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Listen to the Leadership Team at Roosevelt Elementary School discuss their success with Thinking Maps as a staff and with the students. The ability of people to make meaning together, visualize the unknown, and formulate effective action is vital to the success of any organization. David Hyerle, Founder of Thinking Foundation talks with Ken McGuire about Thinking Schools.
David Hyerle, Founder of Thinking Foundation talks with Joy Wenke and Cynthia Manning about research and reflection, and creating thinking schools. Marcie Roberts, principal at Norman Howard School in Rochester, NY shares insights and successes with using Thinking Maps systemically with students, leadership decision making, and the school board.
Within teacher education programs and professional development there is a tenuous assumption that we all have the same understandings of reflection.
JavaScript is currently disabled, this site works much better if you enable JavaScript in your browser. Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. The recent presidential debates have not dealt with in any depth the most important long-term issue facing the country – education.
The terrible battle in Wisconsin over teachers’ collective bargaining rights, and of the teachers’ strike in Chicago over a host of issues, prominently, seniority issues, are symptoms of our concerns, but they are not focused on what’s wrong.
The results should have been embarrassing for the United States, although I’d guess that very few in this country paid any attention. Shanghai swept to first place by far in all three exams, with Finland, South Korea and Singapore coming in second in science, reading and math, respectively. When a student enters high school and subsequently drops out, there is a terrible waste of a life unfulfilled and public expense in educating that person. According the US Bureau of Labor Statistics there were 3.7 million job openings available as of July 2012*.
I believe it’s fair to say that schools of education largely teach the technology of education, that is they teach one how to teach. David McCullough, perhaps our greatest living historian was just interviewed on CBS’ 60 Minutes. President Bill Clinton recently pointed out that people who have an ideology tend to bend the facts to fit their ideology instead of seeking the truth. There are and always have been any number of excellent public and private schools in the United States.
Many states have dropped out of the program, citing either financial exigencies, a lack of cost-effectiveness, or both. Everyone knows that some schools are truly excellent, with great teachers, enthusiastic and hard-working students, and excellent outcomes. Online courses such as Kahn Academy and many others allow students to learn at their own pace, be it faster or slower. Finally I want to spend some time discussing why I believe science should form the basis of all education.
So it makes sense to build on this natural passion for understanding in order to construct a formal education. Let me tell you about the best program I’ve seen yet, one that I was intimately involved with at one time (I was chairman of its Advisory Board for several years).
The SSEC has now implemented K-12 programs in 1,200 school districts in the United States affecting some 30% of all students. After the war in Vietnam a number of boat people from Vietnam, Laos and Cambodia started arriving at our shores. This attracted the attention of a group of researchers at the Institute for Social Research at the University of Michigan, Ann Arbor who conducted a large study over a number of years to find out how they did it. Note that “family values” as used here are different from those political code words in common use currently in the US. On the GPA’s 79% of the children earned A’s or B’s in their local schools, and on the state-wide math tests 85% earned A’s or B’s. Maybe there’s something here that explains how the Vietnamese were able to defeat not only the French imperialists but also the world’s greatest war machine, the USA. Those who believe in American Exceptionalism should look deeply into the eyes of these children.
2.The quality of our primary and secondary education has declined in comparison to that of many other countries. IN EGYPT AND TUNISIA, ORDINARY CITIZENS HAVE TOPPLED AUTOCRATS; ELSEWHERE IN THE ARAB WORLD, they still battle dictators, armed with little more than their belief in freedom, human rights, and democracy. As the British scientist Jacob Bronowski observed more than half a century ago, the enterprise of science requires the adoption of certain values that are adhered to by its practitioners with exceptional rigor.
Science advances by overthrowing an existing paradigm, or at least substantially expanding or modifying it. This constant renewal and advancement of our scientific understanding is a central feature of the scientific enterprise. The new Arab societies we are building must be open pluralistic societies that are producers of knowledge and new opportunities. I wanted to comment on your folio and call your attention to an opinion by Linda Greenhouse in the NY Times today.
