Sunday, November 28, 2010
Juvenile Justice
Juvenile Justice
By scott.bowman
Created 15 Mar 2010 - 7:59pm
Tagged with: Juvenile Justice Wiki [1]
Teaching with Sakai Innovation Award: 2010
Award Status: First Place
Contributing Institution:
Texas State University [2]
This course is designed to introduce the concepts, principles, and practices of the juvenile justice system. The primary topics of this course include examinations of specialized juvenile law and the unique role of the courts, police, and corrections in the juvenile justice system. An important aspect of the course is for students to understand the role that race, gender, class, geographic location and other demographic variables play in the likelihood of one finding his or her way into the juvenile justice system, as well as the manner in which social service agencies (treatment facilities, diversion/prevention programs, child protective services) interact with the formal juvenile justice system.
By scott.bowman
Created 15 Mar 2010 - 7:59pm
Tagged with: Juvenile Justice Wiki [1]
Teaching with Sakai Innovation Award: 2010
Award Status: First Place
Contributing Institution:
Texas State University [2]
This course is designed to introduce the concepts, principles, and practices of the juvenile justice system. The primary topics of this course include examinations of specialized juvenile law and the unique role of the courts, police, and corrections in the juvenile justice system. An important aspect of the course is for students to understand the role that race, gender, class, geographic location and other demographic variables play in the likelihood of one finding his or her way into the juvenile justice system, as well as the manner in which social service agencies (treatment facilities, diversion/prevention programs, child protective services) interact with the formal juvenile justice system.
Sakai Project - an Open Source suite of learning, portfolio, library and project tools | Sakai Project
Sakai Project - an Open Source suite of learning, portfolio, library and project tools | Sakai Project
Designed by educators for educators, Sakai is an enterprise teaching,
learning and academic collaboration platform that best meets the needs
of today's learners, instructors and researchers.
The Sakai Collaboration and Learning Environment is an enterprise-ready platform developed by a community of educators who strive to enable exceptional teaching, learning and research.
Sakai is distributed as free and open source software under the Educational Community License
http://sakaiproject.org/sakai-oae
Designed by educators for educators, Sakai is an enterprise teaching,
learning and academic collaboration platform that best meets the needs
of today's learners, instructors and researchers.
The Sakai Collaboration and Learning Environment is an enterprise-ready platform developed by a community of educators who strive to enable exceptional teaching, learning and research.
Sakai is distributed as free and open source software under the Educational Community License
http://sakaiproject.org/sakai-oae
Friday, November 26, 2010
Social Security Facts vs Fog | OurFuture.org
Social Security Facts vs Fog | OurFuture.org
The document
Plotting Privatization?
Conservative just hate Social Security. The Social Security program is an example of government at its best. It demonstrates We, the People taking care of and watching out for each other. It works, it is efficient and effective, and people love it. For their war against government to work conservatives have to find a way to undermine Social Security.
Conservatives have been at war with Social Security since its inception. They call it a "Ponzi scheme." They claim that it is "going broke." They claim that people live longer so we should increase the retirement age... They claim a lot of things. The question is, are any of them true? Or is each just one more area where conservatives are trying to throw up a smokescreen to mask their real intentions? (because it's what they do.)
The document
Plotting Privatization?
Wednesday, November 24, 2010
Saturday, November 20, 2010
Friday, November 19, 2010
KochDinkinsGiulianiLetterAnnounce Support for Cathie Black as Schools Chancellor
Former Mayors Koch, Dinkins and Giuliani Announce Support for Cathie Black as Schools Chancellor
KochDinkinsGiulianiLetter.pdf (application/pdf Object)
11/17/2010
Urge State Education Commissioner to quickly grant waiver
Former New York City Mayors Edward I. Koch, David N. Dinkins, and Rudy Giuliani today announced their support for Cathie Black to serve as the next schools Chancellor. Mayor Michael Bloomberg announced Ms. Black’s appointment at a news conference last week, and this week will submit a request to State Education Commissioner David Steiner asking him to grant her a waiver to serve as Chancellor.
In a letter to State Education Commissioner David Steiner today, the former Mayors wrote, “With 24 years of experience as Mayors of the City of New York, and with a shared commitment to seeing our city and its schools thrive and succeed…we urge you to approve Mayor Bloomberg’s request for a waiver to enable Cathleen P. Black to serve as New York City Schools Chancellor.”
The former Mayors went on to write, “It is clear that Ms. Black certainly has an extraordinary track record of managing large organizations through trying circumstances. We believe that Mayor Bloomberg’s faith in Ms. Black’s competence and her proven history as an outstanding executive is, in and of itself, reason enough to grant the necessary waiver.”
