Most Popular Education Posts
Engaging Parents for Improved Student Success
Published October 01, 2009 @ 08:00AM PT
Parents are universally accepted as a child’s first teacher. It’s intuitive, and we usually know it from our own experience. Schools that embrace this reality and recognize the important role parents play in their child’s education are better able to create curriculum and build relationships with parents that have a profound effect on a child’s journey through school.
The Illinois Parent Information Resource Center (Illinois PIRC) also recognizes how critical parents are to children’s learning and development. An initiative of the Center for Community Arts Partnerships at Columbia College Chicago, Illinois PIRC is part of the United States Department of Education’s national effort to support school improvement and student success through parent involvement.
Illinois PIRC uses an arts-based, community-centered approach to parent involvement that supports the school’s effort to meet the educational needs of children. Our services and resources are aligned with the opportunities that are outlined in Section 1118 of Title I. As such, we serve as an information depot to help schools, school districts and parent groups inform parents about school choice, supplemental educational services available in their community, and how to help parents better understand Illinois’ state accountability systems. As a result, we’re seeing parents learn how to communicate with teachers, participate in policy-making and school improvement efforts, and create a better learning environment at home.
Another critical part to this national effort is to build a more holistic environment in schools and districts where parents are viewed as an integral partner within the achievement puzzle our education system works to construct, and solve. Illinois PIRC supports this through a variety of strategies, resources and technical assistance, and by modeling best practices. We also offer professional development not only for schools wishing to strengthen their parental involvement plans, but also for parents who wish to demonstrate more leadership in their schools and communities. Our parent resource rooms in targeted schools are evidence of the welcoming spirit and strategy embraced for encouraging parents to become more active in their child’s education. Resources abound for parents wishing to become more supportive in their child’s learning in school and at home. We even have resources for parents, such as ESL or computer classes, that help strengthen their capacity to learn, to work within the system, and to better utilize the resources available to them.
Each PIRC around the nation looks a bit different, and Illinois PIRC has a unique focus in that it uses learning in and through the arts as a vehicle for strengthening parent engagement and the family-school connection. An excellent example is our Family Portraits program. Community arts organizations, schools and families are brought together in after school sessions that allow participants to connect and discover their creativity. Through text and digital photography, parents and their children explore ways to celebrate and lift up their own individual stories, and those of their families. Beautiful scrapbook and photo albums are created through these workshops, but more importantly parents become more engaged in the school environment. In working with facilitators and artists, they better understand the developmental needs of their children and become empowered to work more creatively with them when they return home. Parents also come to appreciate their school more, including the administrative leaders who help provide such programming.
This is just a sample of the innovative work being done by Illinois PIRC to increase parent involvement and improve student success. Learn more about how you can get involved at www.colum.edu/ilpirc because supporting parental involvement is more often than not the missing link to improving student achievement.
David Flatley is the executive director for the Center for Community Arts Partnerships at Columbia College Chicago and the managing director for Illinois PIRC.
[Photo credit: jose_kevo]
Indian Study Reveals Performance Pay Works
Published September 30, 2009 @ 10:01AM PT
Experimental evidence from a massive trial in India reveals that performance pay was highly effective in increasing learning. Of course, this could be a simple case of teaching the test; but in math and language tests, students in incentive schools performed significantly better. And there were apparently no adverse effects to incentives. In addition, scores rose in both rote learning and the more conceptual aspects of the test. If it worked so well in India, the same thing could work in American schools, right?
The performance pay schools fared favorably compared to control groups and also to schools given extra money or extra teachers. It generally takes until the second year for the difference to be noted. But of course, this may simply be because teachers get better at teaching to the test by year two, results that may degrade over time and not actually make students much smarter, just better at tests. As the cheapest way of making schools more successful, it may yet win out over investment in resources and curriculum reform.
[Photo credit: Mckaysavage]
Longer School Days and Shorter Summers to Improve Standards
Published September 29, 2009 @ 07:52PM PT
If students aren't learning enough in school, perhaps just giving them more school-time is the way to improve things. Some may say more resources, smaller class sizes, or quite simply a better quality education is the best way to go, but longer longer school days and longer school years are likely to be one of the cornerstones of this administration's education reform policy. Arne Duncan supports longer school days with shorter summer breaks. He explains, "our school calendar's based on a 19th century agrarian economy. I'm sure there weren't too many kids in Philadelphia working in their parents' fields this summer."