On your education manifesto, I agree with Dodie's comment about the way schools are funded in this country. I’m working on my next offering that deals with how we might actually bring about a renaissance in the American family within a generation or at most, two. This article by Frederick Hess on school choice in ‘National Affairs’ has just come in, with an extensive analysis of why charter schools are a disappointment. Schools are working to boost student achievement by identifying students’ nonacademic needs. Students use this time to practice ways to stay focused in class, manage anger and work through conflicts with their peers.
The morning meeting helps create a sense of belonging and emotional safety for students which, research shows, translates into improved academic and behavioral outcomes. The first in a new series of blog posts with stories about National Blue Ribbon Schools, highlighting ACGC Elementary School in Atwater, Minnesota. The series highlights the stories of 14 schools that, collectively, serve approximately 4700 students and represent 11 States, including three schools from Minnesota and two from Texas. Strong themes that emerge from the schools’ stories include high expectations for student achievement, a collaborative culture, the use of variety of data to inform decision-making and an openness to new ideas. The students at ACGC Elementary School come from three small rural communities in Minnesota. Three years ago, the school was in the bottom 5 percent of schools in the State and was designated a priority school by the Minnesota Department of Education. The school used a Federal Early Learning Challenge grant to double pre-kindergarten from two half-days a week to four half-days without increasing the cost for parents. Kodi Goracke, principal: We kept our School Improvement Plan very focused, starting with creating a safe and welcoming climate. For two years, we also focused on intensive training in the Marzano Framework for Evaluation for all administrators and teaching staff.
Goracke: At the beginning of the school year, students are given district and curriculum assessments. Lessons in leadership and management from business applied to turning around low-performing schools.
In her first assignment as a principal, Maria Carlson led a small school in Cleveland where 40 percent of the students were receiving special education services and a third were learning English. At the time, Carlson was among a group of principals of low-achieving schools enrolled in the Ohio Executive Principal Leadership Academy at The Ohio State University (OSU), which was supported by the State’s Race to the Top funds. The leadership academy was a partnership between OSU’s Fisher College of Business, OSU’s College of Education and Human Ecology and the Ohio Department of Education (ODE).
Carlson said her students at the Community Wrap Around Academy, one of three schools-within-a-schools at Lincoln West High School, had begun thinking they had been assigned to the “dumb school” and that was not a good brand.
To change that perception, she told students and teachers alike to turn expectations upside down. In addition to getting students and teachers to think differently about their school she involved everyone in setting targets—just as many for-profit companies do and something she learned at the leadership academy. The year after Carlson attended the leadership academy, her school’s proficiency rates on the Ohio Graduation Test rose by 13 percentage points for English language arts (ELA) and 2 percentage points in mathematics. Six groups of principals attended four intensive two-day sessions spread out over six months, with assignments, such as preparing a case study on their school and devising an action plan, to complete in between sessions.
Schools examine data frequently to identify what is driving improvement and revise improvement plans. When administrators at Veterans Memorial Elementary School in Central Falls, Rhode Island, began closely analyzing data in January 2014 to find ways to increase student achievement, they determined that low student attendance was contributing to low proficiency rates.
One of the steps Lynch and her team took to change things was to recruit and train a dozen “parent navigators” to help them communicate the importance of regular attendance to parents and guardians and identify issues contributing to absenteeism. Every day a student does not come to school, his or her family is automatically notified by telephone of the absence.
Other strategies include distributing flyers about the importance of being in school and talking about attendance in student assemblies and, when there is a problem, asking parents to pledge to make sure their children come to school. The effort seems to be paying off at Veterans Memorial, where the strategy was fully launched in the fall of 2014.
When Kit Carson International Academy (Kit Carson), an elementary school serving grades PK-5, in Las Vegas, Nevada was identified as one of the lowest-performing schools in the state in 2009, only 30-34% of the students were proficient in English language arts and 40-44% of students were proficient in math.
Time was added to the school day to offer additional literacy support, instruction was refocused, and teachers received coaching and collaborated to help students get the results they knew they could produce.
