|Mispronouncing Students' Names: A Slight That Can Cut Deep|
|Corey Mitchell | Education Week|
When people come across Michelle-Thuy Ngoc Duong's name, they often see a stumbling block bound to trip up their tongues.
The 17-year-old sees a bridge.
A bridge spanning her parents' journey from Vietnam to the United States.
A bridge connecting the U.S.-born teen to Vietnamese culture.
A bridge to understanding.
"My name is where I come from," Michelle-Thuy Ngoc said. "It's a reminder of hope."
A junior at Downtown College Prep Alum Rock High School, a San Jose, Calif.-based charter school, Michelle-Thuy Ngoc (Michelle knock twee) is among the students backing "My Name, My Identity," a national campaign that places a premium on pronouncing students' names correctly and valuing diversity.
The campaign—a partnership between the National Association for Bilingual Education, the Santa Clara, Calif., County Office of Education, and the California Association for Bilingual Education—focuses on the fact that a name is more than just a name: It's one of the first things children recognize, one of the first words they learn to say, it's how the world identifies them.
For students, especially the children of immigrants or those who are English-language learners, a teacher who knows their name and can pronounce it correctly signals respect and marks a critical step in helping them adjust to school.
But for many ELLs, a mispronounced name is often the first of many slights they experience in classrooms; they're already unlikely to see educators who are like them, teachers who speak their language, or a curriculum that reflects their culture.
Continue Reading >>> "If they're encountering teachers who are not taking the time to learn their name or don't validate who they are, it starts to create this wall," said Rita (ree-the) Kohli, an assistant professor in the graduate school of education at the University of California, Riverside.
Dr. Pam Bruening
Dr. Ja'net Bishop
Jacqueline Whitt, Dr. John E. Holmes, Dr. Ed Lowther, Denise Riley, Richard Thompson, and Dr. Amy Schlessman
#NAEACHAT Monthly Twitter Chats - (30 Minute)
WHO : All Stakeholders in the field of Alternative / Non-Traditional Education
WHAT : A monthly Twitter Chat focused on NAEA's Exemplary Practices
WHERE : On Social Media - Twitter
Follow @NAEA_Hope on Twitter and join in using #NAEACHAT
WHEN : The last Tuesday of each month / 9:00 PM EST / 30 Minute Chat
WHY : To build capacity and awareness
HOW : Twitter
|Have an article you'd like us to include in the NAEA newsletter? Submit an article to Dr. John E. Holmes, Editor at firstname.lastname@example.org|
using “NAEA News” in the subject line.
Read a previous issue here!
|Studying With Quizzes Helps Make Sure the Material Sticks|
|Via Mindshift |
Roddy Roediger is a psychology professor at Washington University in St. Louis and runs the school’s Memory Lab. He’s been obsessed with studying how and why people remember things for four decades.
About 20 years ago, Roediger was running an experiment on how images help people remember. He separated his subjects into three groups and asked each group to try to memorize 60 pictures. The first group just studied the pictures for 20 minutes. The second studied them for most of that time, but was asked to recall the pictures once during the session. But Roediger tested the third group on the pictures three times over the 20 minutes.
When Roediger tested the three groups on the pictures a week later, there were huge differences in how much they each remembered. The first group, which had just studied the whole time, remembered 16 of the 60 pictures. The second group did a little better. But the third group, the ones he had tested over and over, did great. They remembered 32 pictures — twice as many as the first group.
Continue Reading >>>
|The Only National Black School Choice Advocacy Group Is Folding|
October 2017 | EdWeek | Arianna Prothero
The Black Alliance for Educational Options
is shutting down for good at the end of the year, the group announced on its website Wednesday.
Founded by school choice pioneer Howard Fuller
, BAEO is the only group at the national level focused exclusively on expanding school choice for low-income and working class African-American families—both through charter schools and school vouchers.
