A New Assignment: Pick Books You Like

As the article below iterates, some schools nationwide are forming reading workshops which allow students the freedom to select their own books rather than the traditional approach of assigning a classic that the entire class reads together. Critics of this approach are concerned that children won’t be exposed to classic literature because they’ll gravitate toward books that are trendy or popular.

This debate begs the question: What is the goal of reading in school and for that matter what is the goal of educating our children? Educational reformer John Dewey said, “The most important attitude that can be formed is that of a desire to learn and go learning.” As most educators agree, a passion for learning isn’t something you have to inspire kids to have; most children are innately curious. Author Alfie Kohn writes, “Anyone who cares about this passion will want to be sure that all decisions about what and how children are taught, every school-related activity and policy is informed by the question: “How will this affect children’s interest in learning, and promote their desire to keep reading, and thinking and exploring?”

Several months into the experiment, the English teacher at Jonesboro Middle School in a south Atlanta suburb says, “I feel like almost every kid in my classroom is engaged in a novel that they’re actually interacting with. Whereas when I do ‘To Kill a Mockingbird,” I know that I have some kids that just don’t get into it.”

Perhaps a middle-road approach could be implemented where children are allowed to choose books, and so is the teacher. It’s best to teach reading in a way that mixes free choices with great literature. We want to trust students enough to give them some leeway in making decisions at school, which might help promote a lifelong love of reading while also exposing them to some of the reading “greats” from throughout time.

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ARTICLE:
A New Assignement: Pick Books You Like
By MOTOKO RICH
Published: August 29, 2009
The New York Times

JONESBORO, Ga. — For years Lorrie McNeill loved teaching “To Kill a Mockingbird,” the Harper Lee classic that many Americans regard as a literary rite of passage.

But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.

To view this entire article visit www.nytimes.com

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SAT scores show disparities by race, gender, family income

CAROL’S SUMMARY:
Average scores on the SAT college entrance exam dipped slightly for the high school class of 2009, while gender, race, and income gaps widened, according to figures released August 25th by the College Board. While College Board stresses that “students who had completed a core curriculum, taken their school’s most rigorous courses and familiarized themselves with the test were among the strongest performers,” they don’t address why some groups consistently outperform others on standardized tests.

Yale professor Robert Sternberg’s concept of Successful Intelligence, which looks at broadening the definition of intelligence and creating new tools to measure it, considers more than verbal and mathematical abilities by examining creativity, initiative and leadership skills. Some of the students who score lower on tests like the SAT may exhibit high levels of emotional and social intelligence in their every day activities, but these abilities aren’t as easy to measure from a paper and pencil exam even though they are predictor’s of success in college, career and life. Sternberg’s concern is for students who don’t test well: “[they] never get the chance to show what they really could do in important jobs,” Sternberg said last year in an interview with PBS. Here are questions to consider:

How can we reliably measure aptitudes like social and emotional skills?

Why are Asian-Americans scoring higher than other students on the SAT?

What can we do on a school by school level to close these gaps between gender, race and income?

ARTICLE
USA Today
By Mary Beth Marklein
Average national SAT scores for the high school class of 2009 dropped two points compared with last year, a report out today says. And while the population of test takers was the most diverse ever, average scores vary widely by race and ethnicity.

To view the entire article visit
http://bit.ly/G4kC1

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Md. Accelerator Schools To Speed Pupils To Diploma

CAROL’S SUMMARY:
In Baltimore, Maryland, three new accelerator schools have opened this year to helping struggling high school students graduate on time. As the article below reports, the school system has hired a consulting firm, One Bright Ray, which has also successfully established two other alternative schools based in Philadelphia. According to the Alternative Schools Project, funded in 2001 by the US Department of Education, Office of Special Education, there are more than 20,000 alternative schools in operation in the United States.