More schools are using survey data to identify barriers to school improvement and increased student learning. When Kenneth Scott became principal of Mae Jemison Elementary School in Hazel Crest four years ago, there was little parent involvement and few after school activities for children. The survey Scott is referring to is the Illinois 5Essentials Survey that asks teachers and sixth- through twelfth-grade students about their perceptions of school leadership, safety, teacher collaboration, family involvement and instruction.
Recent Illinois legislation required all public schools in the State to survey teachers and students every other year beginning in 2013 to provide teachers and leaders with data to help them create a school environment conducive to teaching and learning.
Hawaii created two Zones of School Innovation to support regions with many of the state’s lowest performing schools. Bem is a ninth-grade student who lives with his parents, cousins and grandparents, migrants from the Marshall Islands, in a sparsely populated area of the island of Hawaii, 25 miles away from Kau High School. But, lately, Bem has been attending school more regularly and has become more engaged in his school work.
A comprehensive set of policies and services put in place over the past few years across the sprawling Kau–Keaau–Pahoa Complex Area of schools is starting to make a difference.
As part of its “Expanding Great Options” initiative, Baltimore City Public Schools has employed a holistic parent engagement strategy to turn around struggling schools. In 2010, Baltimore City Public Schools chose Commodore to participate in its “Expanding Great Options” initiative, an effort launched by former Superintendent Andres Alonso to increase the number of high quality schools in the district.
Commodore was among a group of persistently low-performing schools selected to be part of a districtwide turnaround initiative, which brought intensive support underwritten by the State’s Federal Race to the Top award and School Improvement Grant.
Marc Martin, a seasoned school leader with a strong track record of success, became Commodore’s new principal. Leslie County High School has pioneered Operation Preparation, which brings in local professionals to discuss possible career paths and help students prepare for adult life.
Three months after accepting the role of principal at Leslie County High School (LCHS) in rural Hayden, Ky., Kevin Gay was informed that his school was failing.


Today, following a concerted effort to turn around the struggling high school, LCHS is ranked in the top 10 percent of high schools in the state.
The school’s rapid rise is a special point of pride for this rural community of 11,000 residents and about 500 students.  Poverty is a real issue here. Yet despite these challenges, in four school years Leslie County High School went from being ranked 224 out of 230 high schools – to being ranked 16th overall in Kentucky. While each school turnaround story is unique, successful turnaround efforts like the one at Leslie County High School are emerging across the country. Thanks in large part to successful partnerships and an attitude of shared responsibility, Leslie County High School has built a new foundation for success in this rural Kentucky town. Aunay, a junior at Winton Woods High School outside of Cincinnati, is figuring out what she can do to combat the problem of child labor around the world for a school project.
Meanwhile, in Cleveland, Yasmine, who is a junior at Lincoln West High School, is arguing on behalf of Sierra Leone, the African country her group chose to represent in Model United Nations debates.
In a suburb outside of Cleveland, students at Brooklyn Middle School are learning skills for college success in study groups and juniors at Brooklyn High School are taking honors classes and visiting prospective colleges. The schools that these students attend all have won State grants over the past two years, enabling them to remake themselves by adopting one of five innovative school redesign models endorsed by the State.  These transformations were set in motion by the State’s Race to the Top program. That’s evident at the Academy of Global Studies, which is now part of the International Studies School Network operated by the Asia Society, a New York-based nonprofit organization. The redesigned schools are having a broader impact on he State because they’re demonstrating what’s possible for students, said Pamela VanHorn, director of the Ohio Network for Innovation and Improvement.
Hear a panel of educational leaders discuss their implementation, successes, and visions on using Thinking Maps® as a language for leadership in their respective districts. More information about Roosevelt Elementary School is part of the book Student Successes With Thinking Maps — read excerpts from the chapter and other information about the student successes. In today’s school environment, where change is not an event but an ever present reality, it is imperative that people develop the individual and collective capacity to process information, transform it into new understandings, and shape their futures. Ken McGuire is Principal of Bluebonnet Elementary School in the Keller Independent School District located in Keller, Texas. Macie shares how the school board learns and wants a new tool for their use - the same tool the students are using to organize their thinking.
