| |
|
May 15, 2009 |
Click here to read printable version |
|
| SpongeBob SquarePants: visionary American patriot or corporate shill? |
| |
No color is more stridently offensive to the adult eye than SpongeBob yellow. SpongeBob SquarePants, the cartoon, turned 10 years old this spring. Poor parent, poor shattered schoolteacher, wherever you look in the general welter of 21st-century-consumer-kid-dom, there it is: cadmium yellow, Cheerios-box yellow, yellowcake yellow, striking its inhuman note of fervency. The marketing of products to children is a dirty business, no doubt, but SpongeBob's economic buoyancy has a very pure relation to his character and pursuits. The sponge is a one-man stimulus package, not just commercially but morally. If consumer confidence had a face, it would be the gleaming, avid face of Mr. SquarePants. "SpongeBob is one of the greatest believers in the American dream in all of children's entertainment," says Greg Rowland who has performed brand analyses for Unilever, KFC, and Coca-Cola. "He's courageous, he's optimistic, he's representing everything that Mickey Mouse should have represented but never did. There's even something Jesus-like about him -- a 9-year-old Jesus after 15 packets of Junior Mints." Embrace him, drained adult.
Read more | Back to top
|
|
| A shift in voucher support? |
| |
Most Democrats have historically rejected taxpayer-supported private-school vouchers, saying they drain resources from public schools, but a number of black lawmakers, mayors, and school officials have split with party orthodoxy on the issue, according to USA TODAY. The group includes Sacramento, Calif. Mayor Kevin Johnson; Newark, N.J., Mayor Cory Booker; and former Washington, D.C., mayor Anthony Williams. Jeanne Allen of the Center on Education Reform, a Washington think tank, says the issue can no longer be dismissed by liberals as Catholic or right-wing. "I actually think it has to do with more-principled people who understand and have seen how badly the existing system has hurt minority kids," she said. First proposed in 1955 by University of Chicago economist Milton Friedman -- a conservative -- private-school vouchers have never fully taken root in U.S. public schools. The federal government often underwrites college tuition to attend private colleges and universities, but K-12 vouchers are presently limited to programs in a few cities that include Cleveland, Milwaukee, and New Orleans. Special-education students in some states also attend private schools with public money, but voters in nearly a dozen states have rejected voucher proposals over the past few decades.
Read more | Back to top
|
|
| New insight on females and 'math phobia': overcoming 'stereotype threat' |
| |
A new study shows that when women are aware of both negative and positive stereotypes related to performance, they identify more closely with the positive stereotype, according to Science Daily. The research by cognitive scientists at Indiana University pertains specifically to women and math ability, but has broad implications for other groups affected by "stereotype threat." While studies -- including this one -- have shown that women perform worse on mathematical tasks if made aware of the stereotype that women are weaker at math than men, this is the first study to examine the influence of concurrent and competing stereotypes. The study also demonstrates how negative stereotypes encroach on working memory, leaving less brainpower for the mathematical task at hand. Positive stereotypes had no such effect, however, and even when coupled with the negative stereotype, erased its drain on working memory. "This research shows that because people are members of multiple social groups that often have contradictory performance stereotypes (for example, Asian females in the domain of math), making them aware of both a positive group stereotype and a negative stereotype eliminates the threat and underperformance that is usually seen when they dwell only on their membership in a negatively stereotyped group," said Professor Robert Rydell, a lead author of the study.
Read more | Back to top
|
|
| Study indicates less-known learning disorder with significant impact |
| |
A learning disability less recognized than ADD and dyslexia may strike a significant number of children, according to Forbes Magazine. The inability to write properly, or written-language disorder, is a "forgotten learning disability," according to Dr. Slavica K. Katusic in the May issue of the journal Pediatrics. The epidemiologist from the Mayo Clinic says the ability to write is "a critical skill that [children] need to have for academic success and social well-being," stressing that children who lag in this area may suffer long-term personal and economic consequences. Specialists define written-language disorder as the inability to write near the level expected based on a person's age, intelligence, and education. People who suffer the condition may have problems with grammar, spelling, paragraph organization, and handwriting. Katusic and her colleagues looked at school and medical records of 5,718 students in Rochester, Minn., and found that between 6.9 percent and 14.7 percent of the children had the condition, depending on the formula used. Boys were two to three times more likely to have the condition than girls. Tutoring can help children learn how to write, Katusic said, but educators must appreciate that writing is just as important as reading and math skills.
