A collection of essays, prose, and poetry relating to the past and ongoing civil rights struggle in New Orleans, authored by students from three majority-black public high schools in New Orleans under the auspices of the Students at the Center program.
Who Am I? is a book of insights and reflections. The Students at the Center approach is to connect formal study to the experiences of our students. Moreover, we inspire and teach each other. When I learn who you are, I also learn more about who I am. Each individual is a particular response to the physical and social environments within which that individual is born and interacts.
How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studiesâ€"from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.
In cities across the nation, communities of color find themselves resisting state disinvestment and the politics of dispossession. Students at the Center—a writing initiative based in several New Orleans high schools—takes on this struggle through a close examination of race and schools. The book builds on the powerful stories of marginalized youth and their teachers who contest the policies that are destructive to their communities: decentralization, charter schools, market-based educational choice, teachers union-busting, mixed-income housing, and urban redevelopment. Striking commentaries from the foremost scholars of the day explore the wider implications of these stories for pedagogy and educational policy in schools across the United States and the globe. Most importantly, this book reveals what must be done to challenge oppressive conditions and transform our schools for the benefit of all students.
How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.
Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States explores the role and impact of students and scholars on US educational institutions and the US economy. The nation has drawn increasingly on human resources abroad for its science and engineering workforce. However, competition for talent has grown as other countries have expanded their research infrastructure and created more opportunities for international students. The report discusses trends in international student enrollments, stay rates, and examines the impact of visa policies on international mobility of the highly skilled.
Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful.
A collection of poems written by student poets for the Ongoing Poetry Game started By Modpo 2016 mentor James Ritter. Each week 10 words are offered to use in an original poem. The winner each week provides the 10 words for the following week, and so it continues. ModPo (Modern and Contemporary American Poetry, a MOOC from University of Pennsylvania offered on the Coursera platform). A MOOC is a Massive Open Online Course. ModPo is a fast-paced introduction to modern and contemporary U.S. poetry, with an emphasis on experimental verse, from Emily Dickinson and Walt Whitman to the present.
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
This book offers faculty practical strategies to engage students that are research-grounded and endorsed by students themselves. Through student stories, a signature feature of this book, readers will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning.Structured to cover the key moments and opportunities to increase student engagement, Christine Harrington covers the all-important first day of class where first impressions can determine students’ attitudes for the duration of the course, through to insights for rethinking assignments and enlivening teaching strategies, to ways of providing feedback that build students’ confidence and spur them to greater immersion in their studies, providing the underlying rationale for the strategies she presents. The student narratives not only validate these practices, offering their perspectives as learners, but constitute a trove of ideas and practices that readers will be inspired to adapt for their particular needs.Conscious of the changing demographics of today’s undergraduate and graduate students – racially more diverse, older, and many employed – Harrington highlights the need to engage all students and shares numerous strategies on how to do so. While many of the ideas presented were used by faculty teaching face to face classes, a number were developed by faculty teaching online, and the majority can be adapted to virtually any teaching environment. Based on student-centered active learning principles, structured to allow readers to quickly identify practices that they may need in particular instances or to infuse in a course as a whole, and presented without jargon, this book is a springboard for all faculty looking for ideas that will engage their students at any level and in any course.
Teens talk to adults about how they develop motivation and mastery Through the voices of students themselves, Fires in the Mind brings a game-changing question to teachers of adolescents: What does it take to get really good at something? Starting with what they already know and do well, teenagers from widely diverse backgrounds join a cutting-edge dialogue with adults about the development of mastery in and out of school. Their insights frame motivation, practice, and academic challenge in a new light that galvanizes more powerful learning for all. To put these students' ideas into practice, the book also includes practical tips for educators. Breaks new ground by bringing youth voices to a timely topic-motivation and mastery Includes worksheets, tips, and discussion guides that help put the book's ideas into practice Author has 18 previous books on adolescent learning and has written for the New York Times Magazine, Educational Leadership, and American Educator From the acclaimed author of Fires in the Bathroom, this is the next-step book that pushes the conversation to next level, as teenagers tackle the pressing challenges of motivation and mastery.
Since 1979, William Taylor has been taking hundreds of Northern California high school students to Europe, North Africa and the Middle East to uncover the roots of Western history as part of a unique educational program. Arete West students participate in a nine-month curriculum, reading and discussing historical literature, then fly overseas to explore the sites they studied. For Arete students, the odyssey is both a journey into history and a formative encounter with the self. This book celebrates the Arete program, as William Taylor and his students articulate Arete memories from the past four decades. For young adults interested in the world around them, parents wishing to enrich their children’s education, and teachers seeking new and inspiring ways to reach their students, The Greatest Classrooms of the World presents fresh ideas and possibilities. More than a collection of personal trip memories, this book communicates the search for personal excellence, the passion of international youth travel, and a program that can be emulated and adapted all over the world.
Middle school is a crazy, busy, confusing and difficult time in our lives. Papers, Poetry & Prose is a look at the middle school experience through the eyes of eighth graders. The young authors openly discuss the passions in their lives, the pain and the joys. It is a collection of stories, memories and poems that capture all that they are focused on. Inside you will see the importance of friendship, family, sports and acceptance. Papers, Poetry & Prose will remind you of how challenging it is to be a teen. Enjoy their heartfelt words.