Generic approaches to understanding reflection simply help teachers amass a repertoire of skills to apply in a relatively unvaried manner. Enabling JavaScript in your browser will allow you to experience all the features of our site.
Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks.
We still have superb research and graduate education universities, but to uphold standards they now draw heavily on foreign students and faculty. I believe that if teachers want to be unionized, they should be allowed to, but they have a responsibility in turn not to abuse their power.
In about half of the United States fully one third of the students entering high school never graduate.
This is a good thing, but it surely should not be the only thing that prospective educators learn in four years of college. We have a plague of ideology in this country that is stifling any public – particularly political – discourse.
Yet the majority of the population continues on the path of mediocrity and even ineptitude. It began in 1965 to provide summer school for children about to start kindergarten and later expanded to include year-round preschool classes. What is meant by this is salaries that can lure people into a profession that they actually want but don’t enter because salaries in industry are so much more. It was called the National Science Resources Center, a joint project of the National Academy of Sciences and the Smithsonian Institution, and is now the Smithsonian Science Education Center – SSEC.
Perhaps no one has said this better than the Librarian of the historic Library of Alexandria, Egypt. Here are just two measures, their average grades and their math scores on the California Achievement Tests (CAT).
In the Indochinese culture these results are probably to be expected; in ours, they are hugely impressive. They may be among those who came to the United States with nothing but the rags on their backs, and beat your kids in science and math.
Inter-school sports competitions should be abandoned in favor of intramural contests in which all students can participate. Thus there is a certain constructive subversiveness built into the scientific enterprise, as a new generation of scientists makes its own contribution. It requires a tolerant engagement with the contrarian view that is grounded in disputes arbitrated by the rules of evidence and rationality. Our youth have sparked our revolution, just as other young people have transformed societies, reinvented business enterprise, and redefined our scientific understanding of the world we live in. Fitch is President of his own consulting firm, Fitch & Associates, based in Taos, New Mexico.
If our nation and its states and communities and families get our principles and standards straight, the funding will undoubtedly follow. If we give even more responsibilities to the schools for the rearing of children, we shall have more bureaucracy interfering with how we should live and think, and at greater cost. Doran Community School in Fall River, Massachusetts, elementary students begin each day with a morning meeting.
But these conversations are particularly important for students like those at Doran, who are coping with hunger, homelessness and family instability and other issues. Last year, for example, a group of second-graders who were routinely sent to the principal’s office for acting out and getting into fights used the morning meeting to brainstorm ways to control their tempers. This activity is a central part of Responsive Classroom, a nationally recognized social emotional learning program associated with gains in mathematics and reading achievement in addition to more emotionally supportive classrooms. Secretary of Education Arne Duncan recognized 337 National Blue Ribbon Schools for 2014, based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. Three of the featured schools are high schools, one is a kindergarten through eighth grade school in a thinly populated area of Alaska and two are traditional elementary schools serving grades kindergarten through sixth. Fifty percent of the 400 students qualify for free and reduced-price lunches and about 15 to 20 percent of them are students with disabilities. Two years later, it had improved to reward status and was among the top 15 percent in the State.
That includes weekly anti-bullying lessons led by the school social worker and providing mental health services.
And we established PLCs [professional learning communities] and set aside time weekly for teachers to come up with strategies for student success and plan ways to reduce achievement gaps, all while focusing on data-driven decision-making. Each morning, teachers establish a goal for the day and assess students throughout the day.
She said one of the lessons she learned from the leadership academy was the importance of establishing a school “brand,” a lesson from the world of business. Its purpose was to give the principals of the State’s lowest performing schools a crash course in leadership and management. She worked with her teachers to establish a personal growth target for each student which, when combined, became a target for each classroom and then the entire school. The gains continued in subsequent years and exceeded those of the other two schools housed at Lincoln West.
In total, 300 leaders from 155 of the State’s lowest achieving schools attended the academy between January 2011 and June 2013, followed a year later by a culminating gathering to which all were invited. Another strategy was for these navigators to reach out to parents whose children are missing a lot of school to enlist them as partners in increasing attendance.
Separately, parent navigators and the school counselor meet regularly to look at aggregate attendance data, discuss trends and decide which families should be contacted personally.