The ASCD, a national membership organization devoted to school reform, reports the national drop out rate at 1 out of 3 students and almost half for minorities. This means in a classroom of 30 freshmen, 9 will drop out, typically between their freshman and sophomore years. By the time they are 18 years old, only 10 will have the skills necessary to succeed in a job or master college-level work; 4 will be unemployed; 3 will end up on government assistance; and 2 will have no health insurance. Even more dismally, drops outs are eight times more likely to go to jail. When students are asked why they quit school, the majority say “boredom.”

What can educators do to inspire students and help them create a vision for their future?

What else can we do to not only place these students on a trajectory for success but motivate them to persist with their educational and career goals?

What can policy makers and school leaders do to establish student success and transition programs in every school so that students get off to the best start possible?

How can we best prepare students so they’re ready for the world beyond formal education?

We all pay when students don’t learn and achieve at their highest potentials. As educators and parents, we must teach students that they are important and unique and that their impact on the world is priceless.

ARTICLE
AARON MORRISON, Associated Press Writer
BALTIMORE (AP) ― Shane Smith is already two years behind in school. But as he started classes Monday at a new high school, he planned to speed through his freshman and sophomore years in nine months.

That’s a tough order for a 16-year-old who should be in the 11th grade but has struggled academically, in part due to the death of his father when he was a boy.

However, organizers of one of Baltimore’s three new accelerator schools say frequent testing, extracurricular activities and high expectations will get students such as Smith on track and keep them there.

To view entire article visit
http://bit.ly/3iJ4O

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Site Spurs Debate Over Required Courses

CAROL’S SUMMARY:
Coinciding with the recent release of “America’s Best Colleges” from US NEWS & WORLD REPORT comes another ranking system, this one based on course requirements at 100 leading colleges and universities nationwide. Sponsored by the American Council of Trustees and Alumni, you can view assessments at www.WhatWillTheyLearn.com, where their home page reads: “A guide to what college rankings don’t tell you.” Anyone seeking a well-rounded way of viewing the admissions and selections process would do well to read this.

The web site assesses curriculum requirements coordinated to 21st Century Skills in these seven areas of competencies: Composition, Mathematics, Science, Economics, Foreign Language, Literature, and American Government or History. Whether this is an accurate barometer of the quality of education at various institutions one thing is for sure: To compete in today’s global world students must acquire and implement the requisite critical and creative thinking skills, which employers often bemoan today’s graduates lack.

High school principals need to ask: Where and how are these core competencies relayed, cross-referenced and reinforced? In what ways do students connect the learning in these areas to other key areas of their lives—what they have experienced and what they can imagine experiencing? How interesting are teachers in the ways in which they engage students on these issues through learn-by-doing exercises, discussions and exploration?

LifeBound’s new book, Critical and Creative Thinking, features these competencies in ways that are reinforced in college, career and life. To order a review copy, go on line to www.lifebound.com.

ARTICLE
Ecampus News

Should American colleges and universities require students to take courses in certain core subjects considered important to a 21st-century education, such as science, economics, history, and foreign languages? It’s a question that has taken on added significance in light of a new web site that grades higher-education institutions according to whether they require these core courses in their general-education curricula.

To view the entire article visit
http://bit.ly/17CJZC

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Money Management to be Taught at Some Massachusetts Schools

As the article below indicates, our nation’s recession is pressing schools to include personal finance in their curriculum. The aim is to help students learn valuable lessons about finance and credit before they get into debt. According to the Richmond Credit Abuse Resistant Education Program, the number of 18- to 24-year- olds who declare bankruptcy has increased 96 percent over the past decade. Seventy percent of employers look at the credit histories of job candidates. In some fields, like law enforcement, bad credit means you cannot get a job.

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Atop the Latest ‘U.S. News’ Survey, a Higher Response Rate and the Usual Winners

This week U.S. News & World Report released their annual rankings of “America’s Best Colleges,” amid one of the most tumultuous admission cycles in history. Approximately 3 million students are entering colleges and universities this Fall. However, given the current economy environment and the scarcity of financial aid, many students have been forced to downsize their college dreams, opting for a state school instead of “big name” institutions.

