WEEK 1:
In Idaho School District, Preschool At Risk Without Federal Funds by Emily Saunders
http://www.npr.org/2015/03/12/392516665/in-idaho-school-district-preschool-at-risk-without-federal-funds
Key Points:
Due to the federal funding cuts, the Basin School District in rural Idaho is at risk of complete elimination of its early childhood program. The Secure Rural Schools Act, which provides funds to counties that are situated on federal timber land, expires this year, rendering the counties without funds. Counties within federal timber land are legally unable to develop or tax the land, which leaves these rural areas in a state of limbo. Presently, the Basin School District provides a preschool program to the area's residents that has faced significant cut-backs in recent years. With every state in the nation facing millions of dollars in preschool budget reductions, the fate of early childhood programs is in a dismal state. Congress will determine whether or not the Secure Rural Schools Act will be re-administered, while the state of rural preschool programs remains uncertain.
Intended Audience:
This news piece is intended for interested NPR listeners who are interested in current events in general. It is very short, and would appeal to most listeners of NPR regardless of education-related affiliation or affinity. However, it certainly is of greater interest to those who are in the education field.
Relevance:
As an early childhood educator, the importance and privilege I find within my job is what motivates me to continue my work as a teacher. I believe that early childhood education is foundational, irreplaceable, and a complete game-changer for certain students as they begin their educational life journey. The prospect of limiting funds allocated for early childhood education, especially in rural counties, is disheartening and frustrating, especially due to the mounting evidence of early childhood and early intervention's benefits in contrast to the sharp decline of funds for said programs.
WEEK 2:
Article:
Chinese Government Assures Care, Education for Shunned Boy with HIV by Naomi Ng
http://www.cnn.com/2014/12/18/world/asia/china-aids-boy/index.html
Key Points:
The Chinese government assures the protection of an 8-year-old boy from a village in Sichuan who has been diagnosed with AIDS. Over 200 people in his village signed a petition to have him exiled from the village, despite the fact that living in proximity to an affected person does not pose any risk to those around them. Diagnosed in 2011, the boy has been living as a social outcast in his village, residing with his grandparents with minimal contact with his birth mother. Additionally, no school would allow him to attend, leaving him ostracized, uneducated, and without support. In December, his village unanimously voted for his expulsion. China's health authority has vowed to protect him by providing education and a living allowance for him in response to this situation.
Intended Audience:
Those interested in international issues, educational equity, and China.
Relevance:
This article struck me because the complete exile and ostracizing of a young child, in the midst of the wealth of knowledge we know about AIDS and HIV, seems utterly unfathomable. It is so essential to broaden your scope, both as an educator and a layperson, because the injustices faced throughout the world on young children span far wider and deeper than our day to day.
WEEK 3:
Article:
Disabilities group to CPS: Make sure charter schools welcome special ed students by Lauren FitzPatrick, Chicago Sun-Times, March 16, 2015.
http://chicago.suntimes.com/chicago-politics/7/71/439091/disabilities-group-cps-make-sure-charter-schools-welcome-special-ed-students
Key Points: An organization called Equip for Equality found that charter schools in Chicago contained a strikingly smaller number of students with IEPs or 504 Plans than Chicago Public Schools. However, the study also determined that students who did have individualized special education plans were almost twice as likely to be expelled from charter schools that non-special education students. Because charter schools operate on a five-year charter plan, every half decade the school, and its policies, must go under review. The mission of charter schools, according to Equip for Equality's attorney Charlie Wysong, is to be "open to everybody," and excluding special education students, or choosing to expel or remove them seems more discriminatory than inclusionary. Post-investigation, many schools echoed a call to action, calling for increased special education supports within the charter schools. One school in particular, Galapagos Charter School, has a high retention rate of special education students, and serves as a model for other schools in the Chicago metro area.
Intended Audience: Those interested in educational issues, special education, administration, and school psychologists.
Relevance: This article's perspective comes across as slightly objective, leaving much to be desired in the form of a true definition of a charter school. Contrary to the Equip for Equality lawyer, I always thought of charter schools as a sought-after option within crumbling public districts, not open-for-everyone free for alls. However, drawing attention to the reduction in special education student numbers coupled with the lack of quality supports for said students is troubling, and is portrayed in an interesting light due to its charter school setting.