In addition, the school works with families to identify the cause of absences and determine how administrators, counselors and others can help, such as by providing transportation or other social services such as housing assistance. The number of absences dropped from 358 during the first 30 days of school year (SY) 2013-2014 to 256 during the same period in SY 2014-2015.  Chronic absenteeism, which is defined as 18 absences or 10 percent of the school year, was cut in half in the fall quarter compared with the previous spring. Kit Carson and Clark County School District staff knew that they had to make dramatic changes. Department of Education’s School Improvement Grants (SIG) program, Kit Carson began making some of the changes that would be necessary to improve student achievement.   Students needed more time to focus on reading, and teachers needed support for efforts to make reading instruction consistent across the school as well as to meet students’ needs. That recognition was strengthened by data from a first-ever survey about the school’s culture and learning environment, administered in spring 2013 to the school’s students, teachers and parents. Although not required, some districts, such as Prairie Hills School District 144, where Scott is principal, chose to survey parents as well. An in-depth analysis conducted by the University of Chicago Consortium for School Research found that schools with strong showings in just three of those five areas are 10 times more likely to see growth in student achievement than similar schools with weaker results; such schools also are 30 times less likely to see student achievement stay the same or decline. The State is covering the survey’s cost for three years with funds from its Race to the Top grant and requiring the 32 Race to the Top partner districts to conduct the survey annually. Schools in these zones benefit from greater flexibility and from state investments in curriculum, professional development, technology, teacher recruitment, and wraparound services such as medical care and nutrition education. Eight of the 18 schools in the zones identified as low-performing four years ago have now met performance targets and, in more than half, student growth is outpacing State averages in both reading and mathematics. One principal built relationships with parents and students by shaking hands before and after school each day. Ninety-five percent of the students are eligible for free or reduced-price lunches and many are three or more grade levels behind in reading when they enter. Enrollment more than doubled, chronic absences dropped significantly, and the percentage of students proficient in reading and mathematics rose 20 percent.
The city opened new schools, expanded the capacity of high-performing ones, closed the lowest performers, and began working to turn around struggling schools.
In addition to hiring new staff and renovating the building, Martin made parent engagement a top priority. Identified as persistently low achieving by the state department of education, LCHS was ranked in the bottom 10 percent of all high schools in Kentucky. The school also boasts a 99 percent graduation rate and a renewed emphasis on ensuring that students are college-and career-ready. The Kentucky Division of Nutrition and Health Services estimates that at least 69 percent of the students at Leslie County High School receive free or reduced lunches.
One of Race to the Top’s primary goals is to increase college- and career-readiness, and all of these models have track records in that regard.
The video clip takes place at the Thinking Maps® International Conference held in Texas during July 2007.
Joy Wenke is English Language Development Facilitator at McKinley Elementary School in San Jose, CA. Concerned about written reflections that focus on overly technical accounts of a mastery of methods and skills, this investigation inquires into understanding the metacognitive dimension of a reflective process and the development of the teacher as a metacognitive agent.
The book also offers a wealth of reproducible templates as well as reflection questions and exercises'invaluable tools for organizing study groups. Experts agree that the results are valid evaluations of students’ knowledge and ability to creatively solve novel problems. These jobs are going begging because even though almost 8 percent of the working population are jobless and many more have given up looking for jobs, so many cannot qualify. They should have a rich instruction in the liberal arts with a major that is not in education.
I ran into some students on university campuses who were bright and attractive and likeable.


This is especially true in minority neighborhoods, since racism is still alive and well in America. Once a very large federal program with attendant bureaucracy and vested financial and political interests is established, it becomes almost impossible to get rid of it. They learn that a square block won’t fit a round hole, that sugar tastes sweet, and that an arm can be used for lifting things. Their basic premise is that children love to explore with real objects, be they butterflies, batteries and bulbs, weather or organisms.
They were given shelter in some of the poorest inner city neighborhoods, and there they sent their children to school. A typical scenario was that after school at home, the family sat down at a round table for dinner. Truly professional teachers must receive remuneration that is competitive with that in other professions.
