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Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** EVERY STATE LEFT BEHIND: DO WE NEED NATIONAL TESTS? President Bush has adopted a strategy of "50 states, 50 standards, 50 tests" -- and the evidence is growing that this approach has not improved student achievement. Americans must recognize that we need national standards, national tests and a national curriculum, writes Diane Ravitch. In her view, too many states have embraced low standards and grade inflation. In general, Republicans are wary of national standards and a national curriculum, while Democrats are wary of testing in general. Both parties must come to understand that the states are not competing with each other to ratchet up student achievement. Instead, they are maintaining standards that meet the public's comfort level. America will not begin to meet the challenge of developing the potential of our students until we have accurate reporting about their educational progress. We will not have accurate reporting until that function is removed from the constraints of state and local politics. We will be stuck with piecemeal and ineffective reforms until we agree as a nation that education -- not only in reading and mathematics, but also science, history, literature, foreign languages and the arts -- must be our highest domestic priority. http://www.nytimes.com/2005/11/07/opinion/07ravitch.html
********************************************************************* More from Diane Ravitch:
1. Censorship, Text Book Publishers & The Money Education historian Diane Ravitch thinks it's time to abandon the adoption system entirely. Attempts to mollify all sides only create http://www.edu-cyberpg.com/Teachers/textbookcensorship.html
2. Digital Divide/Equity Articles, Wireless Networks... Education And The Workforce House Of Representatives By Diane Ravitch April 14, 1999 Computers for Youth seeks to provide refurbished computers, training, support, and online content http://www.edu-cyberpg.com/Teachers/digitaldividearticles.html
3. Teaching To State Standards and Testing little to show for it by way of success. Diane Ravitch National Standards in American Education A Citizen's Guide Andrew J. Coulson Market Education: The Unknown History Are Public http://www.edu-cyberpg.com/Teachers/standards.html
4. Retention - Who Will benefit? unknown history of diversity and markets in American education. Diane Ravitch will focus her remarks on the history of New York City, primarily 20th century. Andrew Coulson will discuss http://www.edu-cyberpg.com/Teachers/newretention.html *********************************************************************
SCHOOLS URGED TO PREPARE FOR FLU If a flu pandemic breaks out in the United States, as many as four in 10 school-age children will become sick, according to the U.S. Department of Health and Human Services, which released a comprehensive plan on how it would deal with such an outbreak. The nearly 400-page plan says the department would consider measures such as closing schools early in a pandemic to help control its spread, especially before a vaccine was available or while it was in short supply. School closings would accompany other measures, such as restricting travel, screening people from affected areas, and isolating infected persons. Though school health experts caution against overreaction, they agree that preparedness is paramount. They say that districts need to begin work now to ensure they are not caught sleeping. The federal plan, issued amid worries about avian flu, places children low on the list of groups that would have priority for receiving vaccines because, it says, they generally have been at a low risk for hospitalization and death in prior pandemics and during the annual flu season. But it also says anecdotal reports suggest the spread of a pandemic can be better controlled when schools are closed early in an outbreak. It advises school districts to come up with their own plans on how to respond to an influenza pandemic, reports Vaishali Honawar. http://www.edweek.org/ew/articles/2005/11/09/11flu.h25.html
********************************************************************* EXPERTS OFFER FREE "BIRD FLU" INFORMATION FOR ETHNIC LANGUAGE COMMUNITIES
GET VACCINATED U.S. FLU SHOT FINDER
FREE AVIAN FLU EDUCATIONAL MATERIALS DOWNLOADS AVAILABLE FOR IMMEDIATE USE http://www.edu-cyberpg.com/Linguistics/birdflu.html *********************************************************************
