life: Understanding and addressing academic stress in urban, middle-class Indian youth. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 30. Sep. 2021 VRIJE UNIVERSITEIT ‘The most stressful period of my life’ Understanding and Addressing Academic Stress in Urban, Middle-Class Indian Youth ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad Doctor aan de Vrije Universiteit Amsterdam, op gezag van de rector magnificus prof.dr. V. Subramaniam, in het openbaar te verdedigen ten overstaan van de promotiecommissie van de Faculteit der Bètawetenschappen op maandag 30 oktober om 11.45 uur in het auditorium van de universiteit, De Boelelaan 1105 door Emma Emily de Wit geboren te Westzaan 1 Summary Background and research question Stress and related mental health issues have become a prominent public health concern among youth, globally, and particularly in rapidly developing countries such as India. -
Implementing the Every Student Succeeds Act Toward a Coherent, Aligned Assessment System
AP PHOTO/ROGELIO V. SOLIS V. PHOTO/ROGELIO AP Implementing the Every Student Succeeds Act Toward a Coherent, Aligned Assessment System By Catherine Brown, Ulrich Boser, Scott Sargrad, and Max Marchitello January 2016 WWW.AMERICANPROGRESS.ORG Implementing the Every Student Succeeds Act Toward a Coherent, Aligned Assessment System By Catherine Brown, Ulrich Boser, Scott Sargrad, and Max Marchitello January 2016 Contents 1 Introduction and summary 11 Background 22 Methodology 25 Findings 39 Recommendations 51 Conclusion 52 Appendix 55 Endnotes Introduction and summary In December 2015, President Barack Obama signed the Every Student Succeeds Act, or ESSA, which replaced No Child Left Behind, or NCLB, as the nation’s major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that states ensure those tests align with states’ college- and career-ready standards. However, the law makes significant changes to the role of tests in state education systems. For example, ESSA requires states to include a broader set of factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time devoted to testing. It also eliminates the requirement under the Obama administration’s NCLB waiver program that states evaluate teacher performance based on, in part, student test score growth.1 Taken together, these provisions greatly reduce the stakes of state tests for schools and teachers. They also give states substantially more autonomy over how they define school success and the interventions they employ when schools fail to dem- onstrate progress.