Read more | See an abstract of the study | Back to top
|
|
| Is Harlem Children's Zone a 'No Excuses' program? |
| |
In a post on The Core Knowledge Blog, Robert Pondisco dissects the reaction among educators over David Brooks's recent and widely read column in The New York Times about the Harlem Children's Zone (HCZ). "Le Blogosphere is up in arms this week," Pondisco writes, "wondering how Brooks came to conclude 'the Harlem Children's Zone results suggest the reformers are right' in arguing that school-based approaches alone can close the achievement gap." This conclusion, Pondisco says, is "hard to support based on even a passing familiarity" with Paul Tough's book on the HCZ, "Whatever It Takes." In his column, Brooks aligns the HCZ with the so-called "no excuses" school of education reform – of which the Knowledge Is Power Program schools are a high-profile example -- rather than the "cradle-to-college" philosophy -- i.e., reform and support that encompasses an entire neighborhood. Pondisco maintains this dichotomy in education reform is a false one: "Like many such debates, it seems rather obvious (and utterly uncontroversial) to suggest that we need to draw from both sides to get to a solution." He does, however, come down on the side of Brooks's detractors, suggesting that Brooks, who recommended Tough's book in his column, actually read it.
Read more | NYT column | A contrary analysis | Back to top
|
|
| A case for student analysis of 'To Kill A Mockingbird' |
| |
Why spend time teaching the arcane skill of writing about literature? asks Carol Jago, president-elect of the National Council of Teachers of English. "Because writing about literature disciplines the mind. It challenges students to look closely into what they read and express clearly and powerfully what they find there." Some teachers feel writing an essay about a book ruins the reading experience, but Jago, a teacher of 23 years, says writing can function as "a vehicle for exploring students' understanding of what they have read." If every student writes an essay, every student does the hard work of analyzing the text -- something that never quite happens in a classroom discussion. Jago feels kids "write poorly about literature when they don't understand what they are writing about." The elimination of certain analytic words such as "clarify, motif, and device" from teaching is counterproductive, she says, because while they initially pose obstacles for students, in the end they become tools for articulation. Dumbing down the process defeats the purpose, and more than ever, students need the skill of analytic thinking.
Read more | Back to top
|
|
| A rapidly growing demographic that needs immediate intervention |
| |
Hispanics are the largest and fastest-growing racial-ethnic group in the United States, but they trail whites and Asian Americans at all proficiency levels of reading and math, according to a new report from the Society for Research in Child Development. The authors urgently recommend an expansion in educational opportunities for three- to eight-year-old Hispanics. The federal government should develop programs to raise the number of preschool and early-elementary teachers proficient in English and Spanish, they say, as well as recruit more Spanish speakers to work as classroom language specialists. The feds should also expand dual-language programs through Head Start, Early Head Start, and the like. State governments must collaborate with communities to offer educational experiences at different times of the day and week, and provide free, state-funded, high-quality preschool programs to Hispanic three- and four-year-olds. Local governments should work with federal and state governments and Hispanic organizations to give parents information on pre-kindergarten, Head Start, and Early Head Start programs, boosting Hispanic enrollment.
Read more | Back to top
|
|
| Less violent, yes -- but safer? |
| |
A study published jointly by the federal Education and Justice departments last month underscores that while schools are less violent than in the past, they are not necessarily safe, The Washington Post reports. Eighty-six percent of public schools in 2005-06 reported one or more violent incidents, thefts, or other crimes -- a rate of 46 crimes per 1,000 enrolled students. Almost a third of students aged 12 to 18 reported being bullied inside school, and nearly a quarter of teenagers reported the presence of gangs there. "For both students and teachers, victimization at school can have lasting effects," the report says. "In addition to experiencing loneliness, depression, and adjustment difficulties, victimized children are more prone to truancy, poor academic performance, dropping out of school and violent behaviors." The study used the most recent data, from school year 2006-07, and drew information from a handful of surveys and other studies. Reporting systems, however, are imperfect, and attempts to pinpoint particular schools is problematic because principals are reluctant to cast their schools in a bad light. The report's author, Katrina Baum, attributes the decline to the overall decrease in societal violence, but other criminologists are not sure. They say the issue is multi-faceted, and may be due in part to efforts to improve school climate.