WEEK 4:
Article:
Uncomfortable Conversations: Talking About Race In The Classroom by Elissa Nadworny
http://www.npr.org/blogs/ed/2015/04/24/401214280/uncomfortable-conversations-talking-about-race-in-the-classroom
Key Points:
People who feel good about their race do better academically, according to researcher and professor H. Richard Milner of the University of Pittsburgh. In his new book, Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms, Milner provides research-based practices and classroom suggestions for educators who are seeking to provide a more racially conscious, open environment for their students. Milner explains that race can, and remains to be, an uncomfortable conversation for many teachers to initiate in their classrooms. He believes that while many teachers set out with good intentions, there are ultimately unprepared to address race in an authentic way in the classroom. His book outlines the process of making students’ race, and, further, identity, present and acknowledged in the classroom by connecting lessons to students’ lives. Providing examples of social media connection, local current events (like robberies, drug busts, new parks, etc.) and other authentic experiences in a cross-curricular form in order to truly meet students where they are. In the article’s closing quote, Milner states, that teachers could either turn a blind eye to the lack of racial dialogue and acknowledgement, or they can say, "You know what, I am complicit in ensuring the underachievement of some of our students."
Intended Audience: This article appeals to NPR listeners, and those interested in social justice, racial issues, educational issues, and general educators.
Relevance: This article calls for the development of “learner lenses” in order to integrate their students’ perspectives into their own teaching practices. We have discussed the idea of lenses at length in our class, and this article pertained to both race and education, which seemed fitting for our class dialogue.
WEEK 5:
Article:
On The High School Diploma: A 'Bilingual' Stamp Of Approval? By Jasmine Garsd
http://www.npr.org/blogs/ed/2015/04/21/400173544/on-the-high-school-diploma-a-bilingual-stamp-of-approval
Key Points:
In Texas, students who have achieved a high level of proficiency in both English and Spanish can now graduate high school with a “State Seal of Biliteracy.” Several other states have also added this credential to its high school diplomas, something that senator Dennis Kruze that “increases the intelligence of a student and an individual.” The main question, however is, “is this necessary?” In an increasingly bilingual nation, there is still room for increased positive light shed on bilingualism, an argument that supports the notion of the bilingual graduation seal. Further, a study showed that colleges and employers would be encouraged to know that a prospective student or employee had a legitimate document asserting their bilingualism.
Intended Audience: Secondary education teacher, bilingual individuals, policy makers, college professors and admissions counselors, employers.
WEEK 6:
Article:
Stretching One Great Teacher Across Many Classrooms by Blake Farmer
http://www.npr.org/blogs/ed/2015/03/27/395113707/stretching-one-great-teacher-across-many-classrooms
Key Points: Research shows that even the best technology cannot replace the presence of a master teacher, which is why some schools are testing the waters with a new program: having one excellent teacher be in charge of multiple classrooms. For teachers like Whitney Bradley, profiled in this article, schools should be “bending over backwards,” in order to keep them in the classroom, doing what they are so evidently stellar at doing: teaching, motivating, and closing the achievement gap. Bradley teaches one lesson per day in half of the classrooms, and rotates to the rest the next day. When she leaves, her co-teachers continue and refer to her for guidance. Although other teachers jokingly claim to be “underlings” in the school under Bradley’s rule, the school resounds with affirmation of the implementation, and claim that the teamwork, camaraderie, and support felt by each teacher is palpable. Presently, it is too early to determine whether this method will result in higher test scores or national exam scores, but the school culture believes these efforts will result in said successes.
Intended Audience: NPR listeners, those who are interested in education, administrators and school policy makers, and those who have children or loved ones in low performing schools.
Relevance: This article brings about the idea of achievement and success in the classroom related specifically to the teacher. Although so much of our discussion as educators is about creating student-focused environments and removing the focus from ourselves, its is also important to acknowledge the power of the teacher and the positive outcomes of individuals in our profession who are true masters of what they do.
WEEK 7:
Article:
Live From Small Town America: Teachers Who Blog To Stay In Touch by Jasmine Garsd
Key Points:
A small town teacher is connecting to the masses through blogging, bringing connectivity beyond the walls of her school, past the confines of her community, and way further than her rural city. Katie Morrow, a middle school English teacher and technology specialist in O’Neill, Nebraska became a teacher to live life without borders and teach all over the country. However, she fell in love with a school and a job literally minutes from her hometown. Because of the size of the tiny town of O’Neill, there is only one school, K-12, and one teacher per subject. Morrow became an Apple Distinguished Educator who was able to travel to conferences and connect with other outstanding teachers. There, she was inspired to start blogging about her school’s successes in order to gain exposure and connect with other teachers beyond O’Neill’s small scale location. "We don't have a local news station that can report when my class does this awesome project, so putting it on a blog is an easy way to do it, " Morrow explains. Sarah Hagan, the other teacher profiled, dreamed of a teaching job where she would collaborate with a large department and have many coworkers to discuss and plan with. However, she ended up at a school with one other math teacher, and felt alone in her subject area. Hagan echos Morrow’s blog praises, turning to educator blogs for connection, camaraderie, and support.
