Virtual School Meanderings

November 19, 2018

NEPC’s November Education Interview Of The Month Podcast Explores School Privatization And Segregation

An item from the National Education Policy Center from late last week.

NEPC Education Interview of the Month is a great teaching resource; engaging drive-time listening; and 30 minutes of high-quality policy information for educators, community members, policymakers, and anyone interested in education.

Thursday, November 15, 2018

Publication Announcement

NEPC’s November Education Interview of the Month Podcast Explores School Privatization and Segregation

KEY TAKEAWAY:

NEPC Education Interview of the Month is a great teaching resource; engaging drive-time listening; and 30 minutes of high-quality policy information for educators, community members, policymakers, and anyone interested in education.

CONTACT:

William J. Mathis:

(802) 383-0058

wmathis@sover.net

Noliwe Rooks:

(718) 708-4368

nrooks@cornell.edu

TwitterEmail Address

BOULDER, CO (November 15, 2018) – In this month’s NEPC Education Interview of the Month, Lewis and Clark College Emeritus Professor of Education Gregory A. Smith and Cornell University professor Noliwe Rooks discuss school privatization, segregation, and the end of public education.

Greg and Noliwe, who also chairs the American Studies Program at Cornell, explore issues that have arisen from the range of privatizing reforms prevalent over the last decade, and their impact on our ability to create equitable schools. Dr. Rooks has researched the roots of school privatization going back to the 19th century, when, she points out, there was the same kind of “deep-pocketed interest” from philanthropists that exists today.

Dr. Rooks coined the term “segrenomics,” referring to the profit for businesses that offer to educate children in economically and racially segregated communities. She attempts to understand the meaning of a society in which those with access to wealth and power are invested in education reform for “poor black children”…but only with models of education that don’t look like the education their own children get.

“We try everything except for the education the wealthy provide for their own kids,” Dr. Rooks says. “This is the education for you, they say, instead of having a sense of what makes a quality education for everyone.” In her work she consistently finds this discrepancy in education quality dependent on the economic status and race of the child.

Policymakers must take a long view towards equity, Dr. Rooks believes – no one election or candidate will resolve the issue. She argues that what is needed is a much broader form of organizing beginning at the local level, looking at what each individual school needs, and figuring out how to fill that need.

NEPC Education Interview of the Month, hosted by Gregory A. Smith, is released each month from September through May.

Don’t worry if you miss a month. All NEPC Education Interview of the Month podcasts are archived on the NEPC website and can be found here.

Coming Next Month

In December, Greg’s guests will be Dr. Rick Mintrop and Miguel Ordenes of the University of California Berkeley. Greg, Rick, and Miguel will explore the universal implementation of school vouchers and privatization in Chile, and what might happen in the U.S. if similar policies were to become more widespread here.

Stay tuned in to NEPC for smart, engaging conversations about education policy.

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

Copyright 2018 National Education Policy Center. All rights reserved.

How To Make Education Research Relevant To Teachers

So late last week I received the item below from Institute of Education Sciences (IES).  It was interesting, because as soon as it showed up in my inbox I was reminded of something I said in a recent entry where I was responding to a colleague that asked what did I think about the Quality Matters National Standards for Quality Online Teaching (K-12) literature review:

Now that I have had a chance to examine it in a more systematic way, I would add that this document is also a good example of why researchers in the field continue to lament the propensity of poor quality research that is being conducted, which only serve to confused those untrusting practitioners.

So there are two issues at play here.  The first is the one raised by IES – how do we translate empirical research to make it accessible to teachers.  However, when it comes to K-12 online and/or blended learning I believe the second issue is of even greater importance.  How as researchers do we protect teachers from relying on or an over-reliance on bad research like the QM effort I dissected above.

Institute of Education Sciences - Newsflash Find IES Research on Facebook Connect with IES Research on Twitter IES Newsflash

How to Make Education Research Relevant to Teachers

Research shows that good teachers are the most important ingredient that schools can provide to help students succeed. This is especially true for struggling schools. Now here’s something we’re realizing about our current education research: Too few educators feel that the research that the US government supports has a tangible impact on their work in the classroom. That’s something that has to change.

To read more, please visit: https://ies.ed.gov/director/remarks/11-14-2018.asp

The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.
You have received this message because you subscribed to a newsflash service through IES or one of its centers.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCESNCERNCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

To obtain hard copy of many IES products as well as hard copy and electronic versions of hundreds of other U.S. Department of Education products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).

Scopus – Author Citation Alert, Citations For Barbour, Michael K. (Author Identifier 7005949699)

From one of my open scholarship networks.

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Scopus

Author Citation Alert: Citations for Barbour, Michael K. (Author Identifier 7005949699)

Your author citation alert called “Citations for Barbour, Michael K. (Author Identifier 7005949699)” has found 1 new result.

New document(s) citing
The reality of virtual schools: A review of the literature, Barbour M.K. et al., 2009
Document Title Authors Year Source
1. Teacher self-efficacy in online education: A review of the literature Corry M., Stella J. 2018 Research in Learning Technology, 26, art. no. 2047.
View all new results in Scopus
This alert was based on the following query: REFAUID(7005949699)
The previous alert was sent on 26 Oct 2018
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November 16, 2018

High-School Teachers’ Experiences Of Interdisciplinary Team Teaching – Academia.edu

From one of my open scholarship networks.  Note there are one or two K-12 online and blended learning items below.

