PEN Weekly NewsBlast for April 22, 2005
- From: Educational CyberPlayGround <admin@xxxxxxxxxxxxxxx>
- To: K12NewsLetters@xxxxxxxxxxxxx
- Date: Tue, 26 Apr 2005 10:20:08 -0400
**************************************************************
Educational CyberPlayGround Community
http://www.edu-cyberpg.com/
K12 Newsletters Mailing List
- Subscribe - Unsubscribe - Set Preferences
http://www.edu-cyberpg.com/Community/K12Newsletters.html
Advertise on K12 Mailing List
http://www.edu-cyberpg.com/Community/Subguidelines.html
All Mailing Lists
http://www.edu-cyberpg.com/Community/
**************************************************************
Date: Thu, 21 Apr 2005 22:28:57 -0700
Subject: PEN Weekly NewsBlast for April 22, 2005
To: "PEN Weekly NewsBlast" <newsblast@xxxxxxxxxxxxxxxxxxxxxxxxx>
From: "Public Education Network" <PEN@xxxxxxxxxxxxxxxxxxx>
Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
********************************************************
DISTRICTS & TEACHERS' UNION SUE OVER BUSH LAW
Opening a new front in the growing rebellion against President Bush's
signature education law, the nation's largest teachers' union and eight
school districts in Michigan, Texas and Vermont have sued the Department
of Education, accusing it of violating a passage in the law that says
states cannot be forced to spend their own money to meet federal
requirements. Some legal scholars said that the union, the National
Education Association, had assembled a compelling cause of action. Still,
they added, since the case has few close precedents, it was difficult to
judge the suit's prospects, reports Sam Dillon. But it was clearly another
headache for Margaret Spellings, the secretary of education, who is trying
to resolve a federal-state conflict over the law, known as No Child Left
Behind, that has taken on new forms in recent days. A day before the suit
was filed, Utah's Republican-dominated Legislature approved the most
far-reaching legislative challenge to the law. Both the Utah measure,
which requires educators there to spend as little state money as possible
in carrying out the federal law's requirements, and the union lawsuit rely
heavily on the same section of the federal law, which prohibits federal
officials from requiring states to allocate their own money to fulfill the
law's mandates. This month, Connecticut's attorney general also announced
the intention to sue the department on the same grounds, saying that the
testing the law requires costs far more than the money the state is given
to pay for it.
http://www.nytimes.com/2005/04/21/education/21child.html
MAKING SCHOOLS PRODUCTIVE
A fundamental question we have to ask about our large school systems is
whether they are primarily sources of employment for adults or education
for children. If we are trying to maximize productivity, the answer is
clear: Our mission is to educate children. But striking the right balance
between the needs of students and the interests of teachers is among the
central challenges facing public education today, writes Alan Bersin.
Existing power relationships, and the fiscal allocations that follow, are
absurd from the standpoint of productivity. Consider the peculiarities of
teacher assignment. No one would expect a doctor fresh out of medical
school to take on the responsibilities a surgeon with years of experience
must shoulder. Yet in education, we regularly assign our newest
practitioners to our most challenging inner-city classrooms. This is a
function of both rigid seniority systems and anachronistic personnel
systems. Seniority makes all the sense in the world based on individual
choices. Systemically, though, it adds up to educational catastrophe. We
point to students' absence of motivation and their low socioeconomic
standing or family dysfunction as prime reasons for the system's failure.
Cold opposition follows any suggestion that teachers must improve their
practice for student achievement to improve, or that substantial changes
in teachers' education and training are needed. This logic produces a
central anomaly: In public education, the evaluation of teachers and
administrators rarely involves linking their performance to levels of
improvement in student achievement. In no other sector is this disconnect
in the measurement of productivity so firmly rooted: Teachers don't fail;
only their students do. This helps explain why productivity reforms have
never taken hold in public education, and why we should not underestimate
the political challenges to their implementation today. If our students
and teachers don't succeed at greater rates and in greater numbers, the
franchise is doomed. We should therefore welcome the competition that
charter schools, for example, present to our continued existence. Only
when faced with the risk of loss will we summon the urgency to make
productivity reforms and accept the terms of accountability key to public
education's renewed viability in urban America.
http://www.edweek.org/ew/articles/2005/04/20/32bersin.h24.html
GOVERNOR FLOATS "COMBAT PAY" PLAN FOR TEACHERS
Governor Schwarzenegger is trying to salvage his idea for merit pay for
teachers with a new idea -- one he's calling "combat pay."