TEN LESSONS THE ARTS TEACH Although some educators view the arts as closer to the rim of education than to its core, Elliot Eisner argues that the arts are critically important means for developing complex and subtle aspects of the mind. He outlines "ten lessons" that illustrate how various forms of thinking are evoked, developed, and refined through the arts: (1) The arts teach children to make good judgments about qualitative relationships; (2) The arts teach children that problems can have more than one solution and that questions can have more than one answer; (3) The arts celebrate multiple perspectives; (4) The arts teach children that in complex forms of problem solving purposes are seldom fixed; (5) The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know; (6) The arts teach students that small differences can have large effects; (7) The arts teach students to think through and within a material; (8) The arts help children learn to say what cannot be said; (9) The arts enable us to have experience we can have from no other source; and (10) The arts' position in the school curriculum symbolizes to the young what adults believe is important. http://www.naea-reston.org/tenlessons.html
********************************************************************* Elementary through High School K 12 Arts Curriculum Resources and Traditional Arts Resources. http://www.edu-cyberpg.com/Arts/curriculum.html *********************************************************************
WHAT VIDEO GAMES CAN TEACH US ABOUT MAKING STUDENTS WANT TO LEARN Why is it that many children can't sit still long enough to finish their homework and yet will spend hours playing games on the computer? Video games are spectacularly successful at engaging young learners. It's not because they are easy. Good video games are long, complex, and difficult. They have to be; if they were dumbed down, no one would want to play. But if children couldn't figure out how to play them -- and have fun doing so -- game designers would soon go out of business. To succeed, game designers incorporate principles of learning that are well supported by current research. Put simply, they recruit learning as a form of pleasure, writes James Paul Gee. Children have to learn long, complex, and difficult things in school, too. They need to be able to learn in deep ways: to improvise, innovate, and challenge themselves; to develop concepts, skills, and relationships that will allow them to explore new worlds; to experience learning as a source of enjoyment and as a way to explore and discover who they are. It is ironic that young people today are often exposed to more creative and challenging learning experiences in popular culture than they are in school. The principles on which video-game design is based are foundational to the kind of learning that enables children to become innovators and lifelong learners. Yet how many of today's classrooms actually incorporate these principles as thoroughly and deeply as these games do? http://www.edletter.org/current/gee.shtml
********************************************************************* Play's the thing: research shows learn the importance of laughter and play to avoid teenage depression and burn out. Children's use of computer games and the speculation of how games will "play out" as educational tools. http://www.edu-cyberpg.com/Literacy/play.asp *********************************************************************
EDUCATION IS EVERYONE'S RESPONSIBILITY To one degree or another, every generation of Americans has had to wrestle with the challenge of educating its youth. We know it takes qualified teachers, capable school leaders, supportive learning environments, adequate resources, a rigorous curriculum, high expectations linked to standards, fair diagnostic assessments and nonacademic supports. But one vital ingredient has been missing in this formula for education excellence, writes Wendy D. Puriefoy, and that ingredient is public responsibility. As citizens, we take responsibility for our public schools when we vote for the candidates and provide the funding that supports and advances education equity. We must not accept achievement gaps, tolerate inequitable funding systems, make do with deteriorating buildings and outdated textbooks and defend failing schools and substandard teaching. Democracy is preserved only when we exercise it. Our children will get the public schools they need when each of us is willing to do what is necessary to reclaim, revitalize and re-establish public education as the powerful engine of democratic principles and progress it is meant to be. http://www.battlecreekenquirer.com/apps/pbcs.dll/article?AID=/20051106/OPINION02/511060320/1014