Academia.edu
TOP PAPERS FROM YOUR NEWSFEED
Elizabeth  Murphy Elizabeth Murphy
Memorial University of NewfoundlandFaculty of Education, Department Member

High-school teachers’ experiences of interdisciplinary team teaching

The purpose of this study is to identify vocational teachers’ experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observations. Findings were grouped into the following categories: teaching across disciplines; supportive and sharing relationships and roles; communication and decision-making; benefits; and challenges. Findings suggest that the interdisciplinary aspect may be achieved through engagement in project-based…

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Elizabeth  Murphy Elizabeth Murphy
Memorial University of NewfoundlandFaculty of Education, Department Member

Using pictorial maps to scaffold problem solving in primary-grade arithmetic

In this study, primary-grade students learned to solve and create arithmetic word problems using a three-phase process of visual representation. The study compared an experimental group (n=32) of third graders in Thailand using pictorial maps with a control group (n=31) using text-based problems. The visual representations called pictorial maps are unique in that they focus on place (location) in order to situate math problems in authentic contexts. In phase 1, students were given a pictorial map with imprinted objects representing keywords to help them solve a word problem. In phase 2,…

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Bill Thompson Bill Thompson
Bookmarked by Patrick Williams

Who Enjoys Listening to Violent Music and Why? Psychology of Popular Media Culture

Negative emotions are usually avoided in daily life yet often appreciated in artistic endeavors. The present study investigated emotional experiences induced by death metal music with extremely violent themes and examined whether enjoyment of this genre of music is associated with personality traits. Fans (N = 48) and nonfans (N = 97) listened to 60-s excerpts of death metal music and rated their emotional experiences. Compared with nonfans, fans experienced a wide range of positive emotions including power, joy, peace, and wonder. In contrast, nonfans reported uniformrly negative…

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Bill Thompson Bill Thompson
Bookmarked by Patrick Williams

On the enjoyment of violence and aggression in music

In our research (Thompson, Geeves, & Olsen, 2018), we found that violent music can result in highly enjoyable experiences, including feelings of empowerment, joy, peace, and wonder, but only for fans of this music. Fans and non-fans of violent music have subtly different personality characteristics, but strikingly contrasting experiences to this music, implicating an important role of learning in the enjoyment of violent music. Fans may acquire expert knowledge of the acoustic and lyrical attributes of violent music (Olsen, Thompson, & Giblin, in press), and attend preferentially to…

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Andrea Ruggeri Andrea Ruggeri
Bookmarked by Brian Ford

Gramsci’s Persuaders: Studying Collective Mobilization

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Andrea Ruggeri Andrea Ruggeri
Bookmarked by Brian Ford

Political opportunity structures, democracy, and civil war

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Tijen Akada Tijen Akada
Bookmarked by YALIN KILIÇ TÜREL

BİLİMSEL ARAŞTIRMALARDA ETİK.pdf

Doktora dersi çerçevesinde bir inceleme ödevi olarak yazılmıştır. Tamamen özgündür.

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Athanassios  Jimoyiannis Athanassios Jimoyiannis
Bookmarked by Joshua Elliott

Jimoyiannis A. (2015). TPACK 2.0: Towards a Framework Guiding Web 2.0 Integration in Educational Practice. In Dr. M.S. Khine (Ed.). New Directions in Technological Pedagogical Content Knowledge Research Multiple Perspectives (pp. 83-108). Charlotte, NC: Information Age Publishing.

Since its formal introduction as a theoretical concept, Technological Pedagogical Content Knowledge (TPACK) has been transformed into a robust framework to support ICT integration in practice by allowing instructional designers, teachers and teacher educators to focus upon the connections among Technology, Content, and Pedagogy in real instructional-learning contexts. Web 2.0, on the other hand, has received in the last decade intense and growing educational and research interest. The key idea, upon which the educational Web 2.0 is built, is the wide range of affordances incorporated that…

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Angela S Martin Angela S Martin
Bookmarked by Joshua Elliott

Distance Learning Technologies for K-12 Education

This paper discusses distance learning technologies in education.

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Fabio Di Salvadore Fabio Di Salvadore
Bookmarked by Darina Dicheva

GAMIFICATION ELEMENTS IN STEM SUBJECTS – Lessons learned from NEWTON Project

Gamification – whereby game mechanics are integrated into a non-game experience, such as a learning experience – has a positive effect on learning, increasing students’ motivation and engagement. STEM education is not currently taking full advantage of the possibilities offered by the implementation of gamification into science lessons. More worryingly, Europe is facing a shortage of scientists in the future, as students are disengaging from STEM subjects, finding them difficult and irrelevant. Science teaching has not caught up with the millennials, who by nature are digital natives,…

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Michael, People Are Reading Your Work

From one of my open scholarship networks.

ResearchGate
Michael K. Barbour
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The actual report read:

Report for week ending
November 10, 2018
Summary
  • +148
    Publication reads
    55 Full-text reads
    Current total: 7,034
  • +0
    Citations
    Current total: 934
  • +0
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    Current total: 3
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+5
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+4
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+39
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+7
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Book review – The publish or perish book: Your guide to effective and responsible citation analysis
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Building Better Courses: Examining the Content Validity of the iNACOL National Standards for Quality Online Courses
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