Schwarzenegger's plan for a ballot measure instituting merit pay doesn't
seem to be gaining much public support. So now the word in Sacramento is
that the governor may kill merit pay in favor of extra hazard pay for
teachers in the state's toughest schools. The governor broached the
subject himself in an interview last month, when he proposed "combat pay
for teachers that go to the inner-city schools. We should offer them more
money because it's dangerous to be there and it's difficult to teach." But
teachers on their lunch break at Oakland's Westlake Middle School bristled
at the term "combat pay." "I think people like to paint urban students as
dangerous, and I don't think that's true," said eighth grade teacher
Barbara Keys. "I find the words really offensive, and so do virtually all
educators," said Margaret Shelleda of the California Federation of
Teachers. "We're talking about schools that are facing serious challenges
and need a lot of help. It doesn't help to have phrases like 'combat pay'
thrown around." However, Shelleda said the union would be open to ideas
that keep veteran teachers in tough classrooms, especially as an
alternative the merit-pay plan that the governor had been pushing.
http://cbs5.com/topstories/local_story_110192743.html
THE BULLY BLIGHT: THE LASTING HARM OF GETTING PICKED ON
Bullies have lurked in hallways and on playgrounds ever since history's
first day of school, and until recently, dealing with them was considered
just another painfully useful life lesson. But that attitude is changing.
Whatever the reason for bullying, the consequences are clear. Adrienne
Nishina found that victims feel sick more often than their classmates do,
are absent more often and tend to have lower grades. They are also more
depressed and withdrawn -- a natural reaction, says Nishina, but one that
"can subsequently lead to more victimization." Studies also indicate that
schools take too narrow a view of what constitutes bullying. Physical
aggression is forbidden, as are such forms of verbal bullying as sexual
harassment and racial slurs. But the rules are generally silent about less
incendiary name calling. The damage from bullying doesn't stop after
graduation. According to Dr. William Coleman, bullies are four times as
likely as the average child to have engaged in criminal behavior by age
24; they also grow up deficient in social, coping and negotiating skills
and are more likely to engage in substance abuse. Victims have similar
problems; they also have fewer friends and are more likely to be
depressed.
http://www.time.com/time/magazine/article/0,9171,1047497,00.html
WHEN IT COMES TO SCHOOL IMPROVEMENT, FAILURE IS NOT AN OPTION
The vibrancy of the Massachusetts economy, driven as it is by the Boston
region, will hinge on the "talent pool" -- the local supply of skilled and
educated workers. And it is in this light that we must consider the next
stage of public school reform, writes Paul Grogan. Fundamental to future
success must be a new attitude of intolerance toward prolonged failure --
not just by the students, but by the institutions that purport to teach
them. The organized education interests can no longer plead that schools
cannot be held accountable for the failure of poor, mostly urban children
to learn. There are too many success stories sprouting across the state,
in regular district schools and charter and pilot schools alike. If
nothing else, it is time we faced the fact that our education reform
efforts are impeded by the way our schools are organized and run --
archaic, rigid structures, locked into place by voluminous and overly
prescriptive teacher contracts. Elsewhere in the country, some union and
school leaders are beginning to rethink the form and substance of the
modern urban teachers' contract. Is it inevitable that teachers, who say
they want more than anything else to be treated as true professionals,
must forever look to these obsolete documents for the definition of their
rights and responsibilities? Or is there some new compact that could
protect wages and benefits but free teachers to be the professionals they
claim to be, responsible for making change in their schools, instead of
resisting it? Time will tell. But until that day comes, the state's
political leadership must face up to what is required for reform --
because prolonged failure is no more tolerable for institutions than it is
for students.