Under the State Education Law, a School District Leader certificate is required for Ms. Black to serve as Chancellor of the New York City Public Schools. State Education Law section 3003(3) and 8 NYCRR Part 80-3.10(b)(3)(iii) authorizes the Commissioner of Education to grant a certificate to a candidate who does not meet certain educational and training requirements but “whose exceptional training and experience are the substantial equivalent of such requirements and qualify such person[s] for the duties of a superintendent of schools.”
Mayor Bloomberg said, “These are three individuals who understand the need to have someone who is talented and competent running an agency of this size, and that, at the end of the day, the buck stops with the Mayor. I appreciate their support for Cathie Black and for their commitment to helping our schools thrive.”
Cathie Black is currently Chairman of Hearst Magazines, where she has led a team of some 2,000 employees producing more than 200 local editions of 14 magazines in more than 100 countries. Under her leadership, Hearst had record-breaking years – they built on decades of success with titles like Cosmopolitan, Esquire, Good Housekeeping, Harper's Bazaar, Marie Claire, Popular Mechanics, Redbook, and Town & Country, introduced highly-acclaimed new titles like O, The Oprah Magazine and created digital platforms that were inconceivable in 1995. As the media industry has tackled digital changes, Hearst Magazines has been widely-regarded as being at the forefront of that evolution.
Current and former elected officials who have expressed support for Cathie Black include: former City Council Speaker Peter Vallone, Sr., Brooklyn Borough President Marty Markowitz, Staten Island Borough President James Molinaro, State Senators Andrew Lanza, Marty Golden and Craig Johnson, and City Council Member James Gennaro.
KochDinkinsGiulianiLetter.pdf (application/pdf Object)
11/17/2010
Urge State Education Commissioner to quickly grant waiver
Former New York City Mayors Edward I. Koch, David N. Dinkins, and Rudy Giuliani today announced their support for Cathie Black to serve as the next schools Chancellor. Mayor Michael Bloomberg announced Ms. Black’s appointment at a news conference last week, and this week will submit a request to State Education Commissioner David Steiner asking him to grant her a waiver to serve as Chancellor.
In a letter to State Education Commissioner David Steiner today, the former Mayors wrote, “With 24 years of experience as Mayors of the City of New York, and with a shared commitment to seeing our city and its schools thrive and succeed…we urge you to approve Mayor Bloomberg’s request for a waiver to enable Cathleen P. Black to serve as New York City Schools Chancellor.”
The former Mayors went on to write, “It is clear that Ms. Black certainly has an extraordinary track record of managing large organizations through trying circumstances. We believe that Mayor Bloomberg’s faith in Ms. Black’s competence and her proven history as an outstanding executive is, in and of itself, reason enough to grant the necessary waiver.”
Under the State Education Law, a School District Leader certificate is required for Ms. Black to serve as Chancellor of the New York City Public Schools. State Education Law section 3003(3) and 8 NYCRR Part 80-3.10(b)(3)(iii) authorizes the Commissioner of Education to grant a certificate to a candidate who does not meet certain educational and training requirements but “whose exceptional training and experience are the substantial equivalent of such requirements and qualify such person[s] for the duties of a superintendent of schools.”
Mayor Bloomberg said, “These are three individuals who understand the need to have someone who is talented and competent running an agency of this size, and that, at the end of the day, the buck stops with the Mayor. I appreciate their support for Cathie Black and for their commitment to helping our schools thrive.”
Cathie Black is currently Chairman of Hearst Magazines, where she has led a team of some 2,000 employees producing more than 200 local editions of 14 magazines in more than 100 countries. Under her leadership, Hearst had record-breaking years – they built on decades of success with titles like Cosmopolitan, Esquire, Good Housekeeping, Harper's Bazaar, Marie Claire, Popular Mechanics, Redbook, and Town & Country, introduced highly-acclaimed new titles like O, The Oprah Magazine and created digital platforms that were inconceivable in 1995. As the media industry has tackled digital changes, Hearst Magazines has been widely-regarded as being at the forefront of that evolution.
Current and former elected officials who have expressed support for Cathie Black include: former City Council Speaker Peter Vallone, Sr., Brooklyn Borough President Marty Markowitz, Staten Island Borough President James Molinaro, State Senators Andrew Lanza, Marty Golden and Craig Johnson, and City Council Member James Gennaro.