Read more | Back to top
|
|
| Remaking the bottom one percent |
| |
In a speech to the Brookings Institution this week, Secretary of Education Arne Duncan said that the president is determined to turn around the lowest five thousand public schools in five years, and will commit $5 billion to achieve this. "If we turn around just the bottom one percent, the bottom thousand schools per year for the next five years, we could really move the needle, lift the bottom and change the lives of tens of millions of underserved children," Duncan said. In particular, the administration wants to fix middle schools and high schools, focusing on "dropout factories" where two in five kids don't make it to graduation. Mr. Obama doesn't have authority to close and reopen schools himself, since that power lies with local districts and states, but he can apply subtle or not-so-subtle pressure through funding incentives. Duncan explained that turnaround may mean firing an entire staff and bringing in a new one, replacing a principal, or turning a school over to a charter operator. The point, he said, is bold action to remake persistently failing schools. The turnaround program receives about $500 million a year, but stimulus legislation has boosted funding to $3.5 billion, and the president's budget, released last week, would add another $1.5 billion by shifting dollars away from traditionally funded programs.
Read more | Back to top
|
|
| Charter hardball in LAUSD |
| |
Parents of children at failing schools in Los Angeles are petitioning to shut them down and have the district reopen them as charters, according to U.S. News & World Report. Steve Barr, founder of charter operator Green Dot Public Schools, is a force behind the grassroots campaign, dubbed the "Parent Revolution" by The Los Angeles Times. Barr is known for headline-grabbing tactics to drive reform, most famously the takeover of Locke High School, one of L.A.'s worst. The petition drive aims for at least 51 percent of parents signing at every failing school, giving organizers leverage to convert those schools into charters. Principals would have authority to dismiss bad teachers swiftly, and students would be better prepared for college, according to proponents. If the district ignores these petitions, Barr's organization or another charter operator could open schools in the neighborhood and lure students away from the district school, depriving the district of state funding. Ramon Cortines, superintendent of LAUSD, seems open to the idea of converting poor schools into charters, but emphasized collaboration over hostility. "I think competition is healthy, but I don't think any of us have all the answers," he told The L.A. Times.
Read more | Back to top
|
|
|
|
|
| |
Free beer part of teacher's union campaign
Kim Schroeder, a candidate for vice president of the Milwaukee Teachers' Education Association makes a bold campaign promise, "I will make sure that there is at least beer and wine available for our monthly Leaders' Meetings."
http://www.jsonline.com/news/education/44755287.html
'Just say no' fails, again
The president's budget would eliminate most money for abstinence-only sex education and shift it to teen pregnancy prevention.
http://www.usatoday.com/news/health/2009-05-11-abstinence-only_N.htm
A brief history of child policy in the U.S.
A new 28-page publication from First Focus, a bipartisan advocacy organization on federal children and families policies, has released a history of federal legislative, executive, branch, and judicial actions impacting America's children, from Teddy Roosevelt and the Progressive Era to the first month of the Obama Administration.
http://www.firstfocus.net/Download/HistoryUSChildPolicy_Yarrow.pdf
That's what they want
California's teacher union has filed a lawsuit against Gov. Schwarzenegger and other officials to recoup $12 billion in education funds it says the state owes schools.
http://www.sacbee.com/politics/story/1847024.html
Stephen Colbert did it. Why not you?
DonorsChoose.org has launched a campaign called The Great Give-Back Birthday, which invites individuals to donate the money and gifts they would have gotten for their birthdays to support classroom projects in high-need schools.
http://www.huffingtonpost.com/charles-best/stephen-colbert-loves-bir_b_196208.html
NYC radically trims the applicant pool
A citywide moratorium on hiring from outside New York's school system has many hopefuls looking elsewhere, including private schools.
http://www.nytimes.com/2009/05/11/nyregion/11teachers.html?_r=1&adxnnl=1&ref=education&adxnnlx=1242044249-/ouljYjQHVRwy8NMT9YQ5w |
|
| NEW GRANT AND FUNDING INFORMATION |
Dollar General Stores: Youth Literacy Grants
Dollar General Youth Literacy Grants provide funding to schools and local nonprofit organizations to help with the implementation or expansion of literacy programs for new readers, below-grade-level readers, and readers with learning disabilities. Maximum award: $3,000. Eligibility: Schools and non-profits located in Dollar General's 35-state operating territory and within 20 miles of the nearest Dollar General Store. Deadline: May 22, 2009.