http://www.massinc.org/publications/commonwealth/2005-2/perspective.htm
LA LECTURA ES LO PRIMERO: COMO AYUDAR A SU HIJO A APRENDER A LEER
The Partnership for Reading is pleased to announce the Spanish translation
of the popular "Put Reading First: Helping Your Child Learn to Read -- A
Parent Guide." This brochure provides a quick overview of the findings of
the National Reading Panel for parents and gives ideas for what to expect
from a school's reading program based on evidence from the research
(preschool through grade 3). The brochure also suggests ways parents can
reinforce reading instruction at home with everyday activities and
interactions. The Partnership is a collaborative effort of the National
Institute for Literacy and its federal partners, the National Institute of
Child Health and Human Development, the U.S. Department of Education, and
the U.S. Department of Health and Human Services. To download this
document, go to:
http://www.nifl.gov/partnershipforreading/publications/pdf/PRF_espan_.pdf
The English language version may be downloaded at:
http://www.nifl.gov/partnershipforreading/publications/Parent_br.pdf
***********************************************************
School Uniforms and Dress Codes
http://www.edu-cyberpg.com/Teachers/dresscode.html
Several excellent suggestions and descriptions of model programs
AASA-School Administrator
Online resources for school uniforms
ERIC Digest 117-Student Dress Codes
information related to school uniforms
NAESP conducted a survey on school Uniforms
***********************************************************
CLOTHES-MINDED SCHOOLS
Can the right attire help a kid do better at school? Contrary to popular
belief, the answer is no, says sociologist David Brunsma. The University
of Missouri assistant professor recently published "The School Uniform
Movement and What It Tells Us About American Education: A Symbolic
Crusade," which discusses the conclusion he's reached after almost a
decade's worth of research and analysis of new federal data: School
uniforms have no impact on student achievement or social behavior. In
fact, the school uniform issue is fairly problematic because it's
diverting our attention from much more fundamental aspects of public
education. Teacher Magazine recently spoke with Brunsma about why the
idea of dressing for success is a myth that public school officials don't
want to give up.
http://www.edweek.org/tm/articles/2005/05/01/06interview.h16.html
**************************************************************************
National Children's Folksong Repository Project
http://www.edu-cyberpg.com/NCFR/
An historic electronic online archive of children's folk songs.
A public folklore project built by the children of the United States
and territories.
Children pick up the Phone and SING OR CHANT (SAY) THEIR SONG. It's simple.
Children are our unknown culture makers and they get to record and
save their songs, then submit them into the database so that they
can hear themselves on the net. They collect history, and they will
make history at the same time. Contributions make them netizens.
They are doing this for the world. Using the internet and technology
allows them to record their personal knowledge. This is their contribution.
And we all know what's personal is political, so we all help to raise
future citizens who will care about the net.
Teachers can get the idea by watching the streaming video.
For More Information contact
Educational CyberPlayGround
http://www.edu-cyberpg.com
INTEGRATE FOLKLORE, MUSIC, & TRADITIONAL CULTURE
<http://www.edu-cyberpg.com/Teachers/folk.html>
Folk music - sung during the days before there was a music
industry when the role of music was about your life -
about the life and times that most of us don't experience
anymore and when the music was sung because it helped
people through it and sustained them.
**************************************************************************
THE AFTERSCHOOL HOURS: A NEW FOCUS FOR AMERICA'S CITIES
Vigorous leadership by mayors and city council members can yield big
dividends through improvements in the quality of after-school programs,
according to a new publication released today by the National League of
Cities (NLC). The report spotlights eight successful community
initiatives focusing on engaging students in the critical hours after
school and offers practical advice and lessons for other local officials
to use. Recognizing that the hours children spend after-school offer an
ideal time to reinforce and supplement learning while providing enrichment
opportunities, each of the eight communities assembled a diverse group of
key stakeholders, including municipal officials, school board members,
school administrators, parents, community based organizations, and
business and civic leaders to design or improve implementation of critical
after-school programs. The report found seven lessons that municipal can
use in strengthening after-school programs while working to address other
community issues, and that municipal officials are in a position to ensure
funding for long-term stability.