********************************************************************* The PA School Board Decides: Teaching Evolution vs. Intelligent Design Theory in the classroom. Is intelligent design religion or science? http://www.edu-cyberpg.com/Teachers/newteacherevolution.html *********************************************************************
TEACHER WORKING CONDITIONS AS CATALYSTS FOR STUDENT LEARNING Successful democracies and economies demand that all students acquire analytical thinking, adept communication, and complex problem-solving skills. This kind of authentic learning requires highly skilled, accomplished teachers working within a school climate that promotes powerful learning experiences. Recent research shows that the design, leadership, and culture of schools are important, yet often overlooked, elements to improving teaching and learning. Even highly qualified teachers must also have the resources and support necessary to serve all students well, write Scott Emerick, Eric Hirsch and Barnett Berry. Without comprehensive and sustained efforts to improve teacher working conditions, many promising school reform efforts will likely fail. http://r.smartbrief.com/resp/xHffcafYiVpfmGEr
HOW EDUCATION LEADERS CAN STAY SPIRITUALLY GROUNDED Superintendents work in environments that can become politically charged and psychically dangerous. Staying open-hearted and steadily focused on a higher purpose in such circumstances requires the inner strength that results from spiritual practice. Engaging in such practices is not likely to eliminate all stress or prevent political turmoil, writes Scott Thompson. But it can help leaders be sources of stability and clarity when chaos and confusion seek to stall progress and lower hopes. Spiritual leadership is indispensable. What flows through the world's diversity of religions and in the hearts and souls of spiritual leaders and practitioners is the spiritual energy that awakens consciousness to deeper levels of experience, purpose, values and meaning than can be perceived from a strictly materialistic vantage point. Spiritual leadership means leading from those deeper levels, and it is the purposeful actions and behaviors that naturally follow from doing so. This kind of leadership calls for qualities and habits of mind that generally have been overlooked in the leadership literature and seminars: faith, patience, intuition, humility, expectancy, inspiration, compassion, and, yes, spirituality. http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=3649&snItemNumber=950
ENGAGEMENT & ACHIEVEMENT RISE WHEN STUDENTS ARE GIVEN A VOICE In many schools, keeping kids silent is a thing of the past, and from what studies show, the change is happening none too soon. Giving students a voice in classroom decisions -- such as suggesting themes and topics to study -- and in school policies -- such as homework regulations -- makes schools less autocratic and more democratic. And democratic schools, reports Susan Black, tend to have fewer discipline problems, more civic involvement, higher student engagement, and higher achievement. Plus, schools that genuinely seek and appreciate students' ideas are more likely to see their school improvement plans succeed. Even so, the idea of giving students a voice in school matters sometimes meets with skepticism and open resistance. http://www.asbj.com/current/research.html
******************************************************************** DIALECT SPEAKERS AND LINGUISTICS
Find Resources for African American Black Vernacular, Creole, Patois, A pidgin is a new language which develops in situations where speakers of different languages need to communicate but don't share a common language.
<http://www.edu-cyberpg.com/Linguistics/Home_Linguistics.html> ********************************************************************
HIGH CONCENTRATION OF LIMITED-ENGLISH LEARNERS CHALLENGES IMPLEMENTATION OF NCLB New research from the Urban Institute explains why No Child Left Behind (NCLB) may be one of the most important pieces of immigrant integration legislation in the past decade. The research finds that limited-English proficient (LEP) students are highly concentrated in a small share of America's public schools. Seventy percent of LEP students in kindergarten through fifth grade are enrolled in only 10 percent of the country's public elementary schools. High-LEP schools, where almost a quarter of students are LEP, are more likely than others to have teachers with provisional, emergency, or temporary certification, and their teachers are substantially more likely to be uncertified. At the same time, high-LEP schools outdistance other schools in providing professional development for teachers as well as support and enrichment programs for students. NCLB requires schools to report, as a separate group, LEP students' scores on standardized tests and holds schools accountable for their results. As a result, NCLB is forcing schools to give special attention to the education of LEP and low-income students. http://www.urban.org/UploadedPDF/411231_whos_left_behind.pdf
****************************************************************** LITERACY FROM HOME LANGUAGE TO THE STANDARD http://www.edu-cyberpg.com/Literacy/
Statistics and Research available on the Educational CyberPlayGround
60% of the Urban School Children do not graduate High School of the 40% that do they are only reading at 4th grade level.
