- Recent Expert Articles
![]() ![]()
![]() ![]() |
|||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||
|
«StartPrev12345678910NextEnd» |
|||||||||||||||||||||||||||||
| Page 1 of 57 | |||||||||||||||||||||||||||||


| A Conversation with Eileen Sigmund |
| Written by Sheila Riley | |
| Tuesday, 05 May 2009 00:00 | |
Almost one in four of Arizona’s public schools is a charter school. That gives the Grand Canyon State, which has some 1.1 million students, the highest percentage of charter schools in the nation. In their corner is Eileen Sigmund, who has headed the Arizona Charter Schools Association since 2007. The Phoenix-based nonprofit organization advocates for 475 Arizona charter schools serving over 100,000 students. Test results show that on average, the state’s charter students did as well or better than district students in 2007-2008. A higher percentage of charter students passed eighth-grade science and reading tests than those in district schools. In math, charter students passed at close to the same rate as the district students. |
|
| Read more |




| A Conversation with Meg Moulton, National Coalition of Girls’ Schools |
| Written by Sheila Riley | |
| Monday, 02 March 2009 05:34 | |
|
Meg Moulton is the force behind the National Coalition of Girls’ Schools. The Concord, Massachusetts-based organization was formed to document the value the single-gender education for girls, an increasing phenomenon in private and public education over the last 20 years. |
|
| Read more |




| A Conversation with Richard Selznick |
| Written by Sheila Riley | |
| Wednesday, 18 February 2009 14:07 | |
|
|
|
| Read more |




| Integrating Computer Literacy and the Arts: A Case Study |
| Written by Alison Colman | |
| Wednesday, 28 January 2009 01:16 | |
|
Schools in low-income districts face
considerable challenges when it comes to technology implementation,
from a lack of adequate funds to purchase hardware and software and
train educators to developing curricula that engages students in meaningful
learning activities and higher-order thinking. But a pilot program at the West After
School Center (WASC) in Lancaster, Ohio demonstrates how art, design,
language arts, and computer literacy can be successfully integrated
to create rich, meaningful learning experiences for elementary students
in grades 1 through 3 on what can be adequately described as a shoestring
budget. |
|
| Read more |




| A Conversation with Sheril R. Smith |
| Written by Sheila Riley | |
| Monday, 19 January 2009 19:43 | |
The No Child Left Behind Act requires individual states to take steps to keep students in school. In Mississippi, Sheril Smith leads the fight as Director of the Office of Dropout Prevention.
|
|
| Read more |




| A Conversation with Al Bodzin |
| Written by Sheila Riley | |
| Monday, 05 January 2009 05:38 | |
Al Bodzin, is an Associate Professor in the Teaching, Learning, & Technology program in the Department of Education & Human Services at Lehigh University. He is also a core faculty member of the Lehigh Environmental Initiative (EI), and a graduate faculty member of the Lehigh Learning Sciences and Technology doctoral program.
|
|
| Read more |




| A Conversation with Ahmes Askia |
| Written by Sheila Riley | |
| Wednesday, 17 December 2008 05:04 | |
Ahmes Askia is Professional Development Director of the National Urban Alliance for Effective Education® in Syosset, NY. The NUA places mentors -- teachers and university professors -- in school districts to provide
professional development activities for educators.
The NUA's mission is "to substantiate in the public schools of urban America an irrefutable belief in the capacity of all children to reach the highest levels of learning & thinking demanded by our ever-changing global community." |
|
| Read more |




| A Conversation With Chris Gabrieli, Chairman and Co-Founder, Massachusetts 2020 and Co-Chairman, National Center on Time & Learning |
| Written by Sheila Riley | |
| Monday, 24 November 2008 05:52 | |
It’s a straightforward but revolutionary idea: Just a few more hours in the school day lead to increased learning and more opportunities for kids. It’s called "expanded learning time," and Chris Gabrieli is dedicated to the concept.
|
|
| Read more |