In the past 30 years, a large and growing number of students in U.S. schools have come from homes in which the language background is other than English. These students present unique challenges for America's education system. Based on Improving Schooling for Language-Minority Children, a comprehensive study published in 1997, this book summarizes for teachers and education policymakers what has been learned over the past three decades about educating such students. It discusses a broad range of educational issues: how students learn a second language; how reading and writing skills develop in the first and second languages; how information on specific subjects (for example, biology) is stored and learned and the implications for second-language learners; how social and motivational factors affect learning for English-language learners; how the English proficiency and subject matter knowledge of English-language learners are assessed; and what is known about the attributes of effective schools and classrooms that serve English-language learners.
Heritage Edition— interlaced with nearly 300 special illustrations, some 20 charts, and over 100 poems from a century ago. This is a collection of readings on two hundred topics in which are answered nearly four thousand questions on important spiritual and religious subjects, contributed by a large number of Bible students. First published in 1914 as a "NEW, REVISED, AND ENLARGED EDITION," "Illuminated With Nearly Three Hundred Beautiful Illustrations" with "Over 1,250,000 Copies of Former edition Sold." Briefly stated, a Bible reading consists of questions asked concerning some subject, and answers to them from the Bible. In other words, Bible readings mean a topical study of the Bible by means of questions and answers. There are two introductory chapters, "The Bible; Its Origin, History, and Place in the World," and "The Value of Bible Study." The two hundred readings are organized under eighteen headings: I. THE BIBLE; HOW TO STUDY AND UNDERSTAND IT II. SIN; ITS ORIGIN, RESULTS, AND REMEDY III. THE WAY TO CHRIST IV. LIFE, PARABLES, AND MIRACLES OF CHRIST V. THE HOLY SPIRIT VI. THE SURE WORD OF PROPHECY VII. COMING EVENTS AND SIGNS OF THE TIMES VIII. THE LAW OF GOD IX. THE SABBATH X. CHRISTIAN LIBERTY XI. LIFE ONLY IN CHRIST XII. CHRISTIAN GROWTH AND EXPERIENCE XIII. PRAYER AND PUBLIC WORSHIP XIV. CHRISTIAN SERVICE XV. ADMONITIONS AND WARNINGS XVI. THE HOME XVII. HEALTH AND TEMPERANCE XVIII. THE KINGDOM RESTORED The readings in this book as originally prepared were contributed by a large number of Bible workers, whose experience in giving Bible readings had taught them the most effective methods of presenting the different subjects treated. The reader and student of this volume will gain a richer and clearer understanding of the Bible and of its practical value in everyday life. Especially, will there be a more comprehensive understanding of the end-time prophecies of the books of Daniel and Revelation with such subjects such as the Antichrist; the Rapture; the Mark of the Beast; Armageddon; the Millennium; and Eden Restored. A clear understanding of Bible teaching regarding such subjects as the State of the Dead; What, When, and Where is Hell; and Which is the True Lord's Day will prove to greatly protect one from Satan's end-time deceptions. "Bible Readings for the Home Circle" will be found an excellent aid to private, family, and public study of the Word of God.
If you want to learn English as a Second Language (ESL), this book will give you advice and suggestions from teachers and students of English. We want to give you English for a Successful Life!Here are some of the sections found in each chapter: Abbreviations, Advice, Internet, Writing, Listening, Grammar, Vocabulary, Reading, Idioms, Proverbs, and Phrasal Verbs. Moe than 50 students have contributed articles to this workbook and they want to make sure that you work hard to feel part of the USA. The contributors created special web sites to give additional vocabulary for students who travel to specific areas in the USA. This book will never lose value and will never get old. We continue to update the supplementing web sites. If you have questions, contact englishlesson@mail.com.
When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Although far from the front lines of war, the people of Idaho contributed to the US effort in World War II in myriad ways. Entrepreneurs perfected the dehydration of potatoes and onions that became staples of the rations that sustained Allied troops stationed around the globe. Idahoans mined rare metals and manufactured them into weapons and munitions that allowed US forces to compete with the technologies of their opponents. Local communities organized USO huts that provided coffee, cookies, and warm smiles to homesick troops in transit to and from the war. However, World War II also left an indelible mark on the state of Idaho. On the one hand, the federal government's ambitious construction of airports, buildings, and roads to support the war effort transformed a rural state that had lacked infrastructure. On the other hand, Idaho soil housed detention camps where American citizens were denied fundamental rights. And loss and heartbreak impacted nearly every community.
The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)
Papers, Poetry & Prose offers a reminder to all of us that dealing with life as a teen can be an emotional, difficult, and challenging. It also reminds us that friendships, new experiences and growing up is an amazing experience. Sit back reflect and remember your teen years as these students share theirs. No celebrities here, just dedicated young writers exercising their voices. Papers, Poetry & Prose is a teenage perspective on life. Eighth grade students from Pierce Middle School in Waterford, Michigan open their writer's notebooks and inspire other teens to pick up their pens and write. They take on topics that are funny, sad, creative and difficult. The ideas range from tiny hurdles that are faced in daily life, to obstacles that no one should have to face. The writings include poems, memories, stories and insights. The writing presented is created through a writer's workshop format which allowed the students to choose their own topics, revise and peer edit as well as share their ideas and work along the way.
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