|Newspaper girl- 4th and Garden Sts. Hoboken, NJ -1912|
Sunday, December 14, 2014
In this post, Georgia teacher Ian Altman explains what he and his colleagues are really sick of hearing from reformers. Altman is an award-winning high school English teacher in Athens, where he has lived since 1993, as well as an advocate for teachers and students. He has presented at several national conferences and published in the Journal of Language and Literacy Education. He won the 2014 University of Georgia College of Education Distinguished Alumni Crystal Apple Award as well as the 2012 University of Chicago Outstanding Educator award.
Altman’s list of seven things that reformers should stop saying to teachers comes from conversations he has had with educators across the country and speaks to the fury felt by many teachers who see their expertise being devalued and their profession denigrated.
What are these 7 things reformers should know according to Altman?
1. Don’t tell us that you know more about good instruction than we do.
2. Don’t talk to us about the importance and rigor of the standards.
3. Don’t tell us about testing data.
4. Don’t tell us “The research says…” unless you’re willing to talk about what it really says.
5. Stop with the advice about teaching critical thinking skills.
6. Stop using education reform clichés.
7. Don’t tell us to leave politics out of the classroom.
You can read the full details of each of these statements by pointing your browser to the original article by clicking HERE.
Thursday, December 11, 2014
Tuesday, December 9, 2014
Tuesday, December 9, 2014
HOBOKEN BOARD OF EDUCATION
158 FOURTH STREET, HOBOKEN, NJ 07030
(MEETING HELD AT 158 FOURTH STREET, DEMAREST AUDITORIUM, HOBOKEN, NJ 07030)
158 FOURTH STREET, HOBOKEN, NJ 07030
(MEETING HELD AT 158 FOURTH STREET, DEMAREST AUDITORIUM, HOBOKEN, NJ 07030)
In order to look at the election results a little closer, a number of variables were created (see spreadsheet below):
LYNNDiff = The average vote of Murray and Waiters minus the vote of Lynn Danzker (for example for the First Ward (208+207/2) minus the vote of Danzker (161) = 46.5
GRAYDiff = The average vote for Angley and Stromwall minus the vote for Gray
Lynn+Gray = LYNNDiff + GRAYDiff
PETERDiff = The difference between Peter Biancamano and Francis Rhodes-Kearns
Danzker and Gray had a total of 495 LESS votes than their slate mates. Biancamano had 468 MORE votes than his slate mate. Clearly, there is not a one to one correspondence and this analysis does not take into account those people who voted for only 1 or 2 candidates but it gives a little sense of Biancamano having an additive difference (picking up votes) rather than any other data driven explanation.
|CLICK TO ENLARGE|
Monday, December 8, 2014
Low school attendance rates and school dropout in many urban high schools present serious hurdles for policy efforts to close the academic achievement gap that exists along socio-economic and racial lines. At the same time, policymakers and researchers are paying increased attention to how students’ experiences when school is out of session, especially during the summer, influence educational success.
Recent work by Jacob Leos-Urbel (link is external), associate director the John W. Gardner Center for Youth and Their Communities (link is external) at the Stanford Graduate School of Education, provides new evidence regarding the impact of large-scale summer youth employment programs on high school students’ school attendance and academic achievement in the following school year.
Many cities across the country, including throughout California, offer publicly-funded summer youth employment programs. Although not explicitly focused on bolstering school attendance or academic success, summer youth employment may lead to improvements in school attendance and other educational outcomes.
Beyond increasing financial well-being, employment may foster non-cognitive skills such as responsibility, positive work habits, motivation, time management, determination, and self-confidence. Summer employment may also benefit youth by keeping them engaged in positive supervised activities when school is out of session, and is considerably less likely to detract time from educational pursuits compared to work during the school year.
Little prior research has examined the impact of work during the summer on students’ educational outcomes. Leos-Urbel estimates the impact of summer work experiences on high school students’ attendance and educational outcomes in the following school year using data from New York City’s Summer Youth Employment Program (SYEP).
Due to high demand for jobs through SYEP, the city uses a lottery system in an effort to equitably allocate program slots. This lottery system effectively assigns the offer to participate or not participate in SYEP at random, creating a control group of youth who apply to SYEP but are not chosen, which allows for causal estimates of the relationship between summer jobs and academic success.