| Keeping Kids out of the Justice System |
| Written by Sheila Riley | |
| Thursday, 20 November 2008 17:21 | |
|
Those
who work with youth in the juvenile justice system have suggestions for
classroom teachers who want to keep their students from going down that
difficult road.
One possibility? Engaging families of at-risk youth. That could be done with a “recognition activity” for student achievement of short-term goals – passing certain tests or completing a number of assignments, said Teresa Egan, who works with Cleveland-area youth who are or have been incarcerated. Egan is a program officer at Employment Opportunities for Youth, part of the Cuyahoga County Department of Justice Affairs in Cleveland. |
|
| Read more |




| Virtual High School: Multiple Perspectives, Part 2 |
| Written by Sheila Riley | |
| Wednesday, 19 November 2008 05:50 | |
|
Whether high schoolers should take classes online is a difficult consumer decision. |
|
| Read more |




| Virtual High School: Multiple Perspectives, Part 1 |
| Written by Sheila Riley | |
| Wednesday, 12 November 2008 07:18 | |
|
The concept of virtual high school sits at the intersection of three major trends: Online learning awareness and increasing knowledge about how to deliver it; the national high school reform dialogue; and the school choice movement. |
|
| Read more |




| Grouping For Success |
| Written by Harry Grover Tuttle | |
| Wednesday, 01 October 2008 05:00 | |
Situational groupings help support and focus students in key areasSituational grouping is exactly what it sounds like: Students are
grouped based on the frequent formative assessments that occur in the
classroom, so the students in each group and the purpose of each small
group differ and these groupings change frequently. |
|
| Read more |




| Podcast Rubrics |
| Written by Harry Grover Tuttle | |
| Monday, 22 September 2008 05:00 | |
Can educators use a podcast rubric to evaluate student standards-based learning?The actual student learning of the academic standard often counted for 1/6 or less of the rubric grade. Therefore, educators cannot use such a podcast rubric to evaluate student standards-based learning. A non-weighted or non-refocused podcast grade means very little (or nothing) in terms of content learning. |
|
| Read more |




| Helping Students Analyze Media |
| Written by Harry Grover Tuttle | |
| Monday, 15 September 2008 18:56 | |
|
Media literacy has become critical as students spend more time reading print, watching online news, TVs and movies. Teachers can help students develop their media analysis skills. |
|
| Read more |




| Professional Development: The Landscape |
| Written by Tracy Zollinger | |
| Friday, 03 April 2009 01:20 | |
|
Professional development for teachers often depends on the licensing requirements of the state in which they live and teach, not to mention their school or district’s level of support for it. While many districts have curriculum advisors, teaching coaches or other staff members assigned to match teachers with appropriate programs and resources, knowing what’s out there can help you advocate for yourself to get the experience that best suits your needs in the classroom. |
|
| Read more |




| Professional Development for Teachers – Recommended Resources & Events |
| Written by Tracy Zollinger | |
| Friday, 03 April 2009 01:20 | |
|
The Center for Educational Outreach and Innovation |
|
| Read more |




| Book Review of A Whole New Mind: Why Right Brainers Will Rule The Future |
| Written by Lane Mills | |
| Thursday, 29 May 2008 18:40 | |
A Whole New Mind: Why Right Brainers Will Rule The FutureBy Daniel PinkRiverhead Books, New York, 2005. 260 pages $10.00 for softcover 2006 updated edition As a die-hard left brainer, I found the title of Daniel Pink’s text, A Whole New Mind: Why Right Brainers Will Rule The Future, some cause for concern. Questions arose for me, such as: “Am I now an endangered species?” and “Will no one want to hire me?” Pink’s premise is not one of extinction for hard-core left-brain analytical types such as myself, but, rather, a guide to the transformation of our culture and senses needed to thrive in his explanation of our right-brain needy society. |
|
| Read more |




| Second Life: Interactive Professional Development |
| Written by Kathy Shrock | |
| Thursday, 29 May 2008 16:45 | |
|
|
|
| Read more |




| The Funny Pages |
| Written by Bob Sprankle | |
| Thursday, 23 July 2009 00:00 | |
|
I'm going to talk about 3 of my favorite comic-creator tools to get students inspired about writing. If you're at all in doubt about the value and depth of comics, go hunt down two very good books by Scott McCloud: "Understanding Comics: The Invisible Art " and "Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels" and you will develop a new appreciation for an art and literary form that hasn't always had the warmest reception in schools. Comics or graphic novels are increasingly being brought into schools to encourage literacy. Students find them familiar and inviting and they work the brain as they demand focus on the visual and verbal at the same time. |
|
| Read more |