http://www.nlc.org/content/Files/IYEF-Lessons%20Learned%20AfterschooI.pdf
STUDENTS PAID FOR TATTTLING ON PEERS
Last month's school shooting in Minnesota has stirred interest in
organized "snitch" programs that pay students for telling on classmates
who carry guns or drugs or violate school rules. Last week in central
Georgia, the Houston County school board became the state's first school
district to enroll in the national Student CrimeStoppers program, started
in 1983. Students can earn up to $500 for alerting school officials about
firearms, reports Larry Copeland. They can get up to $100 for fingering
classmates involved in vandalism, theft or drugs. Another Georgia school,
Model High School in Rome, said last week it implemented a program that
pays students up to $100 for information about thefts, drugs or guns on
school property. "It's not a reaction to anything that's happening on
campus," says Tim Hensley, spokesman for the Floyd County schools. "It's a
proactive attempt from the principal's standpoint." "There's a balance
here between creating a society of snitches and creating a sense of
community responsibility," says Russ Skiba, professor of educational
psychology at Indiana University in Bloomington. Skiba, who co-chaired a
U.S. Education Department project on violence prevention in 11 schools,
says he worries reward programs are a "knee-jerk reaction" to the school
shooting in Red Lake, Minn, where a student killed nine people and wounded
14 before killing himself.
http://www.usatoday.com/printedition/news/20050418/1a_bottomstrip18.art.htm
*********************************************************************
HELP FOR THE NEW TEACHER
<http://www.edu-cyberpg.com/Teachers/newteacher.html>
Classroom management skills is the number one concern. Find
practical advice, How-To's, Survival Kits, ice breakers, and
online resources that integrate technology into the classroom.
*********************************************************************
THE QUEST FOR QUALITY: RECRUITING & RETAINING TEACHERS IN PHILADELPHIA
The School District of Philadelphia hires a large number of new teachers
each year. This is not because school enrollments are increasing; in fact,
a declining birth rate and the growth of charter schools have resulted in
decreasing public school enrollments in recent years. Philadelphia faces
an ongoing teacher-recruitment challenge because a substantial number of
teachers leave the district each year. In their efforts to meet this
challenge, school district leaders in Philadelphia must tackle one of the
most intractable problems in urban education: recruiting and retaining
well-qualified teachers. This study is part of a four-year research and
public awareness project that is assessing the effectiveness of school
improvement in Philadelphia. The project is examining the impact of the
2001 state takeover of the Philadelphia schools, including the school
management partnerships undertaken with external for-profit and nonprofit
organizations, and the reforms initiated by the state- and city-appointed
School Reform Commission members and district CEO Paul Vallas.
http://www.researchforaction.org
PRINCIPALS' PAY INCREASES DON'T MATCH COST OF LIVING
Although principals' and assistant principals' salaries have increased
overall, in the past five years, salaries for secondary school principals
and assistant principals have not matched the consumer price index (CPI),
according to a new report by Educational Research Service. For more
information and salary tables, visit:
http://www.principals.org/s_nassp/sec.asp?CID=531&DID=50410
LEADING SCHOOLS: DISTINGUISHING THE ESSENTIAL FROM THE IMPORTANT
New research from McREL has identified 11 school leadership
"responsibilities" that appear to be essential for guiding difficult
changes in schools -- the kinds of changes that principals may need lead
in their schools in order to meet the challenges of the No Child Left
Behind Act. This large-scale research study not only found a strong link
between effective school leadership and student achievement, but also
helped to define effective leadership by identifying 21 leadership
"responsibilities" linked to higher levels of student performance.
http://www.mcrel.org/newsroom/second_order_changes.asp
BUILDING STATE EARLY CHILDHOOD COMPREHENSIVE SYSTEMS
Capitalizing on the exciting early childhood systems-building momentum
sweeping the country, the National Center for Infant and Early Childhood
Health Policy has released a series of 15 reports and corresponding policy
briefs all geared to helping states develop their own initiatives for
optimizing health, development, and well-being in early childhood. The
series is available at:
http://www.healthychild.ucla.edu/NationalCenter/default.asp
ETHICS FOR SCHOOL BUSINESS OFFICIALS
ASBO International's latest publication highlights the importance of
ethical behavior in school business officials' professional lives and
provides assistance in incorporating ethical considerations into decision
making in education. This book, written by William T. Hartman and
Jacqueline A. Stefkovich, features sections created specifically to help
a school business official develop their own personal and professional
codes of ethics, gain a general approach to recognizing and dealing
effectively with ethical dilemmas and learn from real-life case studies
written by their peers.