Intended Audience:
Individuals who are interested in the power of social media (blogging, emails, etc.), those who are interested in education, rural education and technology in education.
Relevance:
This article addresses a lesser-explored lens – rural education. Largely left out of many discussions, rural education faces equally real and challenging problems as inner city schools, and yet rural education has, as Katie Morrow explains, limited outlets, coverage, and simply put, people, to voice its concerns. Learning about this side of education is important as an educator to gain an additional perspective.
WEEK 8:
Article:
Rich School, Poor School: Looking Across The College-Access Divide
By Erin Einhorn
http://www.npr.org/blogs/ed/2015/02/09/382122276/rich-school-poor-school
Key Points:
This article profiles two high school counselors who counsel seniors regarding their next steps in life. However, the two counselors’’ case loads could not be more different in demographic makeup. For Deren Finks, his students are fretting about grade point averages, AP test scores, and getting into Ivy Leagues schools like their family members before them. Not far from Finks’ school is Andrea Jackson’s school, where her 100+ student caseload is comprised of poverty-stricken students whose main goal is surviving the day to day. The disparity between the two schools is showcased in the article, but what is most striking is the acknowledgement that the United States is struggling to keep up with the competitive world beyond us due to the lack of focused remedy for our nation’s massive socioeconomic gap. As a professor from Harvard’s Graduate School of Education explains, "Typically, you'll see the most well-trained people in the private, affluent schools and the least well-trained in low-income settings. The kids who need the most help are going to get the least-qualified support unless we train people very well for this." Simply put, school counselors cannot be a luxury, and knowing the ins and outs of student loan processes, community college credit transfers, how to pay off debt and make strong financial choices, and other essential life skills must be imparted to these students, but must first be taught to the counselors who serve them.
Intended Audience: Listeners of NPR, those interested in urban education, college-bound high school seniors, those interested in socioeconomic issues, and secondary educators.
Relevance: I find that any articles I can read regarding high schoolers and future plans serve me as an early childhood educator, because many ECE teachers forget to see the long-term big picture. Our students will one day be high school age, and while some might not graduate, some might be in intensive special education classes all their lives, and others might have IEPs but remain in inclusive classrooms, we must think about their futures and stay in tune with current upper level events.
WEEK 9:
Article:
Atlanta educators convicted in cheating scandal say they're innocent by Ralph Ellis
Key Points:
Educators in Atlanta were accused of changing the answers on state tests administered at the schools, and replacing incorrect answers with the correct ones in order to receive higher scores. Many educators accused have pleaded not guilty, with one of the principle stating that she “did not want to say that she did something that I did not do.” Tracing the case back, the teachers are being accused of changing scores beginning in 2001, when scores shot up remarkably, with 2005 and 2009 maintaining the same upward streak. Of 35 Atlanta educators indicted in 2013, more than 20 took a plea deal. Some of them testified against the dozen educators who pleaded not guilty and stood trial. Twelve educators went on trial a few months ago, and eleven were convicted and one was acquitted. This issue serves as a primary example of the insane lengths teachers and administrators will go to in order to meet the demands of high stakes testing. The true question of blame is cyclical, and can be a moral, ethical, and practical debate for both current event and historical purposes.
Intended Audience: Those interested in education, law, educational law, and teachers knowledgeable about high stakes testing.
Relevance: This article is relevant to our class discussions regarding perspectives. Although I do not condone cheating at any level, it is also important to look at pressing, controversial issues from all perspectives. Why were these educators driven to cheat? Pride, personal gain, monetary bribe, fear? Whatever the reason, it is real and relevant to our practice because it does make you question: if it could happen to almost fifty teachers, could it happen to me?
WEEK 10
Article:
How to Ensure and Improve Teacher Quality by Ozier Mohammad http://www.nytimes.com/roomfordebate/2015/03/03/how-to-ensure-and-improve-teacher-quality
Key Points:
In this article, the concept of elevating the teacher profession, beginning at the college level, is addressed. The author asserts that in the United States, the teaching profession is still so poorly respected, especially at the school aged level, and the government’s allocation of money, preparation in teacher programs, and state of our education system reflects this current attitude. The article compares the United States to Finland, discussing how highly regarded educators are there, and how difficult it is to be accepted into teacher training programs. Concerns regarding this elevation in standards in that there will be a teacher shortage; however, there is currently a teacher surplus, especially in the elementary sector. Additionally, concerns surround the increasing homogenization of the teaching profession, arguing that diversity will dwindle if teaching standards become higher. However, it is argued that, like in Finland, selection for teacher colleges will also be based on experience, selecting those with strong academic records and classroom experience (like as an aide). As one Finnish teacher stated in his advice to the U.S.: “You should start to select your teachers more carefully and motivate them more.