The study uses SYEP data for 36,550 program applicants in 2007 matched to education files from the New York City Department of Education. The primary outcome of interest is school attendance in the school year following application to SYEP. Additional analyses examine statewide high school math and English exams attempted and passed, and scores on these exams.
The author finds that overall SYEP has a positive impact on school attendance of 1 to 2 percent on average, or roughly 2-3 days. Increases are larger for students who may be at greater educational risk; those age 16 or older who did not attend school at high rates in the prior school year. For these students, the average increase in attendance is approximately 3 percent, or 4-5 additional school days attended. In addition, for this group SYEP increases the probability of attempting and passing English and math statewide (Regents) exams, although there is no significant effect on test scores. The increased probability of passing appears to be due to the increased probability of attempting the exams rather than improved test performance.
Research on summer jobs programs is especially salient in the current economic climate, in which the availability of summer employment for teens has decreased considerably and public funding for summer jobs has waxed and waned. For example, the 2009 American Recovery and Reinvestment Act provided an influx of funding for summer jobs for low-income youth but was only temporary.
This study is one of the first to provide causal estimates of the effect of a large-scale summer youth employment program on students’ academic outcomes. The findings suggest that, although not explicitly focused on improving educational outcomes, summer youth employment programs may be an important tool amid policy efforts to address the problem of low school attendance.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California – Berkeley, the University of Southern California, and the University of California – Davis.
Thursday, December 4, 2014
Tuesday, December 2, 2014
Improving Math Performance- Assistant Professor Theodore Chao’s research making gains in teacher identity, student learning
The following is a wonderful recent article about Dr. Theodore Chao who is a new Assistant Professor of Mathematics Education at The Ohio State University. Before accepting his position at OSU, "Teddy" completed a two year post doctoral stint at Harvard University working with Dr. Jon R. Star on a research project entitled "Helping Teachers to Use and Students to Learn From Contrasting Examples: A Scale-Up Study in Algebra I (2008-2013)" by the National Science Foundation. Before heading to Harvard, Dr. Chao was a graduate student in the STEM Education Program at The University of Texas at Austin and was a TA for me for many of my UTeach classes. Wonderful to see former students making contributions to the field as well as to their home institutions. Cheers Teddy! -Dr. Petrosino
Mathematics doesn’t have to be taught the same way to all people.
In fact, if children are left to explore the subject on their own, parents and teachers may be surprised at the results.
“Children are natural mathematicians,” said Theodore Chao, assistant professor of mathematics education in the Department of Teaching and Learning. “But over time, we tell our kids to learn in certain ways and they stop listening to their own intuition.”
"Math teachers are diverse and math matters differently to different people."- Assistant Professor Theodore Chao
Chao and his co-investigators are exploring this theory with the help of technology. Using his background in computer science and film and video studies, Chao developed a smartphone app that helps elementary-aged children share and discuss their math strategies with teachers. Students use the app to record short videos to explain how they solve various math problems. Teachers are then able to watch, and rewatch, how the student arrived at the answer.
Early results of the study show students are gaining better understanding of their mathematical skills; and teacher performance is improving too.
“Teachers are becoming better listeners and students are able to explain their work more clearly,” Chao said.
It’s a combination that models one of Chao’s teaching philosophies. “Good teaching is listening deeply to students and then being able to respond,” he said.
Chao and his research colleagues have already completed a preliminary study using their new learning app, Thought Bubble, but plan on additional research to test additional theories.
From programmer to professor
Chao is one of the Department of Teaching and Learning’s newest faculty members. Before becoming professor at Ohio State, he was a seventh- and eighth-grade math teacher at I.S. 318 in Brooklyn, New York – the same school where the documentary Brooklyn Castle was filmed. The film takes a look inside the middle school and the challenges and triumphs facing members of the school’s championship chess team.
His start in education began with tutoring his landlord’s son. It turned out that tutoring math was a lot more fun than computer programming for Chao. That led him to apply and be accepted to the New York City Teaching Fellows, which trains talented teachers who serve in low-income communities in New York City.
