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While there are some exceptions, most people do not like to be told what to do, especially when it comes to change. Not only does this often lead to resentment, but it can also inhibit people from doing their best work. I am sure many of us can recount numerous instances during our careers when directives have been leveled down by a leader(s). We end up following through with them in many cases because we are subordinate instead of empowered.
It's an extraordinary amount of work to design precise and personalized assessments that illuminate pathways forward for individual students. The post 18 Inconvenient Truths About Assessment Of Learning appeared first on TeachThought.
Going through public schools in a small Massachusetts city, I had some great teachers. Astoundingly, none of them resembled me, a Black boy in America. I recently graduated from college, and before starting a full-time job this fall, I spent the summer mentoring middle schoolers in New Bedford, another small Massachusetts city near where I grew up. I found not much had changed when it comes to teachers of color — there still aren’t that many of them.
I finally had a chance to read Annotation by Remi Kalir and Antero Garcia. Although I’ve never met Antero, Remi is my faculty colleague here at the University of Colorado Denver. Remi tells fascinating stories about annotation (no, really!), so I was excited to read his thoughts in print. The book highlights five key functions of annotation: providing information, sharing commentary, sparking conversation, expressing power, and aiding learning.
Geogramblings Since that publication is now no longer available, it has been made available in full here (December 2022). Why does an individual become a teacher, and what is their number one priority? Is it to pass on knowledge of something that they are passionate about? Is it to give youngsters the best possible opportunities to fulfil their potential?
The post Learning, Relationships, and Power: Attending to Each Moment of Teaching as Pedagogical Possibility Toward Equity appeared first on Digital Promise.
Editor’s note: This story led off this week’s Early Childhood newsletter, which is delivered free to subscribers’ inboxes every other Wednesday with trends and top stories about early learning.? Subscribe today! After various family support policies were dropped from federal legislation earlier this year, states have been left to their own devices to stabilize child care and boost the economic well-being of their families.
Editor’s note: This story led off this week’s Early Childhood newsletter, which is delivered free to subscribers’ inboxes every other Wednesday with trends and top stories about early learning.? Subscribe today! After various family support policies were dropped from federal legislation earlier this year, states have been left to their own devices to stabilize child care and boost the economic well-being of their families.
Principal Faculty Joshua Brown is professor of history emeritus and former executive director of the American Social History Project and professor of history at the Graduate Center, CUNY. He is a noted scholar of visual culture in U.S. history, and author of Beyond the Lines: Pictorial Reporting, Everyday Life, and the Crisis of Gilded Age America (2002), and co-author of Forever Free: The Story of Emancipation and Reconstruction (2005).
Normal 0 false false false EN-IN X-NONE X-NONE Cultural Ecology and Julian Steward: Table of Contents Cultural Ecology and Julian Steward: 1 Steward’s theory: 1 Arrival of Culture ecology. 2 Sources: 3 Further reading: 3 The question of how culture is formed, evolved or changed continues to remain a puzzle to the anthropologists. The answer to this question is never settled and called for increasing number of diverse answers.
Re OPINION: “ A call for rejecting the newest reading war ” (Nov. 18, 2022). For decades, parents like us have witnessed how our children were not successfully taught to read or write within education systems using curriculums written and supported by signers of the Nov. 18 letter to the editor. Our cries for content-rich curriculum firmly seated in how the brain learns to read and write, as evidenced by decades of scientific research, fell on deaf ears.
Two years ago, I learned a new word for what happens when someone simultaneously feels multiple emotions. “Scribble” is what happens when feelings like happiness, nervousness, anxiousness and confusion collide within a person at the same time. I’m familiar with scribble in my own life. Scribble is a good description of the way many of us feel after more than two years living in a pandemic.
Do you remember how you learned to read? I don’t, though I vaguely recall being assigned colors corresponding with reading levels, along with one-sentence picture books that encouraged me to sound out sentences like “See Spot run.” As an education journalist and a parent, I’ve long been fascinated by the question of how children actually learn to read, a big topic for us here at The Hechinger Report.
Growing up, Meelod Waheed planned to attend a four-year university. Although his parents didn’t go to college, they taught him about the power of education and expected him to earn a college degree. . But then his father died, and, when the pandemic hit while he was in high school, his mother lost her retail job. His dream was no longer financially feasible for his family.
To the Editor: Re “ OPINION: A call for rejecting the newest reading wars ” (Nov. 18, 2022). We are teachers who were sold the very story that journalist Emily Hanford describes in her new podcast : a myth about how students learn to crack the alphabetic code. So, we were disappointed to see the recent letter by 58 professors, authors and curriculum developers responding to Hanford’s work.
A Stanford psychiatry professor found herself in a strange position at the start of 2017. This story also appeared in USA Today. The Trump administration had just banned travel to the United States from seven Muslim-majority countries, and Stanford’s Muslim community was in despair. Realizing that extra help was needed, the university asked Dr. Rania Awaad to hold therapy-like office hours with Muslim students.
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