http://asbointl.org/Publications/PublicationsOnline/index.asp?bid=4942
|---------------GRANT AND FUNDING INFORMATION--------------|
"Jack Kent Cooke Foundation Young Scholars Program"
The Jack Kent Cooke Foundation Young Scholars Program selects
high-achieving youth in the Unites States with financial need and provides
them, throughout their high school years, with individualized educational
services that enable them to develop their talents and abilities. Award:
funding and support services. Eligibility: students entering the eighth
grade in the fall of 2005 and planning to enter a U.S. high school who
also demonstrate financial need. Deadline: May 2, 2005
http://www.jackkentcookefoundation.org/jkcf_web/content.aspx?page=YounSch
"Encouraging Invention and Supporting Rising Inventors"
The Lemelson-MIT Program is dedicated to supporting and encouraging
invention and seeks to inspire students and rising inventors. Maximum
Award: $10,000. Eligibility: high school science, mathematics, and
technology teachers at public, private, and vocational schools and their
students. Deadline: May 6, 2005.
http://web.mit.edu/inventeams/
"Presidential Freedom Scholarships"
The Presidential Freedom Scholarships are designed to promote student
service and civic engagement and honor outstanding service to the
community. Maximum Award: $1000. Eligibility: High School Students.
Deadline: July 1, 2005.
http://www.nationalservice.gov/scholarships/
"Humane and Environmental Education"
The National Association for Humane and Environmental Education KIND Award
recognizes an outstanding teacher who consistently incorporates humane and
environmental education into his or her curriculum. Maximum Award:
various. Eligibility: Teachers K-6. Deadline: February 15, 2006.
http://www.nahee.org/awards/default.asp
"National Science Foundation Teacher Professional Continuum"
The National Science Foundation Teacher Professional Continuum (TPC)
Program is aimed at improvement of the infrastructure for K-12 STEM
teaching and learning. This will be accomplished through the development
of research-based knowledge and resources and their broad dissemination,
particularly to those charged with impacting policy and practice. TPC
projects will provide the foundation for making evidence-based decisions
and the professional resources for implementing improvement efforts.
Maximum Award: for Research Studies, $100,000-$500,000; for Professional
Resources, $300,000-$1,500,000; for Conferences and Symposia, $200,000.
Eligibility: state and local agencies, school districts, professional
societies, research laboratories, informal science education centers,
private foundations, or other public and private organizations whether
for-profit or not-for-profit. Deadline: May 31, 2005.
http://www.nsf.gov/pubs/2005/nsf05580/nsf05580.htm#pgm_desc_txt
"U.S. Dept. of Education Integration of Schools and Mental Health Systems"
U.S. Dept. of Education Integration of Schools and Mental Health Systems
Program provides grants for the Integration of Schools and Mental Health
Systems will provide funds to increase student access to high-quality
mental health care by developing innovative approaches that link school
systems with the local mental health system. Eligibility: State
educational agencies (SEAs), local educational agencies (LEAs), and Indian
tribes. Maximum Award: $150,000-$350,000. Deadline: May 16, 2005
http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/05-6744.htm
"U.S. Dept. of Education Community Parent Resource Centers"
U.S. Dept. of Education Community Parent Resource Centers program to
ensure that parents of children with disabilities receive training and
information to help improve results for their children. Maximum Award:
$100,000. Eligibility: Local parent organizations, which must involve
individuals with disabilities or parents of individuals with disabilities,
ages birth through 26, in planning, implementing, and evaluating the
projects. Deadline: May 20, 2005.
http://tinyurl.com/dthfm
"Awards for Excellence in Mathematics and Science Teaching"
National Science Foundation Presidential Awards for Excellence in
Mathematics and Science Teaching to recognize outstanding mathematics and
science and to expand and exemplify the definition of excellent science
and mathematics teaching. Awardees serve as models for their colleagues,
inspirations to their communities, and leaders in the improvement of
mathematics and science education. Maximum Award: $10,000. Eligibility:
Teachers K-12 with at least five (5) years of mathematics and/or science
teaching experience prior to application, assigned to teach mathematics
and/or science during the current year at a public or private school.