Name: Theodore Chao
Title: Assistant Professor
Program Areas: Science, Technology, Engineering and Mathematics
Research Interests: Photo-elicitation and photo-voice; critical pedagogy and equity in mathematics; technology for teacher education; elementary mathematics; teacher mathematics
After being in the classroom and seeing how teachers were expected to teach and students expected to learn, Chao saw the opportunity to be a change leader.
“I really wanted to make a difference in educational policy,” he said.
To do that, he was encouraged to earn a doctorate degree so his voice, and research, could be heard.
Mixing personal, professional in the classroom
Joining the faculty at the start of the 2014-15 school year, Chao came to Ohio State after a two-year post-doctoral fellowship at Harvard University.
It was at Harvard where he continued to explore his dissertation research on mathematics teacher identity he started at The University of Texas. Chao’s curiosity in the topic was fueled by his own personal experiences as a math teacher.
“I always felt my identity as a math teacher was being defined for me,” he said.
As he began exploring math teacher identity more and more, it was apparent teachers were having their professional identities shaped through policies, politics and stereotypes. To get to the root of the issue, Chao looked away from traditional research methods in favor of a concept called photo-voice.
Photo-voice uses personal photographs important to an interviewee to explore different aspects of his or her life. The method allows Chao to develop narratives with mathematics teachers to understand the personal and professional sides of their identities and gain insight into emotional moments.
“It shows that math teachers are people and they are not one size fits all,” Chao said. “Math teachers are diverse and math matters differently to different people.”
Chao has already applied this research approach to the importance of identity with Latino/a teachers and now is exploring how gender, race and the “minority myth” affects how Asian American math teachers approach teaching.
The OSU opportunity
Being a student, a researcher or a professor at Ohio State comes with all kinds of opportunities to explore the topics you want to research, Chao said. The university has many connections that are a tremendous help.
“There’s a good mix of schools, teachers and administrators who do what they can to help Ohio State and the field of education,” Chao said. “And there is a definite push to interact in other disciplines across the university.”
To learn more about the mathematics education program in the College of Education and Human Ecology, explore the degree options in the Science, Technology, Engineering and Mathematicsprogram.
Saturday, November 29, 2014
Dr. Candace Walkington: Personalizing Mathematics Instruction to Students’ Interests: Tradeoffs and Design Principles
Personalizing Mathematics Instruction to Students’ Interests: Tradeoffs and Design PrinciplesAbstract: The idea of personalizing instruction to the interests and experiences of learners has begun to gain traction with the rise of advanced technology systems and initiatives like the Gates Foundation’s funding of “personalized learning” schools. In fact, personalization of learning has been identified as a Grand Challenge for this generation by the U.S. Department of Education (National Education Technology Plan) and the National Academy of Engineering. However, research on the impact of personalized learning, and more importantly on how to implement personalized learning effectively, is not yet established. In this talk, I will explore six recent studies I conducted on personalized learning in middle grades mathematics and interpret the results with respect to four design principles for personalized learning environments. Important tradeoffs emerge as we consider the time, cost, and learning outcomes most valued when personalizing instruction.
Dr. Walkington is currently an Assistant Professor at Southern Methodist University. She was my graduate student while at The University of Texas at Austin.
Wednesday, November 26, 2014
According to US News and World Report, a teacher must first be a student, and graduate education program rankings can help you find the right classroom. With the U.S. News rankings of the top education schools, narrow your search by location, tuition, school size and test scores. The following are the 2015 US News and World Report Rankings for Graduate Programs in Education (see table 1).
I received my Master's from Teachers College, Columbia University (#8), my Ph.D. from Vanderbilt University (#2), my post doctoral studies were done at the University of Wisconsin-Madison (#5 overall, #1 pubic) and I have been a tenured professor at The University of Texas at Austin (#10 overall, #4 public).
Methodology: 2015 Best Education Schools Rankings
Ranking of The University of Texas at Austin
Monday, November 24, 2014
|"Bay of New York From Hoboken"|
John Poppel Sculps- 1850
The following is a presentation that was given on November 21, 2014. The presentation centered on recent research taking place with a graduate student.