| Little Book Promotes Big Idea: Coaching Matters |
| Written by Nancy Hughes | |
| Wednesday, 27 May 2009 10:09 | |
|
Readers of all ages will surely relate to this story about insecurities associated with trying something new. Everyone remembers the excitement and the anxieties of learning a new sport. And we remember the coach. Coaches have a tremendous influence on children—more than they may realize. |
|
| Read more |




| Book Review: The Power of Smart Goals: Using Goals to Improve Student Learning. |
| Written by Harry Grover Tuttle | |
| Tuesday, 19 May 2009 00:00 | |
The Power of Smart Goals: Using Goals to Improve Student Learning. 203 pages. (2008). Jan O'Neill and Anne Conzemius. For teachers, team leaders, curriculum directors, principals, and superintendents. Schools want to improve student learning but often they do not have a vehicle for it. The authors show how the use of SMART goals can help transform a district or a school into high student achievement. |
|
| Read more |




| Assign Some Email |
| Written by Bob Sprankle | |
| Monday, 27 April 2009 00:00 | |
|
|
|
| Read more |




| Fun with Images |
| Written by Bob Sprankle | |
| Tuesday, 21 April 2009 00:00 | |
|
This week I bring you a stack of sites that can quickly add some fun and zest to your photos, great for dressing up websites, blogs, and even the walls of your classroom. |
|
| Read more |




| Your Choices DO Make A Difference |
| Written by Douglas Brooks | |
| Wednesday, 15 October 2008 05:58 | |
My experience is that novice grant writers, who improve their grant writing skills the most, move from “story telling in their own words” to technical writing in the words of the RFP.”
|
|
| Read more |




| Building A Grant Writing Guide: Part 2 |
| Written by Douglas Brooks | |
| Monday, 22 September 2008 05:00 | |
|
Part 1 of the Grant Writing Guide for the Martha Holden Jennings Foundation took you through Section #5: “Objectives and Plan of Action.” This column picks up with Section #6: “Assessment and takes you through “Endorsements.” |
|
| Read more |




| Building A Grant Writing Guide: Part 1 |
| Written by Douglas Brooks | |
| Monday, 08 September 2008 05:00 | |
|
The heart of the process is the “Grant Writing Guide.” My GrantSuccess process evolved from writing many technology integration grants on very short timelines. Over the course of a decade, I was asked to guide many teams of teachers as they applied for state funded computers. In these applications, many questions needed to answered. Are we eligible? What do we have to do? How will the writing get done? How will we find the time? It was out of this tension that GrantSuccess evolved. The heart of the process is the construction of the “Grant Writing Guide.” This column uses the Martha Holden Jennings’ Grant-to-Educators to show what a “Grant Writing Guide” looks like. |
|
| Read more |




| Funding 101: Building the Key Vocabulary Pre-Writing Document |
| Written by Douglas Brooks | |
| Monday, 01 September 2008 05:00 | |
I am fresh from an invited presentation at a regional technology professional development conference organized for classroom teachers. Someone else was also on the program doing a session on grant writing, in a session scheduled well before mine. How could I pass up the opportunity to see what someone else was sharing with classroom teachers about grant writing?
|
|
| Read more |




| Funding 101: Novices |
| Written by Douglas Brooks | |
| Monday, 11 August 2008 05:00 | |
|
|
|
| Read more |








Almost one in four of Arizona’s public schools is a charter school. That gives the Grand Canyon State, which has some 1.1 million students, the highest percentage of charter schools in the nation. In their corner is Eileen Sigmund, who has headed the Arizona Charter Schools Association since 2007. The Phoenix-based nonprofit organization advocates for 475 Arizona charter schools serving over 100,000 students. Test results show that on average, the state’s charter students did as well or better than district students in 2007-2008. A higher percentage of charter students passed eighth-grade science and reading tests than those in district schools. In math, charter students passed at close to the same rate as the district students.



Are your students reading their email but not the novels you've assigned them? Well, fret no more! Mix some great literature into their inbox with
My experience is that novice grant writers, who improve their grant writing skills the most, move from “story telling in their own words” to technical writing in the words of the RFP.”