Elementary (K-6) teachers must be assigned, at least half time during the
year, to classroom teaching of mathematics or science; or be grade K-6
teachers in self-contained classrooms. Deadline: May 01, 2005.
http:/www.paemst.org/
"Toshiba America Foundation"
Toshiba America Foundation makes grants for projects in math and science
designed by classroom teachers to improve instruction for students in
grades K-12. Maximum Award: $5,000. Eligibility: Grades K-12. Deadline:
Decisions about grants under $5,000 are made on a rolling basis and
applications are accepted throughout the year.
http://www.taf.toshiba.com
"Best Buy Children's Foundation"
The Best Buy Children's Foundation supports programs that connect kids,
technology and education. Best Buy's tech program was created to recognize
and reward schools that are integrating interactive technology into the
curriculum. Maximum Award: $2,500 Gift Card. Eligibility: Public Schools.
Deadline: Ongoing, beginning April 2005.
http://communications.bestbuy.com/communityrelations/teach.asp
"Allen Foundation"
The Allen Foundation supports educational nutrition programs, with
priority given to training programs for children and young adults to
improve their health and development. Maximum Award: Past grants have
ranged from $2,000 to $1 million. Eligibility: Schools and school
districts should partner with local nonprofits to form nutrition education
programs. Deadline: Ongoing.
http://www.allenfoundation.org/
"Intel Model School"
The Intel Model School Program provides equipment for a school or district
to enhance their technology by using advanced technology. The Intel Model
School Program identifies schools that desire equipment or have a unique
project to complete by using Intel products, and can show the improvement
in the quality of the education experience for both the teacher and the
student by using high-end technology. Award: Seeding of Intel equipment.
Eligibility: K-12 schools or school districts. Deadline: Ongoing.
http://www.intel.com/modelschool
"Target Local Giving Program"
This effort promotes a love of reading and encourages children to read
together with their families. Awards recognize programs that inspire young
readers (birth through third grade); and programs that bring arts to
schools or schoolchildren to the arts. Maximum Award: $1,000-$3,000.
Eligibility: Based on quiz. Deadline: May 31, 2005
http://target.com/target_group/community_giving/local_giving.jhtml
"NEA Foundation Grants"
The NEA Foundation provides grants for the purpose of engaging in
high-quality professional development or implementing project-based
learning and break-the-mold innovations that raise student achievement.
Maximum Award: $5,000. Eligibility: public school teachers, public school
education support professionals, and faculty and staff in public higher
education institutions. Deadline: June 1, 2005.
http://www.nfie.org/grants.htm
"Fund for Teachers"
Fund for Teachers provides funds for direct grants to teachers to support
summer learning opportunities of their own design. Maximum Award: $5,000.
Eligibility: teachers who work with students from pre-K through 12th
grade, with a minimum of three years teaching experience, full time,
spending at least 50% of the time in the classroom at the time grants are
approved and made. Deadline: varies by state.
http://www.fundforteachers.org/how.html
"Goldman Sachs Foundation Prizes for Excellence in International
Education"
The Goldman Sachs Foundation and Asia Society are seeking applicants for
the 2005 Prizes for Excellence in International Education. Five prizes of
$25,000 each annually recognize schools, higher education institutions,
states, and media/technology organizations that are working to "put the
world into world-class education." The Goldman Sachs Foundation Prizes
were created in 2003 to raise awareness of the growing importance of other
world regions to U.S. economic prosperity and social well-being, and to
promote international knowledge and skills in American schools.