But the school choice advocacy world has become increasingly crowded in the 18 years since BAEO's founding, said Fuller who sits on the group's board, and that's meant more competition for visibility and funding.
"Some organizations, and ours is one of them, have a shelf-life," he said. "And we just reached a point where we had done great work but didn't see the ability to continue to do that work going forward."
The writing has been on the wall. A year and a half ago, BAEO started shedding some of its state chapters
and launched a national competition to reimagine and redesign the organization
. But that fizzled out, said Fuller, when the effort didn't yield ideas that were "transformative" enough.
Aside from helping pass charter school laws in Alabama
and Mississippi, and voucher laws in Louisiana and the District of Columbia, Fuller said BAEO's impact is seen in the pipeline of African-American talent it helped develop in the world of education reform advocacy.
"Our legacy isn't in a specific law, but it was changing the conversation about the value of options, and most importantly the value of having black people have a major role in this conversation," he said.
I asked Fuller why close BAEO now, at a time when high profile groups advocating for African-American issues and civil rights, such as the NAACP and the Movement for Black Lives, are becoming increasingly vocal in their criticism of school choice, in particular charter schools.
Both groups called for an all-out ban on new charter schools
opening up last summer, and BAEO has played an important role
in countering the message from the NAACP and the Movement for Black Lives.
"It's very difficult, there's never a good time for an organization to step aside," Fuller said. "I think the efforts to push back against the NAACP and others are really going to be more effective when it's done at the local level."
Continue Reading >>>
Many school choice advocates took to Twitter to express their sadness at the news.
|24th Annual Conference on Alternative Education|
|Annotated Bibliography of Alternative Education Research|
|Dr. Amy Schlessman, NAEA Board Member|
You’ve read it. You’ve incorporated it in your best practice and/or advocacy. Now, you can share it!
Your National Alternative Education Association has instituted an Annotated Bibliography of Alternative Education Research. I’ve submitted a few examples including Raywid’s seminal work on alternative education, Job for the Future’s piece on “Reinventing Alternative Education”, and National Dropout Prevention’s meta-analysis, to get us started. http://the-naea.org/alternative-education-research/
Your colleagues want your contributions. There is a simple to use template http://the-naea.org/annotated-bibliography/ provided to submit works that you have found particularly useful. You’ll notice that the format is not quite standard APA because it has been designed to be practitioner-friendly. NAEA members tend to most interested in the title and the What, How, Why of the work:
NAEA looks forward to your submissions, so that alternative education research is accessible to NAEA members and all Alt Ed advocates. As you see, you will be recognized on a nationally available website for your contribution.
- What A description of the work and its findings
- How The methodology or some key terms like quantitative, qualitative, policy research
- Why The big picture – a rationale about why the work is important-valuable
|December 4, 2017 AYPF WEBINAR: Social & Emotional Learning for Traditionally Underserved Populations|
We are writing with an invitation to our Monday, December 4, 2017 webinar on Social & Emotional Learning for Traditionally Underserved Populations..
Social and Emotional Learning (SEL) plays a critical role in preparing young people for success in college, careers, and life. This webinar will feature deep discussion on the importance of SEL for three traditionally underserved groups: students with disabilities, English language learners, and youth involved in the juvenile justice system (justice-involved youth).
Panelists will include:
“JOINING HANDS TOWARD ONE DESTINY
” Tell the story of your alternative program in a 2-5 minute video or rap. This contest is open to middle and high school students who attend alternative education programs. Your video should communicate the message and mission of your program and relate it to the annual national NAEA conference theme “Joining Hands Toward One Destiny.
” Entries may express this theme in any genre or shooting style, but must be submitted by link containing a YouTube URL.
Winners will receive the following cash awards:
Up to five Honorable Mentions—$100 each
ENTRIES MUST BE POSTMARKED by DECEMBER 18, 2017.
WINNERS WILL BE ANNOUNCED January 26, 2018.
Entrants must be currently enrolled in and attending a middle or high school alternative education program at the time of the submission.