TITLE: What we have been thinking about for the past year: Terrariums and Pre-Service Teacher Knowledge
|Minutes before the presentation|
Saturday, November 22, 2014
I was interviewed in early November by the Houston Chronicle for a story about a mobile lab delivering STEAM (Science, Technology, Engineering, Arts, and Mathematics) for school children in the Klein school district in Texas. While the interview with the reporter lasted about a half hour and covered many topics about education in Texas and across the nation (some to be used for a future article), this story contains only a few sentences of the interview. -Dr. Petrosino
By Mihir Zaveri
Bailey DePhilippis, 6, a first grader at Bernshausen Elementary, learns about food items from a chart at the nutrition station of the STEAM Express, Klein ISD's new mobile science and technology lab. The trailer is expected to start visiting each of Klein's 40 schools by the end of the year. Photo: Melissa Phillip, Staff
"It doesn't soak into the rock, so that means it's not permeable," the 13-year-old declares, eyeing the bead of water.
The mobile laboratory - filled with dozens of laptops and touch screens, orange-and-white robots and displays on vitamins, architecture and hurricanes - is expected to begin visiting each of Klein's 40 schools by the end of the year. It's been dubbed the STEAM Express for its emphasis on science, technology, engineering, arts and mathematics.
Klein already implements the state curriculum, which requires math and science education from K-12, and starting in eighth grade, the district has popular career and technical education programs in computer programming, engineering and agriculture.
But administrators hope the STEAM Express, a play on the STEM acronym, will be a more hands-on, career-focused learning vehicle that inspires more students to pursue STEAM careers.
"We are finding that we have gaps with our younger children learning about the STEAM careers," said Adam Hile, the district's director of curriculum and instruction. "The STEAM Express is going to allow us to bring those ideas down to the younger kids and hopefully spark an interest when they are younger."
The plan for now is to take the turquoise-and-white trailer to each Klein school and potentially to a local library and other locations in the summer for students who have limited access to materials like those in the lab.
The mobile lab currently focuses on careers such as geology, engineering, meteorology, architecture, health, space exploration and robotics. Each area has its own section inside the trailer, designated by large, white letters. Teachers can decide what they want students to learn about when the trailer visits.
The focus on allocating time and resources to these subjects is positive, said Anthony Petrosino, an education professor at University of Texas at Austin who focuses on STEM learning. But he said the challenge would be maintaining an in-depth, consistent education effort.
"They're getting exposure, they certainly will be learning things," he said. "But some of those gains and some of the ability to build on things might be hampered by the fact that maybe they're only meeting once a week or on some irregular time frame."
Three-year-old Zachary McLean, who currently attends the district's pre-kindergarten program, rearranges puzzle pieces with his finger on a touch screen laptop as he sits under a sign that reads "health."
"It says veggies!" McLean exclaimed, as he pieced together the letters in a puzzle about nutrition.
Part of the appeal of the lab, Klein officials said, is that it can adapt to all grade levels and the computer programs, which allow students do everything from design roller coasters to create tornadoes, can be updated.
"I want to be on the cutting edge," said Bill Nebeker, the STEAM Express coordinator who will be taking the mobile lab to each school.
Nebeker said about 30 students can use the lab at a time, with half inside at the various stations and half outside, where a pullout 19-foot awning and a drop-down stage can be set up as a makeshift classroom.
"I just want to excite kids for science," he said. "I just want to excite kids about the possibilities."
Inspired by book bus
The STEAM lab builds off of the district's "Reading Express," a summer reading program run out of a retrofitted school bus that keeps kids, particularly those who might have limited access to books, reading even after the school year ends.
Over the last two years, officials from the district's education foundation raised some $300,000 in individual donations and in-kind donations of wiring, laptops and other technology of about $50,000. On Wednesday, the foundation officially donated the whole lab to the district.
So far, the district is allotting about $50,000 for the lab's operation and maintenance each year, Hile said.
He said the school district will evaluate the effectiveness of the mobile lab, eventually tracking students' paths after school.
"We'll be able to see: 'Do more of our students who graduate from Klein pursue more STEAM careers when they go to college or not?'" Hile said.