Find out more about literacy and approaches to improving it. Learn how to successfully bridge from the Dialect Speakers' home language to the Standard. ******************************************************************
THE PROMISE OF EXTENDED-TIME SCHOOLS FOR PROMOTING STUDENT ACHIEVEMENT This new report analyzes the effective practices of eight public schools which feature at least fifteen percent more time than the conventional schedule. The study dissects how these schools -- which were chosen specifically because they had demonstrated success -- managed to organize, staff, pay for and sustain a school built around more time and to understand how these educators believe the additional time strengthens their capacity to enable all students to achieve proficiency. http://www.mass2020.org/full_report.pdf
STANDARDS FOR MIDDLE AND SECONDARY SCHOOL LITERACY COACHES Faced with an influx of needy readers whose skills are inadequate for content mastery, teachers in middle and secondary schools need help. One potential solution is to use a literacy coach to extend the expertise of content area teachers to adolescent literacy. Literacy coaching, a model adopted by many successful Reading First programs, is highly targeted professional development that can be a particularly potent vehicle for improving reading skills. By defining the role and responsibilities of the literacy coach and by identifying literacy components in English language arts, mathematics, science, and social studies, "Standards for Middle and High School Literacy Coaches" provides a guide for a complex intervention aimed at a new level of students. http://www.reading.org/resources/issues/reports/coaching.html
****************************************************************** Explore the reasons why the English language is so difficult to learn. Four All Who Reed and Right. http://www.edu-cyberpg.com/Literacy/ ******************************************************************
|---------------GRANT AND FUNDING INFORMATION--------------| "Fellowships for Hands-on Science Learning" Earthwatch Institute offers educators fully-funded fellowships for hands-on learning with leading scientists doing field research and conservation on one of 130 projects around the world. Maximum Award: fully-funded fellowship. Eligibility: Elementary, middle, and high school educators and administrators of any discipline. Deadline: Applications accepted on a rolling basis. http://www.earthwatch.org/education/educator/opportunities.html
"Funding for Hands-on Environmental Projects" The Captain Planet Foundation funds hands-on environmental projects for to encourage youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum Award: $2500. Eligibility: Schools and non-profits. Deadline: December 31. http://www.captainplanetfdn.org/aboutUs.html#policies_grant_guidelines
"Recognizing Public and School Libraries" The Thomson Gale Giant Step Award recognizes school and public libraries that have made initiatives in programs and services that greatly impact student learning and development, or that enrich services in both the school and the community. Maximum Award: $10,000. Eligibility: U.S. and Canadian school library media centers (an individual library media center or entire district's library media services programs) and the youth services departments in U.S. and Canadian public libraries that partner with local schools (a single library/branch library or an entire library system). Deadline: February 15, 2006. http://www.galeschools.com/grant_goldmine/giant_award/about_giant.htm
"New Leaders for New Schools" New Leaders for New Schools is a national organization promoting high levels of academic achievement for every child by attracting, preparing, and supporting the next generation of outstanding leaders for our nation's urban public schools. New Leaders is currently accepting applications for candidates who meet their 10 selection criteria and want to lead change for children in low-income communities by becoming urban public school principals. Eligibility: applicants must have a record of success in leading adults, an expertise in K-12 teaching and learning, a relentless drive to lead an excellent urban school, and an unyielding belief in the potential of every child to achieve academically at high levels. Priority deadline: November 15, 2005. http://www.nlns.org
"Box Tops for Education Kids' Caucus for Education" This event will be an assembly of children, parents, education officials, and members of Congress who will meet to discuss solutions to improving parental involvement in education in the United States. The Kids' Caucus, to be held on Capitol Hill in April 2006, will provide an opportunity for those who deal with parental involvement in education every day -- parents, teachers and children -- to offer practical insight to education officials into how parental involvement in education can be improved. In conjunction, students are invited to submit an essay to receive a grant and compete for inclusion in the caucus. Maximum Award: $1000. Eligibility: Students grade 5-8. Deadline: December 1, 2005. http://www.boxtops4education.com/
"The Christian Science Monitor's 10th annual Young Poets Contest" Award winners will be published in the paper in early January 2006. Eligibility: Anyone in preschool through high school. Deadline: Friday, Dec. 2, 2005. http://www.csmonitor.com/2005/1018/p25s01-hfks.html?s=hns
"National Schools of Character" The National Schools of Character (NSOC) Awards program has a twofold purpose: 1) To identify exemplary schools and districts to serve as models for others; and 2) To help schools and districts improve their efforts in effective character education. Maximum Award: $2000. Eligibility: To be eligible, a school must have been engaged in character education for a minimum of three full years, starting no later than December 2002 for the 2006 awards. Districts need to have been engaged in character education for a minimum of four full years, starting no later than December 2001. Smaller administrative units that maintain a separate identity within a large district may apply in the district category, e.g., a school pyramid or cluster. Deadline: December 5, 2005. http://www.character.org/eventsawards/nsoc/files/2006_nsoc_awards.pdf