One motivation is money. Respect is another. Punishing is never a good way to deal with schools.”
Intended Audience: NY Times readers, those interested in education, and those interested in international relations and models for United States systems.
Relevance: As grad students, we are seeking higher education in the field in which we are passionate. We are products of the changing landscape of education, where Bachelors degrees and Master’s equivalencies via professional development are becoming less and less frequent. All the teachers on my staff at my Early Childhood Special Education site have their masters – and that is just at the ECE level. We are products of elevating the teaching profession here in our program at Pacific and I hope that regardless of massive future changes (or not), people who truly want to teach assert themselves into the field and make a difference.
WEEK 11:
Article:
Special education teachers mentored through partnership By Aliyah Mohammed
Key Points:
A school district in northern California has partnered with The Diagnostic Center of Northern California in order to provide a mentorship program for special educators. The goal of this initiative is to promote best practices within the special education field, and the teachers profiled in the article have seen massive improvements in their classroom’s management, structure, and student outcomes within the past year. Advising the teachers on practices like visual schedules, icons and pictures for communication tools, iPad Assistive Technology devices, and other evidence-based supports, the program has allowed teachers to provide consistent, high quality education to their students that is initiated, implemented, and seen through by those in power. The only costs incurred by the program were for laminators, color printers, and basic materials like Velcro and binder rings. The rest of the program was initiated by goodwill mentors who simply wanted to help.
Intended Audience: Special education teachers, policy makers, and those interested in the special education field.
Relevance: As a special education teacher, I am always interested in special education in the news. Additionally, though, this article caught my attention because I am currently a new teacher who is being supported by many staff members, but not one in particular. The importance of a mentor in the teacher field is proven to be one of the main factors in reducing burnout, and can be the difference between a long, fulfilling teaching career and a deflated career change after a year or less.
WEEK 12:
Article:
Common Core: What’s right for special education students? By Heba Kanso http://www.cbsnews.com/news/common-core-whats-right-for-special-educations-students/
Key Points: Over 40 states have implemented Common Core State Standards in the areas of reading and math. For students who receive special education services, there are only a finite amount of accommodations and modifications that can be made for them when taking these tests. Extra time, oral read alouds of questions, and being tested in a small room are some of the options these students have included on their Individualized Education Plans. Although there are also Alternate Content Standards for students with severe disabilities, students who lie somewhere in the middle, with specific learning disabilities, EBD, or other mid-level disabilities must only receive accommodations, which are simply not enough to elevate them to passing scores. Presently there is much debate over Common Core, and its emphasis on nationalized, standardized levels of testing for all students in the U.S. The question is, with special education’s assertion on differentiation and individualization, how can standardization possibly fit in?
Intended Audience: This article appeals to readers of this news site, special education teachers, policy makers, and parents of children with special needs.
Relevance: Although I teach at the early childhood level, I would love to teach at the school aged level at some point. Reminding myself of the standards that await at that level is important, as in the lens required to view these national educational issues in the context of students with special needs.
WEEK 13:
Article:
What is the millennium development goal on gender equality all about? By Prashant K. Nada
Key Points:
According to the UN Education and Cultural Agency, Unesco, India has made groundbreaking progress in meeting its human development goals in the last fifteen years. Providing universalized primary education, reduced its out-of-school children percentage by 90%, and is the only country in south and west Asia to have equal gender representation in primary schools. Two initiatives have helped make these development goals realities: The Right of Children to Free and Compulsory Education Act of 2009, and the Beti Bachao Beti Padhao (Save the Girl, Educate the Girl) initiative. Despite these wonderful achievements, India still is struggling to increase its adult literacy rate, which is still only around 86%. However, the literacy goal is expected to be met due to the drastic improvements in early childhood and primary school initiatives in the hopes that establishing early students and readers will inevitably result in literate children, teens, and adults as they grow up.
Intended Audience: This article appeals to those who are interested in global events, international relations, the UN, education, educational equality, and gender equality.
Relevance: I am interested in teaching overseas at some point in the near future. Although I am not certain where I would apply to teach, I am trying to expose myself to the realities of the educational climate in other countries. In this course, and the SPED portion of this course, we have talked at length about the progression of educational law in the United States. It’s pretty intense to realize that these inequalities are just now coming to surface in other countries, and that some countries haven’t surfaced them at all.
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