Read the rest of this entry »

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The Health Care Debate and Your Students

Today’s blog post will follow a somewhat different format – instead of writing about an interesting article of the day, I would like to speak about a topic that has gained a tremendous amount of news coverage in recent weeks: the Obama administration’s health care proposal.

With all of the controversy swirling around this event, young students have doubtless been exposed to a flurry of stories, videos and opinions on their favorite social networking sites.  With every news show come images of vehement pundits and protesters trying to attract public opinion to their point of view.  Knowing that students are struggling to take in and process information picked up through these means, how can you help them make sense of such a hotly debated and politically charged issue?

To me, this is where critical thinking and problem solving skills become especially important.  Teachers should encourage students to research the health care debate and produce relevent (and reputable!) news items and facts about the proposed plan and the current state of our health care system.  Once students have gathered information and have a better understanding of the current state of affairs, ask them to make connections between the facts and ideas that they have gathered.

At this stage, it is especially important to ask students to let go of what they “already know” and form an opinion based on the facts that they have discovered.  Encourage them to ask (and answer!) their own questions.  How many people currently don’t have access to health care?  What will the proposed system cost?  What impact will it have on American citizens?  How can such a plan be implemented? Are there other factors to consider?

Once students have brainstormed about the topic, ask them to each come up with a few ideas on how they, personally, would address the issues facing health care in our country.  Let them collaborate with one another to come up with “alternative” proposals that they can then present to the class.  Allow students to ask questions about the presentations – but only if these questions are respectful and add to the class understanding of the matter.  You can even assign “roles” to students to help them come up with questions (ie doctor, government leader, someone who already has health insurance, someone who is ill, etc.).

By encouraging students to do their own research and interact with the facts at hand, you will allow them not only to build their critical thinking skills, but also to build an informed opinion with which to weigh in on the debate.

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Making the Transition to Middle School: Tips for Students and Parents

The transition to middle school can be a tough one for both parents and students. As I have often noted, US students can go toe to toe with their counterparts in the other developed nations until they get to 6th grade. Once students are in middle school, their scores start to slip and by the time students are in high school, U.S. students perform near the bottom in math, science, reading and other academic measurements.

Given these harsh facts, how can parents ensure that the transition to middle school is smooth? According to the article below, it’s not what you would think.  By the time students hit middle school, many parents are used to the “involvement” model of participating in their children’s education: volunteering in class, helping with homework, getting to know teachers, etc.  However, once middle school hits, this model is often turned on its head: parents are encouraged to let students experience school on their own.   Now that parents have stepped away from the classroom, how can they best help their students?

The answer is simple, and one LifeBound has been promoting for years through our work, Stop Parenting and Start Coaching.  Parents must become an advocate and a sounding board for their child’s education, encouraging their teenagers to set goals, value learning and hold themselves accountable for their decisions.  Equally important is that both parents and students understand the unique academic and social challenges that come with the transition to middle school.  The sooner that students build a solid understanding of how to face the new challenges that middle school presents, the better they will do during this difficult time.

To find out more about how to help your student make a successful transition to middle school, visit www.successinmiddleschool.com

How Parents Can Best Help Middle-Schoolers

juggle_class_art_257_20080506110155.jpg

Associated Press
I volunteered often in my children’s elementary school, serving as a classroom tutor and becoming close to many of their teachers. Sara has posted on how volunteering is a good way to say thanks to teachers and to be more than a “phantom presence” in school.

But I was at a loss to figure out a new role for myself when my kids entered one of the big public junior high schools in our town, which was six times the size of their elementary school. Overnight, it seemed, I was unwelcome in my kids’ much larger classrooms, and expected to communicate with teachers only through my student. That, actually, is exactly what should happen when a kid hits 12 or 13 years of age. But it took me a while to figure out what parents should be doing at that level to remain involved and support their students.