http://www.dollargeneral.com/servingothers/Pages/GrantPrograms.aspx
ePals, Inc.: free In2Books curriculum
In2Books, the curriculum-based e-mentoring program from ePals, Inc., will be offered for free to some Title I schools. Students participating in In2Books select and read age-appropriate, high-quality books from a list compiled by a team of children's literature experts. The students are matched with carefully screened adult pen pals who read the same books as the students. After reading each book, students and their pen pals exchange thoughts about the important issues in the book via online letters. Teachers reinforce these activities in the classroom with related lessons and discussion. Maximum award: the online program, books and professional development (valued at more than $500). Eligibility: all 3rd-5th grade classrooms in Title I schools from any one district.
http://in2books.epals.com/login.aspx?ReturnUrl=%2fdefault.aspx
Gale/Library Media Connection: TEAMS Award
The Gale/Library Media Connection TEAMS Award recognizes and encourages the critical collaboration between the teacher and media specialist to promote learning, increase student achievement and develop 21st century skills. Maximum award: $2,500. Eligibility: All K-12 public and private schools in the United States and Canada. Deadline: June 15, 2009.
http://www.galeschools.com/pdf/TEAMS-form.pdf
Public Welfare Foundation: Grants for Organizations that Serve Disadvantaged Communities
The Public Welfare Foundation supports organizations that address human needs in disadvantaged communities, with strong emphasis on organizations that include service, advocacy, and empowerment in their approach. The Foundation provides both general support and project-specific grants. Maximum award: $50,000. Eligibility: public and private entities, including nonprofit organizations and for-profit organizations. The foundation is currently focusing on three program areas: criminal and juvenile justice, health reform, and workers' rights. Deadline: July 29, 2009.
http://www.publicwelfare.org/ApplyGrant/Guidelines.aspx#deadlines
Adobe Youth Voices /What Kids Kids Can Do: International Photo Competition
Adobe Youth Voices and What Kids Kids Can Do invite youth around the world to submit photographs based on the theme of "Crisis and Hope," expressing themselves on both what is challenging and what gives hope in today's difficult world. Maximum award: Winning photographs will be showcased online, in a traveling exhibit, and in a book. Eligibility: all young people -- anywhere in the world -- between the ages of 12 and 19. Deadline: July 31, 2009.
http://www.wkcd.org/AYV_Photo_Competition/Home_.html
For more grants, see http://www.publiceducation.org/newsblast_grants.asp
"There is one thing common to every individual, relationship, team, organization, nation, economy and civilization, one thing which, if removed, will destroy the most powerful government, the most successful business, the most thriving economy, and the most influential leadership. That one thing is trust."
-Stephen M.R. Covey (author/business consultant)
The PEN Weekly NewsBlast, published by Public Education Network, is a free electronic newsletter featuring resources and information about public school reform, school finance, and related issues. The NewsBlast is the property of Public Education Network, a national association of 79 local education funds working to improve public school quality in low-income communities throughout the nation. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts.
Some links in the PEN Weekly NewsBlast may change or expire after their initial publication here, and some links may require local website registration.
Your e-mail address is safe with the NewsBlast. It is our firm policy never to rent, loan, or sell our subscriber list to any other organization, group, or individual.
TO UPDATE OR ADD A NEWSBLAST SUBSCRIPTION
PEN wants you to receive each weekly issue of the NewsBlast at your preferred e-mail address. If you are already a subscriber and would like us to change your e-mail address, please click on "Update Profile/Email Address" near the bottom of the NewsBlast mailing.
People wishing to add a NewsBlast subscription can go to PEN's website (http://www.publiceducation.org) and follow the instructions in the lower left-hand section of the homepage. Current subscribers can unsubscribe by clicking the appropriate link near the bottom of the NewsBlast mailing.
If you use spam filters to protect your inbox, you may wish to take a moment right now to add PEN@publiceducation.org to your e-mail address book, spam-software whitelist, or mail-system whitelist. Adding the address will help ensure that you receive the NewsBlast and that your e-mail software displays HTML and images properly.
To view past issues of the PEN Weekly NewsBlast, visit http://www.publiceducation.org/newsblast_past.asp.
If you would like to submit a proposed article or news item about your local education fund, public school, or school-reform organization for a future issue of the NewsBlast, please send a note to PEN@PublicEducation.org. For the NewsBlast's submission policy, see http://www.publiceducation.org/newsblast_submission_policy.htm.
Kate Guiney
Contributing Editor
PEN Weekly NewsBlast
Public Education Network
601 Thirteenth Street, NW
Suite 710 South
Washington, DC 20005-3808
PEN@PublicEducation.org |
|
