The LAUSD school board is proposing the purchase of software that would delete emails after one year, a practice that has many questioning transparency.
Showing 76 posts tagged policy
As a consequence of a 2004 change in federal law, children with disabilities are much more often educated with typically-developing children. That policy, usually called inclusion, assumes that students with disabilities will benefit from this environment. Yet that assumption has largely gone untested. A new study shows that, for at least one aspect of language development, children with disabilities do indeed benefit from inclusion—but not in a way profoundly different than other children.
Two recent documents — NSBA’s Data in the Cloud and the U.S. Department of Education’s Protecting Student Privacy While Using Online Educational Services — offer good introductions to issues of student privacy in the cloud-computing era. Both also provide practical tips to help protect student privacy. While these tips are geared towards the district level, it is vital that all educators — teachers, principals, school counselors and others — understand the implications.
Another resource to help district-level educators maintain student privacy is iKeepSafe’s Digital Compliance and Student Privacy: A Roadmap for School Systems.
To address the shifting trends and technology in mobile learning, the Consortium for School Networking (CoSN) launched refreshed materials for its Leadership for Mobile Learning (LML) initiative.
If I had to pick one study that I think all would-be education reformers should read, it would be a paper that I once found via Bryan Caplan. It’s an old paper – from 1988 – and it’s not even about education. Rather, it’s an examination of why most companies don’t use the sorts of compensation and incentive schemes that a simplistic understanding of economics might imply they do or should. Here’s the abstract…
If this hypothesis is correct, our findings suggest that Promise-style policies, and other policies focused on making higher education more affordable, may be usefully supplemented by helping students better understand how their behavior affects their future. Subsidies for higher education may have a greater impact on student achievement and behavior if students understand the link between their behavior and work habits and their GPA, and the link between their GPA and the future rewards offered by programs like the Promise.
The situation could get more complicated, though, if a district mandated its teachers to read my book and adopt the approach I share. I’d be happy about this on the one hand, but cautiously so, because I’d wonder this: would it be clear to teachers that they should feel free to pick and choose what they want to implement and to make adaptations to suit their students’ needs and their own teaching styles? I know I make that point generally throughout the book, but can I be sure that it would come through if the book were forced on people? In other words, is my book “big brother-proof”?
Over the past five years, 37 states have improved their overall grades by at least one full grade level because of significant reform, particularly in the areas of teacher evaluation and related teacher effectiveness policies.
Click on a state for detailed information about that state’s teacher policies or explore the results of the 2013 Yearbook further in the State Yearbook Dashboard.
As the test, known as the edTPA, kicks into high gear in 2013-14 after two years of pilot testing, thousands more teacher-candidates will be expected to demonstrate those competencies to receive a teaching certificate. New York and Washington state plan to introduce it into licensing by spring. By 2015-16, seven states will make it part of teacher certification or use it to review their preparation programs.
University-based programs have been dogged by criticism—including from U.S. Secretary of Education Arne Duncan and nongovernmental groups—and have been pressured to do more to hold themselves accountable. The edTPA, developed by the Stanford Center for Assessment, Learning, and Equity, with the help of state officials and the American Association of Colleges for Teacher Education, is the teacher education field’s main response to those pressures.
The Artevelde College in Ghent, Belgium, may have recently become the first institution to ban students from wearing watches during exams. According to a report in De Standaard (Google Translate), the new rule is in response to the growing availability of smartwatches and the cheating possibilities that come with it.
image via flickr:CC | Robert Scoble
Anti-bullying initiatives have become standard at schools across the country, but a new UT Arlington study finds that students attending those schools may be more likely to be a victim of bullying than children at schools without such programs.
“One possible reason for this is that the students who are victimizing their peers have learned the language from these anti-bullying campaigns and programs,” said Seokjin Jeong, an assistant professor of criminology and criminal justice at UT Arlington and lead author of the study, which was published in the Journal of Criminology.
I found intriguing the idea of letting students decide whether they want to be called on or prefer to volunteer. Do you think that’s a good idea? I rather like it. It gives students some control and if we believe the research that being in control increases motivation, maybe that and freedom from the fear of being called on might encourage some students to speak up.
A study found that requiring students to participate in community service to graduate led to significant boosts in 8th grade volunteering, but actually decreased volunteering among older students.
- To what extent do you compare and align your school technology plan with other plans such as your school improvement plan?
- To what extent do you promote participation of your school’s stakeholders in the technology planning process of your school or district?
- To what extent did you disseminate or model best practices in learning and teaching with technology to faculty and staff?
- To what extent do you include the effective use of technology as a criterion for assessing the performance of faculty?
- To what extent do you participate in professional development activities meant to improve and expand your use of technology?