Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

A Proposal for Achieving High Returns on Early Childhood Development

Recommends establishing large-scale ECD programs for at-risk children as public investment in economic development. Discusses existing programs' benefits, and proposes a market-oriented approach to funding and managing endowed scholarship funds

Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation

Increasing Safety in America's Public Schools

As the Public Education Network (PEN) and its member local education funds (LEFs) are committed to creating systems of public education that result in high achievement for every child, we believe that equal opportunity, access to quality public schools, and an informed citizenry are all critical components of a democratic society. Part of making available a high-quality public education is ensuring that students and teachers spend their days in safe schools, which are free from violence, free from fear of harassment and threatening situations, and conducive to teaching and learning.Five local education funds have helped their communities broach these difficult issues with conversations on national and local issues of safety and violence in schools. During the last part of 2000, more than 250 people participated in conversations in Buffalo, NY; Lancaster, PA; McKeesport, PA; and Paterson, NJ. In February 2001, the local education fund in Atlanta, GA hosted a conversation that included students, teachers, principals, law enforcement officials, parents, and other community leaders.These local education funds conducted their community dialogues on school safety and violence as part of an assessment of their community's readiness and capacity to address the health and well being of children in their public schools. This assessment included looking into issues of health insurance coverage, coordination of health and social services for children and their families, maintaining safe learning environments, and the level of resources devoted to children's health and social services. Participants, therefore, understood that these community dialogues are not just "one-shot" efforts at addressing school safety and violence but as a part of a more comprehensive approach to address the systemic issues affecting children in their public schools.The local education funds used The 1999 Metropolitan Life Survey of the American Teacher, Violence in America's Public Schools: Five Years Later, as a starting place for their conversations, to ground their local experiences in a national context. This Lessons from the Field provides a summary of the MetLife survey and highlights findings from the conversations in four local education fund communities. (Law enforcement officials are referred to in this publication as "officers." All teachers and students referred to here are from public schools, and all "schools" referred to are public schools.

A New Era of Education Reform: Preparing All Students for Success in College, Career and Life

As society changes, the knowledge and skills required for citizens to navigate the complexities of life and work must also change. As a result, some argue that schools must provide students with a broader set of skills that will enable them to thrive in our increasingly diverse, rapidly evolving and globally-connected world. The intent is not to replace the traditional academic disciplines but to infuse them with knowledge and skills that will better prepare students for success in the 21st century -- often referred to as "21st century skills." While others maintain that as long as a portion of the student population is not mastering basic reading, writing and mathematics skills, schools must continue to focus exclusively on the traditional core academic disciplines. In order to inform the debate about the rationale for and relevance of 21st century skills in Massachusetts' public schools, the Rennie Center for Education Research & Policy conducted a survey of superintendents, charter school leaders and principals statewide to gauge the extent to which school and district leaders support the integration of 21st century skills into public education. The goal of the survey was to provide a better understanding of Massachusetts' public school and district leaders' priorities for improving student learning, including their views on 21st century skills. The survey was followed by interviews with a small sample of administrators and educators in districts and schools where the integration of 21st century skills is a priority, in order to better understand district, school and teacher approaches for infusing 21st century skills into teaching and learning.The report describes the background and context for the study, the study methodology, and key findings from the statewide survey and interviews in a sample of schools and districts. The final section of the report puts forth considerations for policymakers and K-12 school and district leaders. Case studies of two public school districts, Reading Public Schools and Brockton Public Schools are included in Appendix B. The case studies offer two different approaches to integrating 21st century skills district-wide. The case study of Reading Public Schools illustrates a district-led approach. The case study of Brockton Public Schools is an example of how one school has spurred a district to focus on 21st century skills.The study gives voice to key education stakeholders who have not been part of the public debate about 21st century skills and provides clarity about what teaching and learning in classrooms that incorporate 21st century skills looks like. While opponents of 21st century skills argue that districts where most students have not yet mastered reading, writing and mathematics skills, should focus exclusively on core academic content, the study revealed that most school and district leaders believe all public schools in Massachusetts should be required to integrate 21st century skills into learning, including schools where students are lacking adequate basic skills. Interviews with superintendents who prioritize integration of 21st century skills revealed that input from a range of stakeholders led their district to expand their mission and vision for student learning to include 21st century skills and rather than adopt a pre-packaged set of skills, the focus in these districts is on particular skills and competencies that ?t the needs of their student body. While most schools and districts have not developed measurable goals for student mastery of 21st century skills, interviews with a small sample of administrators and educators revealed that 21st century skills are assessed at the classroom level, and most administrators view school- and district-wide assessment as a future step in the process of fully integrating 21st century skills. The endings also suggest that administrators believe that, to date, state policymakers have not adequately supported the teaching and learning of 21st century skills.This report was released at a public event on October 7th, 2010. View video clips from this event on our YouTube channel and read an EdWeek article featuring this report

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Solving Colorado's Shortage of Health Professionals: Final Evaluation Findings and Recommendations

This report shares evaluation findings from The Trust's Health Professions initiative, and recommends strategies to increase and sustain Colorado's health professions workforce. For example, creating awareness and readiness for health professions training; providing flexible training options and reaching out to students in rural areas; supporting faculty development and clinical training opportunities; expanding the reach and content of training programs; and strengthening community partnerships for recruitment and retention of health professionals

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

Iowa Community Empowerment Newsletter, June 2007, Vol.8, no.3

Monthly newsletter for the Iowa Department of Public Healt