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Over the past six months I’ve explored hundreds of news stories, whitepapers, and blog posts focused on why and how leaders might foster a culture of innovation. Need bigger profits? Need better leadership? Unfortunately, innovation is too often be touted as a silver bullet solution without even defining what innovation is.
You can understand someone else's culture, what they celebrate, what they honor and what they believe in, without personally asking. Are they culturally relevant for our kids? It makes me empathize with other people.” We're also looking for materials that the students can see themselves in.
The Rhode Island EdCluster (EduvateRI) convened diverse stakeholders to write a whitepaper that helped set the state’s vision on personalized learning. Within their local context, EdClusters drive powerful change within their communities.
Are there any cultural preferences or personal preferences to keep in mind, for example, if a parent or a culture really values kids being independent or engaging mostly in free play? Traditionally, certain cultures have valued free play or direct instruction more than others, but things seem to be changing.
Moving from Investigate to Act, participants identified two solutions: creating micro-credentials to “certify” local assessors and developing a stack of micro-credentials for district leaders seeking to implement culture change around professional learning.
That’s a task that Stanford University researchers have been doing through an effort to draft a whitepaper that gathers observations about teaching and learning during the pandemic and notes key lessons that could be built on going forward.
By articulating a specific research-backed skill and assessing evidence of that skill in practice, micro-credentials can transform a district’s culture of professional learning. As both interest in and adoption of micro-credentials continues to grow, building incentive structures and value propositions for micro-credentials proves critical.
The study, published in a whitepaper by a team including Martin West of the Harvard Graduate School of Education, showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. They designed a study focusing on sixth-graders in another Boston-area school.
That movie, which everyone in Silicon Valley and in the culture at large was talking about, was “The Social Network,” depicting the contentious creation of Facebook. And he wrote the whitepaper for it around the time of that bagel meetup for the Thiel Fellowship. Lots of people see this as a world-changing idea.
The cultural area introduces students to puzzle maps, flags and globes. Nearby, another student poked holes in a piece of whitepaper with a large push pin to create outlines of shapes. During a daily three-hour work session, students are encouraged to interact with whatever interests them. That means up and down, big to little.”
Data Source: 2024 WhitePaper on Suicide Prevention (Ministry of Health and Welfare, 2024). This view individualizes the issue, also overlooking the creative and diverse care practices these individuals use to manage their suicidality.
In a whitepaper she co-authored this year, Mooney cited research that connected officers hired through the federal “COPS in Schools” program to a reduction — about 1 percent to 2 percent — in disruptive criminal incidents on campus. School police “are often increasingly serving that role as school disciplinarian,” she said.
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