Inclusive Education For Students With Hearing Impairment — from edtechreview.in by Priyanka Gupta
Excerpt:
The following may be difficult for a student with a hearing impairment:
The real strength of weak ties — from news.stanford.edu; with thanks to Roberto Ferraro for this resource
A team of Stanford, MIT, and Harvard scientists finds “weaker ties” are more beneficial for job seekers on LinkedIn.
Excerpt:
A team of researchers from Stanford, MIT, Harvard, and LinkedIn recently conducted the largest experimental study to date on the impact of digital job sites on the labor market and found that weaker social connections have a greater beneficial effect on job mobility than stronger ties.
“A practical implication of the research is that it’s helpful to reach out to people beyond your immediate friends and colleagues when looking for a new job,” explained Erik Brynjolfsson, who is the Jerry Yang and Akiko Yamazaki Professor at Stanford University. “People with whom you have weaker ties are more likely to have information or connections that are useful and relevant.”
Sun & Supiano: Have you given your former students an opportunity to support current ones, either ad hoc or in a more sustained way?#teachingandlearning #students #pedagogy #faculty https://t.co/TiNXjWGmQ6
— Daniel Christian (he/him/his) (@dchristian5) September 30, 2022
Tulsa study offers more evidence of pre-K’s benefits into adulthood — from hechingerreport.org by Ariel Gilreath
Attending preschool has a strong impact on traits such as self-regulation, according to a long-running study
Excerpt:
Many people might think the main benefit of a high-quality preschool program is the academic boost it gives young children when they enter elementary school.
But the strongest positive effects may show up years, and even decades, later and have little to do with test scores and grades.
Researchers at Georgetown University have been studying the impact of Tulsa, Oklahoma’s program for two decades.
In a new set of working papers, the researchers found long-term positive outcomes for children who were enrolled in preschool in 2005: Compared to their peers, the children who attended preschool were more likely to take advanced courses and graduate high school on time, more likely to enroll in a higher education program and more likely to vote in elections after turning 18. Most of the new findings have not yet been officially published or peer reviewed.
Why aren’t people going to college? — from highereddive.com by Rick Seltzer
Many of those who didn’t enroll or complete degrees say college was too expensive — but they also cite stress and career uncertainty, new research finds.
Excerpts:
Researchers offered four main insights for higher education:
Also relevant/see:
Some High-School Grads Say No to College. Here’s Why — and What Might Change Their Minds. — from chronicle.com by Audrey Williams June
Excerpt (emphasis DSC):
The data also underscore how the education marketplace has shifted in recent years, said Adam Burns, chief operations officer and senior research analyst for Edge Research, during a media call. For instance, nearly 47 percent of the young adults surveyed said they had taken a class offered via YouTube or were currently doing so.
“As we all know,” Burns said, “there are more educational options at people’s disposal than ever before.”
MIT Professors Propose a New Kind of University for Post-COVID Era — from edsurge.com by Jeffrey R. Young
Excerpt:
Five professors at Massachusetts Institute of Technology say they have some answers.
They released a white paper yesterday called “Ideas For Designing An Affordable New Educational Institution,” where they lay out a framework for essentially a new class of university that would take advantage of various trends that have emerged in the past few years.
VIRTUAL CAREER EXPLORATION SERIES — from kentisd.org (emphasis DSC)
Kent ISD’s Career Chats are designed to provide 7-12 grade students a virtual opportunity to meet real professionals employed in real jobs. This series of 30-40 minute sessions will highlight professions in a variety of career pathways, giving students the opportunity to learn more about a career of interest, or to explore new options. Professionals will share their own career path, along with valuable industry insights that support student career exploration. Students will have an opportunity to ask their own questions through the platform’s chat function.
The New Learning Economy: It’s Time To Build in Education — from a16z.com by Anne Lee Skates and Connie Chan
Excerpt:
As we enter the third school year of the Covid era, a disturbing new normal is settling over the country. Students continue to be chronically absent; nearly 50,000 Los Angeles public school students failed to show up on the first day of school. Nine-year-olds’ math and reading levels have dropped to 20-year lows, and the dip in reading scores is the steepest decline in more than 30 years. Teacher vacancies are reaching crisis levels. Schools are even resorting to bringing back retirees and loosening basic teaching requirements to fill gaps.
Why is this so important? Education is a $1.8 trillion-dollar industry in the U.S. More importantly, our education system shapes who our future leaders and builders will be—more than 1 in 5 people in the U.S. are current K–12 and college students.