"Japan Fulbright Memorial Fund Teacher Program" The Japan Fulbright Memorial Fund Teacher Program (JFMF) provides U.S. primary and secondary school teachers and administrators with the opportunity to participate in three-week study visits to Japan and to return home with a follow-on plan designed to introduce Japanese culture to American students. Each year, up to 600 teachers and administrators, including participants from all 50 states and the District of Columbia, are selected to participate in the JFMF program. The JFMF Program features an orientation to Japan followed by visits to primary and secondary schools, teacher training colleges, cultural sites, and industrial facilities. Meetings with Japanese teachers and students and a home stay with a Japanese family are also key components of the program. Participants return home to share their new knowledge with students, colleagues, and the local community, ensuring that more than just the individual participants profit from the experience. As an additional benefit to participants, graduate level credits are also available. The deadline for applications for the 2006 program is December 10, 2005. http://www.iie.org/jfmf
"Digital Imaging & Visual Learning Grants" Olympus America, Inc. & Tool Factory, Inc. sponsor a classroom grants program designed to strengthen education through digital imaging and the power of visual learning. Maximum Award: $3,500. Eligibility: K12 and special education schools in the US, its territories, and Canada. Deadline: December 30, 2006. http://www.toolfactory.com/olympus_contest/olympus_teacher.htm
"Toyota International Teacher Program" This program allows participants to explore Japan's education, culture, environment and technology, and examine how these affect industry and society in Japan today. Maximum Award: a fully funded 10-day, study tour of Japan. Eligibility: classroom teachers (grades 9-12) from Colorado, Indiana, Kansas, Kentucky, Massachusetts, Michigan Missouri, Nebraska, Ohio and Tennessee. Deadline: January 9, 2006. http://www.iie.org/programs/toyota
"American Library Association & NEH" The "We the People Bookshelf" program encourages young people to read and understand great literature while exploring themes in American history. Public and school (K-12) libraries are invited to apply to be among the 1,000 libraries selected to receive free books. Deadline: January 17, 2006 http://www.ala.org/ala/ppo/currentprograms/wethepeople/wepeople.htm
"National School and Business Partnerships Award" The National School and Business Partnerships Award supports and recognizes the efforts of schools and businesses that partner to improve the academic, social or physical well-being of students. Maximum Award: $10,000. Eligibility: Partnerships involving kindergarten through 12th grade public schools and/or school districts and businesses. Deadline: January 30, 2006. http://www.corpschoolpartners.org
"NEA Fine Arts Grants" On behalf of the National Education Association (NEA), The NEA Foundation offers NEA Fine Arts grants to NEA members. Available to elementary (grades K-6) school art specialists through local NEA affiliates, the grants allow fine arts educators to create and implement programs that promote learning among students at risk of school failure. Deadline: February 1, 2006. http://www.neafoundation.org/programs/finearts.htm
"The NEA Foundation" Grants are provided 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: February 1, 2006. http://www.neafoundation.org/grants.htm
"Youth Nutrition & Fitness Grant Program" General Mills Foundation Champions Youth Nutrition and Fitness grant program to encourage communities in the United States to improve the eating and physical activity patterns of young people, ages 2-20. Grants will be awarded to nonprofit organizations and agencies working with communities that demonstrate the greatest need and likelihood of sustainable impact on young people's nutrition and activity levels through innovative programs. Maximum Award: $10,000. Eligibility: community-based groups. Deadline: February 1, 2006. http://www.generalmills.com/corporate/commitment/champions.aspx
"Civic Connections Program" National Council for the Social Studies Civic Connections Program links local history inquiry with community service-learning activities. Teachers will develop and adapt these activities based on their students' interests and abilities, the needs or problems in the local community, and their local social studies curriculum requirements. Maximum Award: $7500. Eligibility: teams of three 3rd-12th grade teachers; members of the National Council for the Social Studies (or agree to join if application is accepted) and must partner with at least one local community agency. Deadline: February 26, 2006. http://www.civiconnections.org/
"Nickelodeon Announces Giveaway Program to Encourage Healthy Play" Children's television network Nickelodeon will distribute more than $1 million from September 2005 to June 2006. The "Let's Just Play" Giveaway offers kids around the United States the opportunity to take action and enter for a chance to improve their school or community program's fitness resources. Maximum Award: $5000. Eligibility: Kids (6-15 years of age), partnering with teachers and other community-based leaders. Deadline: rolling, until May 31, 2006. http://www.nick.com/all_nick/everything_nick/
"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
QUOTE OF THE WEEK "When ideological division replaces informed exchange, dogma is the result and education suffers." -Hunter Rawlings, Acting President, Cornell University http://www.news.cornell.edu/stories/Oct05/State.Univ.05.ssl.html
Howie Schaffer Public Outreach Manager Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
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