Obama might be remembered as the President who stole summer, but the administration believes we need to better keep up with China and India, who offer kids more time in school. Here, quantity is beating quality.
[Photo credit: senor_codo]
Make-Believe Play Teaches Self-Control, Academic Success
Published September 28, 2009 @ 01:09PM PT
How can we help kids think straight, process information in a coherent way, and avoid distractions? The attainment of these so called 'executive-function skills' that allow kids to self-regulate may hold the answer to why some kids attain academic success. And how can self control best be taught? Through play: mature, dramatic, complex play. An ability to play creatively might just be the best indicator of future academic success; we may need to further blur the boundary between work and play.
The question of play is one article from The New York Times Magazine's school issue which also deals with how can we remake education (less testing, more education; tech in the key; intervene earlier; give kids more time in school), a long piece about what it's like to come-out in middle school, and an article about inner-city prep-schools.
[Photo credit: woodleywonderworks]
Education in Emergencies and Learning Post-Conflict
Published September 27, 2009 @ 05:06PM PT
As disasters strike around the world, education often becomes difficult. But it's absolutely essential to get kids back to school, and getting them learning again. Not just for the kids themselves, but for society as a whole. UNICEF explain that "in times of crisis, education is an effective means to help re-establish normalcy, create safe environments and enable children to learn essential life skills."
UNICEF further explain that quality education can be one of the first dividends of peace and can help promote social cohesion. See how can we make a difference through 10 actions. I've just done action number 1: Raise Awareness. There are nine other ways that education can continue in emergencies which makes for really interesting reading that made me realize just how challenging education in emergencies can be and how essential it is for education to begin to "promote health and safety, human rights, citizenship and peace."
Education isn't all standardized testing and charter schools. And of course, this isn't a far and distant problem: New Orleans experiences similar post-disaster problems.
[Photo credit: Julien Harneis]
Prep School Does Away With Books, Prefers Kindles and Cappuccinos
Published September 25, 2009 @ 07:00AM PT
A prep school in Massachusetts is doing away with books, and switching entirely to an electronic library. Of course, e-books are better for research, quick searching, and a good deal lighter to lug around, but are students losing something valuable by having an education without paper books?
The Headmaster of prep-school Cushing Academy explained his decision the Boston Globe, saying “when I look at books, I see an outdated technology, like scrolls before books." The Globe rightly point out that there is a lot likely to be lost in a world where "students can no longer browse rows of voluptuous books, replete with glossy photographs, intricate maps, and pages dog-eared by generations of students." Whilst an author calls it "a tremendous loss for students."
The library reference desk is being replaced with a $50,000 coffee shop with $12,000 cappuccino machine. The only progress I can be sure if is that there will be a good deal more students addicted caffeine before they even reach college!
[Photo credit: Richard Masoner]
Rural Brain Drain Threatens Small Towns, Those Left Behind
Published September 24, 2009 @ 04:29PM PT
The brain drain out of rural America has had terrible consequences for small towns, with urban problems now blighting the countryside. Whilst not a new phenomenon, the Chronicle explain that it is reach a tipping point, with too many talented young people leaving. It's a problem "every time a college-educated twenty-something on the verge of becoming a worker, taxpayer, homeowner, or parent leaves."
So who's to blame? Results-driven schools may be neglecting and under-investing in lower-achieving students who are more likely to stay, whilst high-fliers—the brightest and best—are focused on, encouraged to leave, and go off to college. Those who stay, having been neglected, are doomed too often to downward social mobility and poverty. Sociologists Patrick J. Carr and Maria J. Kefalas continue by explaining that the solution may be to equalize education investments, and put more money into post high-school education and community colleges.
Of course, it works the other way too: The National Wildlife Foundation is highlighting the variety of ways that fieldtrips can teach students everything from nutrition to motivation and even reduce attention deficit disorder. Rural America does have some things on its side, now it needs more people to fight its corner.
[Photo credit: newagecrap]