A new research survey on parental involvement in middle school nails down an answer: The best way to promote achievement in middle school isn’t to help student with their homework, or even to volunteer for school fundraisers. Instead, middle-school students posted the best results in school when their parents stepped back a bit and moved into more of a “coaching role,” teaching them to value education, relate it to daily life and set high goals for themselves, says the study, published recently in the journal Developmental Psychology.

Duke University researchers Nancy E. Hill and Diana F. Tyson came to that conclusion by surveying 50 studies of parental involvement. They divided parents’ roles into three categories: One was home involvement, included helping children with homework, taking them to museums or libraries, or making books and educational materials available. School-based involvement included attending parent meetings, volunteering for school activities or communicating with school officials.

A third kind of involvement, labeled “academic socialization” by the researchers, included communicating your values and expectations about education; pointing out connections between schoolwork and current events; encouraging children to set goals and follow their dreams; discussing learning strategies, and preparing and making plans for the future. Basically, it means helping your kid make good decisions about school, with an understanding of what those decisions will mean to him or her, and linking class work with students’ interests and goals.

Students whose parents played this coaching role posted the strongest academic gains, after controlling for other factors. School-based involvement was only moderately helpful. So were most kinds of home-based involvement, with one startling exception: Parental help with middle schoolers’ homework was actually linked to poorer school performance. This could be because parents tend to get involved with middle-school homework only after a kid is already in academic trouble. Also, middle schoolers may feel pressured or smothered by parents’ help at this stage.

Readers, what has been your experience trying to stay involved in your middle schoolers’ academic lives? What has worked for you? What about your younger or older kids?

Read original article…

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Students Paying for Unpaid Internships: Carol’s Take

Searching for a job.  Handing out resumes.  Setting up informational interviews.  Writing thank you notes.  We’ve all been there – the challenging (and occasionally exhilarating!) world of the job search.  Given all of the frustration and hard work involved in searching for a job, would you pay to have someone else take care of it for you?  For your kids?

Today’s article discusses the growing number of students paying thousands of dollars for unpaid summer internships at prestigious companies.  While companies like the “University of Dreams” laud their efforts to “facilitate” students’ internship searches and match them with the right companies, I believe they are doing students a huge disservice.

Now, if you’re like most parents, you’re probably saying, “My job is to protect my kid and provide them with the best life possible.  If I can prevent them from going through the misery of a job search and secure them a great career opportunity at the same time, why not?”

Here’s why:

While we all complain about searching for a job from time to time, the process of doing so teaches important skills:  Persistence.  Resume writing.  The ability to deal with rejection.  Accountability.  Networking skills.  Resourcefulness.  Maintaining a positive attitude.  Interview skills.  ALL of these skills are important and can benefit students in their future career, and ALL of these skills are rendered unnecessary by expensive internship placement services.

What is more, internship placement services foster a dangerous sense of entitlement in students.  When parents pay for these services, students are simply “handed” a job at a prestigious firm without having to do any work – a job based not on their merits, but on the fact that their family can afford this costly service.

My advice?  As your students move ever closer to entering the job world, don’t “buy” an internship to ease their transition -  let them dive into the job search on their own two feet.  Of course, you can prepare them in a very different way: let them know you’re behind them all the way, and make sure they have the emotional intelligence, persistence and humility to succeed.

Unpaid Work, but They Pay for Privilege

Chang W. Lee/The New York Times

Students attending a panel discussion at New York University about internships and the companies that assist in obtaining them.

With paying jobs so hard to get in this weak market, a lot of college graduates would gladly settle for a nonpaying internship. But even then, they are competing with laid-off employees with far more experience.

So growing numbers of new graduates — or, more often, their parents — are paying thousands of dollars to services that help them land internships.

Call these unpaid internships that you pay for.

