The Simple Process Of Closely Watching Someone Else Teach
The cohort group exists so that its members can visit each other's classes and make observation of classroom instruction and interaction. For the purposes of the cohort groups, the content explored in the observed instruction is incidental to the process of the group. This does not mean, of course, that content is incidental, but it does allow instructors of different academic disciplines to joint together in one cohort group. A cohort group can be as small as two members, but it has been my experience that three or four is a better number. The reason for this larger number is largely incidental to actual practices; instead observing a larger number of ones colleagues allows one to pick up on and borrow more teaching techniques that one would observe were one only to visit one other instructor's classroom.
Best Support and Opportunities for all
American youth currently face challenging realities along their way to adulthood. With parents working longer hours and the absence of grandparents and other community adults who used to make up support systems, the intergenerational fabric of community has been frayed. Youth development strategies aim to reweave community fabric in a new way - one that takes the supports and opportunities young people should have, and re-institutes them in the context of young people's realities today. While many of these realities are harsh ones, we know that young people themselves want to be involved in their communities. The importance of building positive youth/adult partnerships in this process cannot be stressed enough.
Influencing The Quality Of Education
Do we really believe that every child can succeed? How does the view that a child's potential is limited affect our ability to reach that child and inhibit his growth and academic success?
Do Middle Schools Result In Higher Achievement Than Junior High Schools?
Question: Do middle schools result in higher achievement than junior high schools? This question addresses the academic outcomes of students in junior high schools that are organized in a manner similar to large comprehensive high schools with departmentalization, 40-50 minute periods, subject area teachers, and competitive sports, as compared to middle schools using various degrees of the five commonly endorsed practices considered essential to the middle level model of schooling: teaming, exploratory courses, co-curricular programs, adviser-advisee arrangements, and intramural activities. These delineations, however, are not consistent, as many junior highs contain middle school components and vice versa.
Choosing College Is Choosing A Different Kind Of Present And Future
High School graduation requirements should be worked out at the school level by faculty and approved by parents and supervising boards, accepted by students who come to the school (who - one hopes! - have some choice in what school they attend), and which lay out the knowledge which a young person needs to be considered an effective adult. These requirements will not consist only of long-ago earned Carnegie units and/or test scores, but will be based on a system of promotion by performance and by portfolio during the junior high school and high school years. Although most students will complete the faculty's expectations by the time they are about eighteen, others will move through the program more or less quickly. The "fixed" will be the basic proficiency standards; the "variables" will be the time it takes to achieve them, and the ways in which these aptitudes are displayed. Breadth in the curriculum will also vary according to the student. Senior year will be dominated by a rigorous senior seminar, which will include a substantial senior project, possibly including an internship, and which will lead to a Graduation Exhibition which can be described and explained to all interested parties.
Adolescents Who Perform Better In School
Associations between important aspects of the home and family and adolescents' behavior and well-being are the primary focus. Families with few economic resources are more likely to have adolescents who have behavioral problems, who are psychologically distressed, and who do less well in school. Parental behavior and psychological well-being in less adequately resourced homes partially explain adolescents' poorer functioning. Parents in economically deprived homes are more distressed, inconsistent, and harsh in their parenting, and are less likely to create an organized and structured home environment. All of these can lead adolescents to display psychological distress.
Gender Equity In Schools And The New Educational Leaders
To be a woman does not necessarily imply that one is disempowered. The basis for my analysis provides an opportunity to distinguish two components that have often been confused and confounded. With this challenge in mind, I scrutinized and probed educational management as a gendered construction.
New Models Of Teaching And Learning
While parents and communities stress the importance of students having access to technology, it is a mistake to focus primarily on students. For the educational enterprise to adapt appropriately to our new world, we must invest in training teachers to integrate technology into the curriculum. School districts frequently use staff development opportunities to train their teachers to incorporate new technologies; this is a complex process. Traditional staff development training in technology involves a day's instruction, including hands-on experience with the software. Most of this training ignores the developmental process of adults--the need to understand relationships, to reinforce concepts with frequent use, to explore and be challenged, and to conceptualize an entirely different teaching methodology. Districts rarely have support staff available to help the teachers work through these innovations. The combination of reticence, frustration, and inadequate training threatens to sabotage the opportunities for technology to enhance classroom learning.