Entries will be judged on the following criteria:
- overall impact
- effectiveness of conveying theme
- artistic merit
- technical proficiency
A panel will make the final selection of winners. Judges’ decisions are final.
- Entrants must be enrolled in and attending alternative education classes.
- Entries must interpret some variation of the theme, “Joining Hands Toward One Destiny”. All forms must be signed and may be photocopied.
- Entries must be 2-5 minutes in length.
- Entrants who do not obtain and cannot provide written documentation of all necessary rights and permissions for music, images, video clips, and any and all other non-original aspects of their entries will be disqualified.
- Entries must be submitted by a link to a YouTube URL.
Full Rules and Information here >>>
- Each entry must be labeled with the entrant’s name, school mailing address, and telephone number, as well as the title and length of the entry.
- Parent permission must be signed for every student participating in the video who is under the age of 18.
- All entries must be postmarked by DECEMBER 18, 2017.
- All entries become the property of NAEA. Entries cannot be returned.
- Judges’ decisions are final. All prizes need not be awarded.
|Smart Strategies That Help Students Learn How to Learn|
| Annie Murphy Paul | KQED News|
What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know.. It’s what you know about what you know.
To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.
In our schools, “the emphasis is on what
students need to learn, whereas little emphasis—if any—is placed on training students how
they should go about learning the content and what skills will promote efficient studying to support robust learning,” writes John Dunlosky, professor of psychology at Kent State University in Ohio, in an article
just published in American Educator.
However, he continues, “teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning..”
“Teaching students how to learn is as important as teaching them content.”
Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia writing
last year in the journal Instructional Science
. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.
Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads. Continue Reading >>>
|The Eight Characteristics Of Effective School Leaders|
|Nick Morrison | Forbes |
Trying to pin down what makes an effective school leader can be a little like trying to eat soup with a fork, but a group of academics has come up with what looks like a pretty good list.
I reported earlier this month on a studyby experts at the Institute of Education (IoE) in London into the turnaround of schools in one of the city’s poorest boroughs, from the worst performing in England to among the best in the world.
Not surprisingly, the researchers identified the quality of leadership as one of the key factors driving the transformation, in line with many previous studies into school improvement, such as Kenneth Leithwood and Karen Seashore-Louis’ influential 2011 Linking Leadership to Student Learning.
But the IoE academics – professors David Woods and Chris Husbands and Dr Chris Brown – went further. Through a study of reports by school inspectors, they came up with a set of characteristics shared by successful school leaders that I thought was worth sharing.
1. They have consistent, high expectations and are very ambitious for the success of their pupils.
2. They constantly demonstrate that disadvantage need not be a barrier to achievement.
3. They focus relentlessly on improving teaching and learning with very effective professional development of all staff.
4. They are expert at assessment and the tracking of pupil progress with appropriate support and intervention based upon a detailed knowledge of individual pupils.
5. They are highly inclusive, having complete regard for the progress and personal development of every pupil.
6. They develop individual students through promoting rich opportunities for learning both within and out of the classroom.
7. They cultivate a range of partnerships particularly with parents, business and the community to support pupil learning and progress.
8. They are robust and rigorous in terms of self-evaluation and data analysis with clear strategies for improvement.
Although this list was drawn up with particular reference to schools in difficult circumstances, they appear to readily translate into different contexts. What is particularly heartening is that there is also considerable overlap with qualities of leadership identified by one of England’s most respected school principals.
Continue Reading >>>
|The Padagogy Wheel – It’s Not About The Apps, It’s About The Pedagogy|
Allan Carrington | via Teachthought
The Padagogy Wheel is designed to help educators think – systematically, coherently, and with a view to long term, big-picture outcomes – about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it’s a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.
The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.
The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It’s all very well to come across an exciting new app and to think to yourself, ‘That’s really cool, now how can I use it in the classroom?’, but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.
Continue Reading >>>