Stanford Law School tries out income-share financing — from highereddive.com by eremy Bauer-Wolf
Excerpt:
The sale of student lists exacerbates inequity in the admissions process, reports say — from highereddive.com by Laura Spitalniak
Excerpt:
How to Build Better Small-Group Reading Instruction — from edweek.org by Sarah D. Sparks
Excerpt:
As educators look for ways to help students gain ground academically, research suggests refining traditional classroom reading groups could help.
As part of an Education Week webinar with educators Thursday, special education professor Matthew Burns talked about how to improve the effectiveness of small-group instruction. Burns, the director of the University of Missouri Center for Collaborative Solutions for Kids, Practice, and Policy, said effective small-group reading instruction can cut across different grades and subject areas, but students should be arranged based on the specific skills they need to hone in comprehension, fluency, phonics, and phonemic awareness—rather than overall reading levels.
And at the higher ed level:
Recoding for Learning: Reading Comprehension Strategies for Online Discussions — from scholarlyteacher.com by Maria I Ortiz, University of Cincinnati
Key Statement: This article focuses on innovative, engaging, and effective recoding for learning strategies to aid critical thinking for students discussing and interpreting second language texts within an online classroom experience.
New Directory of Innovative School Models Aims to Encourage Experimentation — from edsurge.com by Daniel Mollenkamp
Excerpt:
A new online library called the “Innovative Models Exchange,” unveiled Monday, hopes to give educators an easy place to quickly consider some possibilities. The exchange—developed by the nonprofit Transcend Education with funding from the Gates Foundation—allows schools to search through a database of “innovative” models that Transcend says are ready to be adopted by schools.
The nonprofit hopes that the database will shake up the education system.
Boosting High School Students’ Sense of Agency and Motivation — from edutopia.org by Mary Davenport
Providing students with greater voice and choice in the classroom can build their desire to learn and do well academically.
Excerpt:
This year, instead of repeating essay after essay, we included project-based, performative, and creative assessments. The variety allowed for every student to shine at some point in a way unique to themselves.
More than anything, creating opportunities for autonomy has necessitated a shift in my perspective. Our field likes to talk about everything standards-based, but there are dangers to that: When the standard becomes more important than the student in front of us, we have lost the true meaning of education.
…
I offer students choice by giving them options regarding
Why Some Teachers Don’t Want to Go ‘Back to Normal’ — from edsurge.com by Daniel Lempres
Excerpts:
“My school did not drive me out of education. My students did not drive me out of education,” Aion says. Instead, he says he left because the lack of support and the deep systemic flaws in education had finally become too much. Aion says he was tired of pretending things were back to their pre-pandemic “normal,” and tired of pretending that “normal” had been working for students in the first place.
…
For educators like Aion and Bowyer, the expectation that public education would “return to normal” is one of the factors that pushed them out of the profession.
…
Her students were excited for her, and enthusiastically asked about what she would do instead of teaching them math. “I started crying in the middle of class,” Bowyer says. “And I said, ‘I don’t know, I don’t actually want to leave, I want to be here and I want to do this. But I don’t think I can anymore.’”
Future of Learning Council on Statewide Grassroots Strategies & Pathways — from gettingsmart.com
Description of podcast:
On this episode of the Getting Smart Podcast Shawnee Caruthers is joined by Dr. Dave Richards, the Executive Learning Strategist for Michigan Virtual and a key part of Future of Learning Council, a partner that we’ve loved working alongside over the last year.
We are also joined by two superintendents who are a part of this project – Dr. Christopher Timmis, Superintendent of Dexter Community Schools and Dr. John VanWagoner of Traverse City Area Public Schools.
What’s next for online education? — from educationalist.substack.com by Alexandra Mihai
Excerpt:
An ecosystem not a dichotomy
As you’re hopefully already getting from my thoughts so far, I personally see our options for quality education in the future more like an ecosystem and not a series of mutually exclusive paths. It’s time to discard- or at least question-the “online vs. in person” dichotomy, almost always unfavourable to online education. It’s time to think in a more nuanced way about this. And, yes, you’ve guessed, more nuanced is always more difficult. Seeing the shades of grey requires a critical lens that we don’t need to see black and white.
The extent to which online education will be used in the future does not depend only on people (micro level), it depends on institutions (meso level) and policies (macro level).
The learning ecosystem, in my view:
