Special Edition: Student Voices!
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
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. -
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. -
FALL FORUM NOVEMBER 7-9, 2014 SAN FRANCISCO Fall Forum 2014 30 Years of Common Principles and Uncommon Schools
30 YEARS OF COMMON PRINCIPLES AND UNCOMMON SCHOOLS COALITION OF ESSENTIAL SCHOOLS FALL FORUM NOVEMBER 7-9, 2014 SAN FRANCISCO Fall Forum 2014 30 Years of Common Principles and Uncommon Schools Dear Friends, Welcome to the celebration of 30 Years of Common Principles and Uncommon Schools! When the organizing committee for this year’s Fall Forum sent me this year’s theme I must admit that my eyes misted up just a bit. Could it really be 30 years of CES? And then I began to recall all the colleagues and friends that make up my memories of Fall Forum and the work of CES. All the schools that I know of that are, in their uncommon ways, making the world a better place for children and their families. The exhibitions of learning I have seen, portfolios I have read, advisory meetings I have sat in on, graduates I have heard give testimony to their school, and teachers telling me about the love they have for their work. Honestly, I get choked up again just writing those sentences. When our founder, Ted Sizer, began CES it was, I believe, in an elevator with several school leaders who shared a common belief. They shared belief that public education in our nation is absolutely vital to the preservation and advancement of our republic. Further, they knew that such an education required schools that were engaging, child centered, honored the work of teachers, and made students stand and deliver when it came time to show what they know. Beyond that they knew, from their years of experience, that reforms at the time (remember A Nation At Risk?) were not going to get us to those schools. -
Provider Name Licensing Region Street Address 1 City Zip Code
Licensing Record Type Provider Name Street Address 1 City Zip Code Region Name 1 Root Childcare Western 63 Myron St. West Springfield 1089 Large Group 1-2-3 Grow Child Center Western 48 BARRE RD Hubbardston 01452-1208 Large Group 1-2-3 Grow Child Center Inc. Central 109 ALLEN ST Leominster 01453-2904 Large Group 1-2-3 Grow Child Center, Inc. Western 145 Mechanic St Barre 01005-1154 Large Group 123 Grow Child Center, Inc. Central 134 BURNCOAT ST. Worcester 1605 Large Group 123 Grow Child Center, Inc. Central 838 West Broadway Gardner 1440 Large Group 123 Grow Child Center, Inc. Central 341 ELM ST Fitchburg 01420-2301 Large Group 21st Century Bruce School Northeast 135 Butler Street Lawrence 1841 Large Group 21st Century Tarbox School Northeast 59 Alder Street Lawrence 1841 Large Group 5 Senses Northeast 1381 MAIN ST Reading 01867-1172 Large Group A Bright Beginning Northeast 52 TURNPIKE RD Rowley 01969-2122 Large Group A Bright Beginning Too Northeast 132 NORTH ST Danvers 01923-1242 Large Group A Brighter Future Child Care Western 83 MAIN ST Indian Orchard 01151-1103 Large Group A Brighter Rainbow Northeast 862 BOSTON RD Billerica 01821-6217 Large Group Southeast and A Child's Place Pre-School Cape 49 School St Whitman 02382-1904 Large Group A Child's View Metro Boston 56 PLEASANT STREET Dorchester 2125 Large Group A Child's View Early Learning Center Metro Boston 11 ASHMONT STREET Dorchester 2124 Large Group A Childs View Early Learning Center IV Metro Boston 618 WASHINGTON STREET Quincy 2169 Large Group A Happy Healthy Start Daycare Southeast and Preschool Cape 428 Walnut Plain Road Rochester 2770 Large Group A Kangaroo's Pouch, Inc. -
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. -
Margarita Muñiz Academy School Innovation Plan January 2018
2017- SY 2018 Margarita Muñiz Academy School Innovation Plan January 2018 0 Submitted on: May 25, 2017 Submitted by: Dania Vázquez for Margarita Muñiz Academy Table of Contents Section Section Title Page Number I School Information Sheet 2 II Executive Summary 4 III Mission, Vision, and Statement of Need 9 IV Curriculum, Instruction, and Assessment 24 V Operations 57 ● Building ● Schedule & Calendar ● Leadership, Staffing & Professional Development ● Policies & Procedures ● Projected Budget VI Capacity of Applicant Group 63 VII Timetable for Expansion 72 VIII Measurable Goals 74 IX Attachments 78 1 I. School Information Sheet Current School Name Margarita Muñiz Academy Proposed School Name (if changing) Current Grades 9 to 12 Proposed Expansion 7 to 12 Contingent on Facility Approval Current School Address 20 Child Street, Jamaica Plain, MA Proposed School Address 20 Child Street, Jamaica Plain, MA Primary Contact Dania Vázquez, Headmaster Name/Address/Phone/Fax/Email 20 Child Street, Jamaica Plain, MA 781-424-8640 Cell 617-635-8198 School 617-635-7835 Fax Proposed School Expansion Year(s) September, 2019-20 Expansion Plan Overview School Year Grade Levels Total School Total Number of Enrollment Staff 2017-2018 9 to 12 300 28.5 FTE 2019-2020 7 and 9 to 12 380 to 390 39.9 FTE 2020-2021 7 to 12 460 to 470 45 FTE Will this school serve students from multiple districts? Yes √No Attachments Item Dual Language Policy School Profile Grade Guide for Universities Sample Schedule 2 Budget Planning Administrator Resumes Letters of Support 3 II. Executive Summary A. Current School Mission The Margarita Muñiz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish. -
You Too Can Be a Rebel
You Too Can Be a Rebel Item Type text; Electronic Thesis Authors Garibaldi, Lino Paúl Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 03:27:17 Link to Item http://hdl.handle.net/10150/625321 YOU TOO CAN BE A REBEL by Lino Paúl Garibaldi Cisneros ____________________________ Copyright © Lino Garibaldi 2017 A Thesis Submitted to the Faculty of the SCHOOL OF ART In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS WITH A MAJOR IN ART EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 STATEMENT BY AUTHOR The thesis titled You too can be a rebel prepared by Lino Garibaldi has been submitted in partial fulfillment of the requirements for a master’s degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. -
Dewey's Democratic Conception in Education and Democratic
Educational Studies in Japan: International Yearbook No. 13, March, 2019. pp. 55-66 Dewey’s Democratic Conception in Education and Democratic Schooling: Lessons from the United States for Japan in a Time of Democracy in Crisis Naoshi Kira† Democracy is in crisis around the globe, especially in the United States due to the results of the presidential election in 2016; it is now a bitterly divid- ed society. In this context, this article reviews the democratic conception in ed- ucation presented by John Dewey as his Democracy and Education celebrated its centenary also in 2016. A few key concepts of Dewey’s ideas and structural features of democratic schooling were combined to develop a conceptual frame- work to analyze democratic schooling. Then, two U.S. democratic schools were comparatively analyzed using the conceptual framework, including participation in a small diverse community. This study concluded that democratic schooling has enormous potential to educate citizens who can become the eff ective agents of change desperately needed in the larger society, although the number of schools which systematically implement it is limited due to various obstacles. Lessons for Japan include the idea that giving students the authority to decide what to learn and how to learn it can lead them to take responsibility for their own education. There is anecdotal evidence that many graduates of the first democratic school examined here work in service and social justice professions, so further research is needed to pursue this theme along with others.