Wednesday, November 17, 2010
JMAP HOME - Math Regents Exams Integrated Algebra, Geometry, Trigonometry worksheets answers lesson plans ExamView resources
JMAP HOME - Math Regents Exams Integrated Algebra, Geometry, Trigonometry worksheets answers lesson plans ExamView resources
Jefferson Math Project (JMAP) offers New York teachers free resources that simplify the integration of Regents exam questions into their curriculum.
You may download JMAP's resources using the links in the left column. The links below are a different grouping of JMAP's resources, sorted according to the class taught. The links in the right column highlight the latest additions and revisions to JMAP's resources and items of current interest.
CURRICULUM CLASSES
These resources are for classes introducing Integrated Algebra, Geometry and Algebra 2/Trigonometry topics to students.
Jefferson Math Project (JMAP) offers New York teachers free resources that simplify the integration of Regents exam questions into their curriculum.
You may download JMAP's resources using the links in the left column. The links below are a different grouping of JMAP's resources, sorted according to the class taught. The links in the right column highlight the latest additions and revisions to JMAP's resources and items of current interest.
CURRICULUM CLASSES
These resources are for classes introducing Integrated Algebra, Geometry and Algebra 2/Trigonometry topics to students.
Sunday, November 14, 2010
Thursday, November 11, 2010
US Charter Schools Resources Page
5,453 charter schools around the US educate more than 1.7 million students
US Charter Schools Resources Page
http://www.nea.org/home/16332.htm
http://www.aft.org/issues/schoolchoice/charters/
The Center for Education Reform
http://www.edreform.com/templates/dsp_cLaw.cfm
http://topics.nytimes.com/top/reference/timestopics/subjects/c/charter_schools/index.html?inline=nyt-classifier
US Charter Schools Resources Page
http://www.nea.org/home/16332.htm
http://www.aft.org/issues/schoolchoice/charters/
The Center for Education Reform
http://www.edreform.com/templates/dsp_cLaw.cfm
http://topics.nytimes.com/top/reference/timestopics/subjects/c/charter_schools/index.html?inline=nyt-classifier
Why Thirty-Six ?
Why Thirty-Six ?
Mystical Hasidic Judaism as well as other segments of Judaism believe that there is the Jewish tradition of 36 righteous people whose role in life is to justify the purpose of humankind in the eyes of God. Tradition holds that their identities are unknown to each other and that, if one of them comes to a realization of their true purpose then they may die and their role is immediately assumed by another person:
Mystical Hasidic Judaism as well as other segments of Judaism believe that there is the Jewish tradition of 36 righteous people whose role in life is to justify the purpose of humankind in the eyes of God. Tradition holds that their identities are unknown to each other and that, if one of them comes to a realization of their true purpose then they may die and their role is immediately assumed by another person:
Wednesday, November 10, 2010
Tuesday, November 9, 2010
About Us | Knight News Challenge
About Us | Knight News Challenge
The 2011 Knight News Challenge is the fifth year of a contest awarding as much as $5 million a year for innovative ideas that develop platforms, tools and services to inform and transform community news, conversations and information distribution and visualization.
The 2011 Knight News Challenge is the fifth year of a contest awarding as much as $5 million a year for innovative ideas that develop platforms, tools and services to inform and transform community news, conversations and information distribution and visualization.
CGCS: Home
CGCS: Home
The Council of the Great City Schools is the only national organization exclusively representing the needs of urban public schools. Founded in 1956 and incorporated in 1961, the Council is located in Washington, DC
The Council of the Great City Schools is the only national organization exclusively representing the needs of urban public schools. Founded in 1956 and incorporated in 1961, the Council is located in Washington, DC
The Council of the Great City Schools
Sunday, November 7, 2010
A Difference: Distributed Teaching and Learning
A Difference: Distributed Teaching and Learning
Write a brief summary of what we learned in class today. Include enough detail so that someone who was away sick, or missed class for any other reason, can catch up on what they missed. Over the course of the semester, the scribe posts will grow into the textbook for the course; written by students for students. Remember that as each of you write your scribe posts. Ask yourself: "Is this good enough for our textbook? Would a graphic or other example(s) help illustrate what we learned?" And remember, you have a global audience, impress them.
Write a brief summary of what we learned in class today. Include enough detail so that someone who was away sick, or missed class for any other reason, can catch up on what they missed. Over the course of the semester, the scribe posts will grow into the textbook for the course; written by students for students. Remember that as each of you write your scribe posts. Ask yourself: "Is this good enough for our textbook? Would a graphic or other example(s) help illustrate what we learned?" And remember, you have a global audience, impress them.
