This report reveals that about 100 Chicago schools suffer from chronically high rates of teacher turnover, losing a quarter or more of their teaching staff every year, and many of these schools serve predominantly low-income African American children. In the typical Chicago elementary school, 51 percent of the teachers working in 2002 had left four years later, while the typical high school had seen 54 percent leave by 2006.__
The authors examined the factors associated with high mobility rates, including teachers_ background characteristics, school structure, students_ characteristics, and workplace conditions. Workforce conditions such as principal leadership, teacher collaboration, student safety all influence stability. In elementary schools, teachers_ perceptions of parents as partners in students_ education are strongly tied to stability; in high schools, teachers tend to leave schools with the highest rates of student misbehavior. The data includes personnel records from about 35,000 teachers in 538 elementary schools and 118 high schools.__
This study reflects the Consortium_s commitment to study education issues that are top priorities in Chicago and districts nationwide. While some teacher mobility is normal and expected, high turnover rates can produce a range of organizational problems at schools, such as discontinuity in professional development, shortages in key subjects, and loss of teacher leadership. Previous research also indicates that schools with high turnover are more likely to have inexperienced, ineffective teachers.
Elementary School Teacher Stability, 2003-2006
http://ccsr.uchicago.edu/publications/Teacher_Stability-Elementary.pdf
High School Teacher Stability, 2003-2006
http://ccsr.uchicago.edu/publications/Teacher_Stability-High_school.pdf
Nearly 1 in 10 Kids Report Cyber Bullying
New research shines a light on the phenomenon of “cyber bullying,” suggesting that nearly 1 in 10 children are bullied through electronic means such as text messages, and girls are more likely to be victims than boys are.
Other kinds of bullying remain much more common, however. Large numbers of kids continue to harass each other by spreading rumors, turning fellow students into outcasts and intimidating others through words and violence.
There is a bright spot: The findings suggest that parents have the power to prevent kids from bullying or being bullied.
“Parental warmth and support may improve your own psychological development, meaning you’re less likely to feel a need to degrade others to improve your own self -esteem,” said study co-author Ronald Iannotti, a researcher with the National Institutes of Health.
In addition, he said, “others may perceive you more positively,” potentially preventing children from being bullied themselves.
The study authors examined a 2005 national survey that asked 7,182 students in grades 6 through 10 about bullying. The study findings appear online in the Journal of Adolescent Health.
Thirteen percent of students said others physically bullied them — hit, kicked, pushed or shoved them or locked them indoors.
About a third of students said others called them mean names, made fun of them or teased them in a hurtful way; about a third acknowledged doing the bullying themselves. Moreover, 26 percent to 32 percent said others spread rumors about them or ostracized them.__Cyber bullying was much less common. Eight percent said others bullied them through computer pictures and messages; 6 percent received bullying messages through cell phones.
The study found that having a wider circle of friends was both good and bad in terms of bullying: Those with more friends were less likely to be victims, but more likely to be bullies. However, friends did not seem to have any influence on cyber bullying.
The findings also shed light on bullying in middle school, which often receives less attention than high school bullying, said Stephen Russell, director of the Frances McClelland Institute for Children, Youth & Families at the University of Arizona.
However, he said, “what remains needed in this field of study is attention to the reasons that kids bully one another … much of which have to do with bias or discrimination based on how a student looks or acts, their sexuality or gender, their race or religion, or their social class — whether they are perceived as poor.”
Research suggests bullying due to discrimination is more severe than other kinds, he said.
An Evolutionarily Informed Education Science
Schools are a central interface between evolution and culture. They are the contexts in which children learn the evolutionarily novel abilities and knowledge needed to function as adults in modern societies. Evolutionary educational psychology is the study of how an evolved bias in children's learning and motivational systems influences their ability and motivation to learn evolutionarily novel academic abilities and information in school.
The author provides an overview of evolved domains of mind, corresponding learning and motivational biases, and the evolved systems that allow humans to learn about and cope with variation and change within lifetimes. The latter enable the creation of cultural and academic innovations and support the learning of evolutionarily novel information in school. These mechanisms and the premises and principles of evolutionary educational psychology are described. Their utility is illustrated by discussion of the relation between evolved motivational dispositions and children's academic motivation and by the relation between evolved social-cognitive systems and mechanisms that support children's learning to read.
Effects of the Economy on the Admission Process, 2008-09
A fact sheet prepared by NACAC summarizes findings from a survey of its members about how the economic recession is affecting their schools and colleges and the students they serve. Findings indicate that about 30 percent of secondary schools experienced budget cuts and 10 percent experienced staff cuts in 2008-09. Thirty-five percent of colleges had budget cuts and 15 percent had staff cuts. Many counselors reported an increase in the number of students planning to enroll in community colleges vs. four-year schools, public vs. private colleges, and/or forgoing “dream schools” for more affordable options.
Complete report:
http://www.nacacnet.org/PublicationsResources/Research/Documents/EconomySurveyResults.pdf
You have read this article with the title June ERR #11. You can bookmark this page URL http://universosportinguista.blogspot.com/2009/06/june-err-11.html. Thanks!
No comment for "June ERR #11"
Post a Comment