Applications are due May 10 for higher education institutions, states, and
media/technology, and May 17 for elementary, middle and high schools. Full
eligibility and application instructions, along with information on past
winners, are now available at:
http://www.internationaled.org/prizes
"National Dairy Council 3-A-Day of Dairy Nutrition Education Grants"
This grant program is designed to address America's low calcium intake and
support the philosophy of the nutrition-based marketing and consumer
education program, "3-A-Day of Dairy," and to help empower kids to be
advocates for healthy eating, including three servings of dairy a day, and
an active lifestyle, which contribute to a healthy weight. Maximum Award:
$5,000. Eligibility: Individuals and organizations. Please note
California, Wisconsin, Hawaii and Puerto Rico are not participating in the
2005 grant program. Deadline: May 13, 2005.
http://nationaldairycouncil.org/health/resources/grant.asp
"Show Me the Money: Tips & Resources for Successful Grant Writing"
Many educators have found that outside funding, in the form of grants,
allows them to provide their students with educational experiences and
materials their own districts can't afford. Learn how they get those
grants -- and how you can get one too. Included: Practical tips to help
first-time grant writers get the grants they need.
http://www.educationworld.com/a_curr/profdev/profdev039.shtml
"Department of Education Forecast of Funding"
This document lists virtually all programs and competitions under which
the Department of Education has invited or expects to invite applications
for new awards for FY 2005 and provides actual or estimated deadline dates
for the transmittal of applications under these programs. The lists are in
the form of charts -- organized according to the Department's principal
program offices -- and includes previously announced programs and
competitions, as well as those planned for announcement at a later date.
Note: This document is advisory only and is not an official application
notice of the Department of Education. They expect to provide regular
updates to this document.
http://www.ed.gov/fund/grant/find/edlite-forecast.html
"Information on Grants for School Health Programs & Services"
http://www.cdc.gov/healthyyouth/funding/index.htm
"Grantionary"
The Grantionary is a list of grant-related terms and their definitions.
http://www.eduplace.com/grants/help/grantionary.html
"GrantsAlert"
GrantsAlert is a website that helps nonprofits, especially those involved
in education, secure the funds they need to continue their important work.
http://www.grantsalert.com/
"Grant Writing Tips"
SchoolGrants has compiled an excellent set of grant writing tips for those
that need help in developing grant proposals.
http://www.schoolgrants.org/tips.htm
"FastWEB"
FastWEB is the largest online scholarship search available, with 600,000
scholarships representing over one billion in scholarship dollars. It
provides students with accurate, regularly updated information on
scholarships, grants, and fellowships suited to their goals and
qualifications, all at no cost to the student. Students should be advised
that FastWEB collects and sells student information (such as name,
address, e-mail address, date of birth, gender, and country of
citizenship) collected through their site.
http://www.fastweb.com/
"Federal Resources for Educational Excellence (FREE)"
More than 30 Federal agencies formed a working group in 1997 to make
hundreds of federally supported teaching and learning resources easier to
find. The result of that work is the FREE website.
http://www.ed.gov/free/
"Philanthropy News Digest"
Philanthropy News Digest, a weekly news service of the Foundation Center,
is a compendium, in digest form, of philanthropy-related articles and
features culled from print and electronic media outlets nationwide.
http://fdncenter.org/pnd/
"School Grants"
A collection of resources and tips to help K-12 educators apply for and
obtain special grants for a variety of projects.
http://www.schoolgrants.org
Howie Schaffer
Public Outreach Manager
Public Education Network
601 Thirteenth Street, NW #710S
Washington, DC 20005
PEN@xxxxxxxxxxxxxxxxxxx
<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
EDUCATIONAL CYBERPLAYGROUND
http://www.edu-cyberpg.com
Net Happenings, K12 Newsletters, Network Newsletters
http://www.edu-cyberpg.com/Community/index.html
Copyright statements to be included when reproducing
annotations from K12 Newsletter
The single phrase below is the copyright notice to be used when
reproducing any portion of this report, in any format.
> From K12 Newsletter copyright
> Educational CyberPlayGround.
http://www.edu-cyberpg.com/Community/K12Newsletters.html
Net Happenings, K12 Newsletters, Network Newsletters
http://www.edu-cyberpg.com/Community/
FREE EDUCATION VENDOR DIRECTORY LISTING
http://www.edu-cyberpg.com/Directory/
HOT LIST REGISTRY OF K12 SCHOOLS ONLINE
http://www.edu-cyberpg.com/Schools/
<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
Other related posts:
- » PEN Weekly NewsBlast for April 22, 2005