Saturday, November 6, 2010
Friday, November 5, 2010
Wednesday, November 3, 2010
AllThingsPLC » Blog Archive » Grading Formative and Summative Assessments
AllThingsPLC » Blog Archive » Grading Formative and Summative Assessments
We feel that the better strategy is to use the assessment in the following ways:
1. Use the assessment to identify students who are not yet proficient on a particular skill or concept.
2. Require those students to keep working on that skill or concept in a structured schoolwide intervention program that is timely, directive, and systematic. This intervention never removes the student from class. Time is purposefully carved out in the daily schedule to provide students who struggle with additional support.
3. When the student has demonstrated proficiency in intervention, allow the student to retake an assessment on the skill or concept in question. If the student is able to demonstrate proficiency, the failing grade should be dropped and replaced by one that demonstrates proficiency because grades should reflect student learning, not how fast they learned.
We feel that the better strategy is to use the assessment in the following ways:
1. Use the assessment to identify students who are not yet proficient on a particular skill or concept.
2. Require those students to keep working on that skill or concept in a structured schoolwide intervention program that is timely, directive, and systematic. This intervention never removes the student from class. Time is purposefully carved out in the daily schedule to provide students who struggle with additional support.
3. When the student has demonstrated proficiency in intervention, allow the student to retake an assessment on the skill or concept in question. If the student is able to demonstrate proficiency, the failing grade should be dropped and replaced by one that demonstrates proficiency because grades should reflect student learning, not how fast they learned.
Professional Learning Communities: What Are They And Why Are They Important?: Introduction
Professional Learning Communities: What Are They And Why Are They Important?: Introduction
Introduction
In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few.
Introduction
In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few.
Tuesday, November 2, 2010
SCENE: Scientific Inquiry and Journal of Information, Law & Technology (JILT)
SCENE: Scientific Inquiry
CHAPTER NOTES
CHAPTER NOTES
New Page 1
Donna Juffer Williams
Journal of Information, Law & Technology (JILT)
JILT 2007(1)
Journal of Information, Law & Technology (JILT)
Student Engagement for this purpose is defined as any activity in which students are working as active partners in shaping their learning experience.
Practice Questions
Science assesses skills in the areas of:
Interpreting data, including:
* observing
* measuring
* interpreting diagrams, tables and graphs
Applying data, including:
* inferring
* predicting
* concluding
Higher order skills, including:
* investigating
* reasoning
* problem solving
These skills are embedded in the syllabus documents of all the key learning areas and are meant to be taught in context.
The skills are tested in contexts drawn from four Science knowledge areas:
* Earth and Beyond (incorporating the Earth Sciences and Astronomy)
* Natural and Processed Materials (incorporating Chemistry)
* Life and Living (incorporating Biology and Ecology)
* Energy and Change (incorporating Physics)
Steps of the Scientific Method
Steps of the Scientific Method
Overview of the Scientific Method
The scientific method is a process for experimentation that is used to explore observations and answer questions. Scientists use the scientific method to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
Just as it does for a professional scientist, the scientific method will help you to focus your science fair project question, construct a hypothesis, design, execute, and evaluate your experiment.
How the Scientific Method Works
CHAPTER NOTES
CHAPTER NOTES
New Page 1
Donna Juffer Williams
Journal of Information, Law & Technology (JILT)
JILT 2007(1)
Journal of Information, Law & Technology (JILT)
Student Engagement for this purpose is defined as any activity in which students are working as active partners in shaping their learning experience.
Practice Questions
Science assesses skills in the areas of:
Interpreting data, including:
* observing
* measuring
* interpreting diagrams, tables and graphs
Applying data, including:
* inferring
* predicting
* concluding
Higher order skills, including:
* investigating
* reasoning
* problem solving
These skills are embedded in the syllabus documents of all the key learning areas and are meant to be taught in context.
The skills are tested in contexts drawn from four Science knowledge areas:
* Earth and Beyond (incorporating the Earth Sciences and Astronomy)
* Natural and Processed Materials (incorporating Chemistry)
* Life and Living (incorporating Biology and Ecology)
* Energy and Change (incorporating Physics)
Steps of the Scientific Method
Steps of the Scientific Method
Overview of the Scientific Method
The scientific method is a process for experimentation that is used to explore observations and answer questions. Scientists use the scientific method to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
Just as it does for a professional scientist, the scientific method will help you to focus your science fair project question, construct a hypothesis, design, execute, and evaluate your experiment.
How the Scientific Method Works
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