“It’s kind of crazy,” said David Gaston, director of the University of Kansas career center. “The demand for internships in the past 5, 10 years has opened up this huge market. At this point, all we can do is teach students to understand that they’re paying and to ask the right questions.”

Not that the parents are complaining. Andrew Topel’s parents paid $8,000 this year to a service that helped their son, a junior at the University of Tampa, get a summer job as an assistant at Ford Models, a top agency in New York.

“It would’ve been awfully difficult” to get a job like that, said Andrew’s father, Avrim Topel, “without having a friend or knowing somebody with a personal contact.” Andrew completed the eight-week internship in July and was invited to return for another summer or to interview for a job after graduation.

Andrew’s parents used a company called the University of Dreams, the largest and most visible player in an industry that has boomed in recent years as internship experience has become a near-necessity on any competitive entry-level résumé.

The company says it saw a spike in interest this year due to the downturn, as the number of applicants surged above 9,000, 30 percent higher than in 2008. And unlike prior years, the company says, a significant number of its clients were recent graduates, rather than the usual college juniors.

The program advertises a guaranteed internship placement, eight weeks of summer housing, five meals a week, seminars and tours around New York City for $7,999. It has a full-time staff of 45, and says it placed 1,600 student interns in 13 cities around the world this year, charging up to $9,450 for a program in London and as little as $5,499 in Costa Rica.

The money goes to the University of Dreams and the other middlemen like it. Officials at the company say they are able to wrangle hard-to-get internships for their clients because they have developed extensive working relationships with a variety of employers. They also have an aggressive staff who know who to call where. Their network of contacts, they say, is often as crucial as hard work in professional advancement.

Read more…

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What Do Electronic Textbooks Mean for the Educational Publishing Industry?

Today’s story about digital textbooks comes from the front page of the New York Times. According to the story, many educators and pundits predict the complete demise of traditional paper textbooks within the next decade.  California Governor Arnold Schwarzenegger calls traditional textbooks “antiquated, heavy (and) expensive” and hopes to implement electronic texts for many math and science classes in his state.  Given the advent of online textbooks, the publishing industry needs to adapt and evolve – whether e-textbooks constitute 10% or 100% of books used by students in the future.

But how can publishers react to such a fundamental shift in the business model?  To compete, publishers need to be able to create electronic textbooks that address the issues that educators have with the print version: high cost, static learning tactics and inability to engage all types of learning styles.  In addition, publishers must consider the practical aspects of teaching: will these e-texts free up instructor time or make it possible for colleges to hire fewer educators?  If not, then the true goal of interactive online texts has not been reached.

Upon closer examination, perhaps the benefits presented by the e-text format make the challenges look less bleak.  If publishers can become proficient at creating high quality, high interaction e-texts for students, their variable cost per unit sold will essentially drop to zero – no more printing costs, no more ink, simply the creation of an e-delivery system or an inexpensive CD-ROM.  Additionally, the advent of electronic texts will allow publishers to be much more nimble – facts, statistics, activities and other content can be updated with a quick software fix or a simple adjustment to units sold going forward.

 In a Digital Future, Textbooks Are History

In California, high school interns try out digital “flexbooks” created by the CK-12 Foundation.

At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers’ science lectures.

Down the road, at Cienega High School, students who own laptops can register for “digital sections” of several English, history and science classes.

And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.

Textbooks have not gone the way of the scroll yet, but many educators say that it will not be long before they are replaced by digital versions — or supplanted altogether by lessons assembled from the wealth of free courseware, educational games, videos and projects on the Web.

“Kids are wired differently these days,” said Sheryl R. Abshire, chief technology officer for the Calcasieu Parish school system in Lake Charles, La. “They’re digitally nimble. They multitask, transpose and extrapolate. And they think of knowledge as infinite.

“They don’t engage with textbooks that are finite, linear and rote,” Dr. Abshire continued. “Teachers need digital resources to find those documents, those blogs, those wikis that get them beyond the plain vanilla curriculum in the textbooks.”

Read more…

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