Archives for posts with tag: Teacher

UConn researchers, backed by a $3 million federal grant, are beginning an ambitious project aimed at understanding why some urban schools are excelling in science education, research that could ultimately change the way the subject is taught around the country.

The five-year School Organization and Science Achievement Project, funded by the National Science Foundation, will examine science education not only in the classroom, but in terms of the entire educational environment.

John Settlage, an associate professor of curriculum and instruction at the Neag School of Education and the principal investigator, says the idea for the project came from studying elementary science test scores. What was surprising was that certain urban schools in Connecticut were outperforming not only their city peers, but also many suburban schools.

That prompted researchers to look beyond what happens in classrooms to learn how successful science performance arises from systems of relationships. This includes examining all stakeholders, from the school principal to the lead science teacher, and even parents and volunteers who partner with the school.

“We’re taking an ecological view of science education,” Settlage says. “How we teach science is obviously important, but we should not ignore the bigger picture. The interactions among people throughout the school, including with the surrounding community, all contribute to children’s science learning.”

Settlage and his fellow researchers know many outstanding teachers and administrators. But they say that beyond personal traits, institutional factors are also influential in shaping a school’s science program. Once those factors for success can be identified, the information can benefit other schools seeking to improve.

“This is a solvable problem,” he says. “The superhero teachers and administrators don’t come from other planets. They came up through the system.”

Science has moved to the forefront of the public conversation on education. President Barack Obama, in his State of the Union address, emphasized the need to hire thousands more science teachers over the coming decade. At the state level, the economic vitality of Connecticut requires developing scientific literacy beyond just future engineers and scientists. Otherwise, if uneven success in schools continues, it will translate into unequal access to college and career options for some students. Settlage’s study promises to shed light on improving the quality of all children’s science experiences.

A multidisciplinary project, UConn researchers joining Settlage are educational statistics specialist Betsy McCoach; educational leadership experts Morgaen Donaldson and Anysia Mayer; and post-doctoral fellow Regina Suriel. The researchers are currently working to firm up arrangements with school districts, including Hartford, New Haven, and Bridgeport. In total, the School Organization and Science Achievement Project will involve 150 schools in Connecticut and Florida, where researchers at the University of Central Florida are collaborating with the UConn team.

Ultimately, the goal is to craft a set of recommendations about school leadership and organization practices that can be used by educators around the country, to help provide the kinds of school environment where science teachers and science students can thrive. These efforts will also inform UConn’s science teacher and school administrator preparation programs.

“You can be the best science teacher in the world,” Settlage says, “but if you’re not in the right environment and there is not solid leadership, then those problems will show on the science test.”

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(This is a google.translator work)

Thousands of teachers needed in schools will be unemployed this year by the government’s decision.

This is an immediate consequence of the measures imposed by the MEC (ministry of Education), highlighting the creation of over 150 mega-clusters, the revision of the curriculum of primary and secondary education, increasing the maximum number of students per class and closure of more schools 1. cylce.

Adding to the unemployment in which thousands of hired teachers fall, victims of the largest collective dismissal  ever held in Portugal, is also an immediate consequence of those measures to create a huge bag of cadres of teachers with “zero-time”, which will then become the at the mercy of appetites to future government.

Aug. 31 (Friday) should leave the lists of placing teachers for hire (contract renewals and annual), starting then to know whether the size of the unemployment problem in 2012/2013.

It is recalled that, according to the INE (National Institute of Statistic), unemployment of teachers doubled between July 2011 and July 2012, according to figures released by the MEC, the hiring of teachers in September 2011 compared to September 2010 decreased 26.2 %: renewals fell from 9998 to 7915 and annual contracts (complete and incomplete schedules) from 7277 to 4832! Are expected by now, the numbers of September 2012, which will be known as early as next Friday.

, dia 31.

Detroit students are back to school on Monday, but their teachers are still waiting to hear if they have jobs. Those who make it back to the classroom will face dramatically larger class sizes.

(…)

Kindergarteners through third-graders will now share space with 40 classmates, up from a limit of 25 students. For fourth- and fifth-graders, class size was raised from 30 to 46 kids, and middle and high school teachers may face up to 61 students this fall, jammed into existing classrooms built for 35.

“There’s no way we can educate that many students. Our rooms are not conducive to it. We’re talking fire hazards,” said elementary teacher Ivy Bailey at a July rally.

In a repeat of last year’s district-wide layoffs, every one of the city’s 4,100 teachers was forced to re-apply for his or her job over the summer. Eight hundred will not be called back, as Detroit closes 15 more schools and transfers another 15 to a state-run district for underperforming schools.

Already 40 percent of Detroit’s students attend charter schools, a number that’s steadily growing.

To make matters worse, half of Detroit’s public schools teachers were still waiting this week to hear if they’d have a job. The Detroit Federation of Teachers is advising teachers hold tight until the district issues official job offers.

Though the layoffs are déjà vu, this time rehiring will be based on performance evaluations instead of seniority. DFT unsuccessfully filed a grievance over management’s failure to collaborate with the union on the evaluation process and has threatened to sue.

The National Federation of Teachers (FENPROF) estimated that 10,000 teachers in September, will be zero-teaching schedule time, but only says that the Ministry of Education can confirm this estimate, defying him to take the numbers publicly.

And this happens  in a policy of less schools and more students by each class.

I had a class of 43 kindergarten students last week. What do you really think I can do with that many little ones? I often go into a class expecting a certain number only to have 8 to 12 more students. How can I be prepared to teach those extra students? Those students will either be repeating what I have already taught their own class or will be getting the lesson before the rest of their class. I have had to postpone my pretests that I will be using with my Student Learning Targets.