Far too much energy and treasure is spent on inter-school contests that benefit so few students in any meaningful way. Many fear that the idealism of the revolutionary democrats will only pave the way for theological autocrats who preach an intolerant doctrine. Our respect and admiration for Newton are not diminished by the achievements of Albert Einstein. Today, as they lead the rebuilding of our societies, they must embrace the values of science. He retired as Senior Vice President for R & D and Chief Scientific Officer Worldwide for SC Johnson in Racine, Wisconsin in 1990.
He was the founding chairman of the National Industry Council for Science Education which later became a part of the Corporate Council for Mathematics and Science Education of the National Academy of Sciences. Avocational interests include skiing, hiking, alpine wildflower photography, and the collection of antique scientific instruments. Sitting in a circle, they talk about important events in their lives and ask questions about their classmates’ experiences. Ninety percent of the school’s students live in poverty and the community’s unemployment rate is among the highest in the State.
Their teacher posed questions such as: What kind of clues does your body give you that you’re about to lose your temper? The schools were honored at a recognition ceremony in November 2014, and the PROGRESS blog is sharing some of their stories and lessons learned.
Through this work, we find each other’s strengths and make it okay for teachers to network and share practices. Students in the 40th percentile and below are flagged for additional support through our Title I program. Teachers, working with Title I and special education teachers, review the data and determine interventions for students. The teachers met with each student to help them set interim goals for their performance on benchmark exams. Another strategy the school has used is offering rewards for strong attendance such as school dances, breakfast with the principal, and free homework passes. That led to the school’s decision to overhaul its program by investing in additional learning time focused on reading and providing a common schoolwide approach to target reading instruction and support for teachers. But, because the school only had 15 uniforms for each, not many students could participate. Just getting to school regularly is a challenge, as it is for many other students in this largely rural part of the State. Statewide, Hawaii public schools have narrowed the achievement gap by 12 percent, and on-time graduation has increased by seven percent. Teachers sent out flyers, knocked on doors, and made phone calls to parents to discuss their children’s performance. During the first full year of the program, the Baltimore City school board approved eight new schools and moved to close nine low-performing ones. Interventions varied by school, but included new leadership, extra support staff, a longer learning day, new technology, more staff mentoring, and professional development for teachers.
And, in this sparsely-populated area, many students travel about 30 miles to reach the mountainous region where their high school stands.
In these places, school leaders have used federal funding from the School Improvement Grant (SIG) program at the U.S.
This is a qualitative value driven study that attempts to reduce uncertainties and to clarify a particular stance on reflective thought in order to contribute to the development of theories and concepts that generate further investigations. It makes no sense that the science teacher in my kids’ high school was the football coach who never had any science, even though he had earned certification as a teacher. The ‘hard’ sciences are perceived as hard because they have developed a methodology – ‘the Scientific Method’, a discipline that attempts to lead us to good answers and not to get fooled by inadequate data and thinking. So that a well-researched, developmental, inquiry-based, hands-on curriculum without textbooks will bring enthusiasm for learning, structured and disciplined learning, and creative problem solving. They gave up everything except their boat-home to preserve their family values that would otherwise have been destroyed by the communists. Most difficult by far, in my estimation, is the building of stronger families with the ideals as exemplified by the boat people. But fighting extremism is best done not by censorship or autocracy but by embracing pluralism and defeating ideas with ideas. Any scientist who manufactures data risks being ostracized indefinitely from the scientific community, and he or she jeopardizes the credibility of science for the larger society. Scientists are concerned with the content of the scientific work, not with the person who produced it. Together, all armed with these values, we can think of the unborn, remember the forgotten, give hope to the forlorn, include the excluded, reach out to the unreached, and by our actions from this day onward lay the foundation for better tomorrows. Prior to that he was Professor of Chemistry and Materials Science for 15 years at the University of Connecticut in Storrs.
This involved senior technology officers of major technology-based corporations in supporting best practice in science education. To hear two principals of National Blue Ribbon Schools talk about the value of the program at the recognition ceremony, watch this video. I am so proud of how dedicated they are; they go out of their way to create the proper climate for learning and connect with parents.
We find different ways to tackle issues—what works for one group one day might not work for another group the next.
In addition, students receive tutoring from Minnesota Reading Corps and Minnesota Math Corps to support their growth. The school’s professional learning communities keyed their discussions to hitting those targets. Department of Education to kick-start much needed change in historically low-performing schools. Included in this study is a self-analysis of the researcher as a teacher educator exploring a transformative process with teachers-as-students.
One young woman at a university in the Midwest came up to me after one of my talks and said that until she heard me speak that morning she'd never understood that the original 13 colonies were all on the East Coast. There’s an important added benefit in that this leads to better academic performance in all other areas, e.g.
In a matter of months the kids were not only learning English but they shot to the top of their classes in science and math, and achieved at least average grades in English!
The oldest child helped the next younger, and so on down the line, with the parents circling behind to ensure wo?rk was getting done. The inquiry-based science curriculum of the Smithsonian Science Education Center of the Smithsonian Institution and the National Academy of Sciences is exemplary.
No corporate manager would agree to a seniority system; nor would one agree to Last-in-first-out (LIFO) hiring practices.
And here, science has much to say, particularly about the values that are needed for societies to be truly open and democratic, because these are the values of science. In earlier years he held positions at North Dakota State University and at The Marshall Laboratories of DuPont in Philadelphia. He has served on the Management Team of the National Institute for Science Education, a research-oriented entity supported by a $10M grant from the National Science Foundation. We have built this great edifice of an education system not on bedrock, but on an unstable foundation (the American Family), and it is crumbling.
The oldest child helped the next younger, and so on down the line, with the parents circling behind to ensure work was getting done. What do teachers say about what they do, and what can be learned from the language in their written and oral responses? These were families greatly influenced by the precepts of Confucius, precepts that affected not just ‘Indo China’ but China, Korea and Japan as well. There is evidence that seniority rules are being eliminated under the current administration’s “Race to the Top” project. There are many organizations, which, if they combined their energies and subscribed to this manifesto, could form a ‘critical mass’ to bring about the needed change. These values of science are universal values worth defending, not just to promote the pursuit of science but to produce a better and more humane society. He was responsible for establishing the academic polymer science programs at both North Dakota State and at UConn. Fitch was Chairman of the Advisory Board of the National Science Resources Center -- now the Smithsonian Science Education Center --, a joint project of the Smithsonian Institution and the National Academy of Sciences. Thirty-one of the school’s 400 students signed up for the chess club alone, and whereas he had previously set up 250 chairs for parents and students attending the school’s Christmas or Black History presentations, he now needed more than 600. From an analysis of data collected for this study, criteria emerged distinguishing the technical thinker from the metacognitive thinker. It’s why we see so many Orientals at the tops of graduate schools, music organizations and scientific research institutes here in the United States.
Teamwork has become essential in most fields of science, and it requires that all the members of the team receive the recognition they deserve. This last focusses on experiential learning in the early grades by means of the development and distribution of laboratory and instructional resources, leadership training at local school districts and regional centers, and the involvement of industry support. Contributions are also cumulative, and each should be recognized for his or her contribution. It is a sentiment well captured in Isaac Newton’s famous statement that “If I have seen farther than most, it is because I have stood on the shoulders of giants.” Science requires the freedom to enquire, to challenge, to think, to imagine the unimagined. It cannot function within the arbitrary limits of convention, nor can it flourish if it is forced to shy away from challenging the accepted. The best teachers are those who have a gift and the energy and enthusiasm to convey their love for science or history or Shakespeare or whatever it is.
They can electrify the morning when you come into the classroom.”?Marc Tucker, of the National Center on Education and the Economy, has shown that today our schools of education fall far short of the standards in other countries such as in Finland, Japan, Shanghai and Ontario. They can electrify the morning when you come into the classroom.”Marc Tucker, of the National Center on Education and the Economy, has shown that today our schools of education fall far short of the standards in other countries such as in Finland, Japan, Shanghai and Ontario. There is a much higher degree of professionalism, higher teacher salaries, and higher social respect for teachers in such places than in the US.



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