Archive | November, 2012

Studies: Lack of support and early parenthood cause kids to dropout

In Is mandating 18 as the dropout age the answer? Moi wrote:

The Alliance for Excellent Education has information about Graduation Rates at their site:

Yet every year, approximately 1.3 million students—that’s over 7,000 every school day—do not graduate from high school on time. Nationwide, only 69 percent of students earn their high school diplomas. Among minority students, only 56 percent of Hispanic, 54 percent of African American, and 51 percent of American Indian and Alaska Native students in the U.S. graduate with a regular diploma, compared to 77 percent of white students and 81 percent of Asian Americans….

High school dropouts face a lifetime of reduced earnings and a diminished quality of life. For example, a high school dropout’s lifetime earnings are, on average, about $260,000 less than a high school graduate’s. Local communities, states, and the American economy suffer from the dropout crisis as well – from lost wages, taxes, and productivity to higher costs for health care, welfare, and crime, as shown in the potential economic impacts nationally and by state.

Census projections show that the minority populations with the lowest graduation rates are poised to become half of the U.S. population by 2050. According to Demography as Destiny: How America Can Build a Better Future, an Alliance issue brief, if minority students continue to receive inferior educations and leave high school without diplomas and adequate preparation for the twenty-first-century economy, the nation’s graduation rate and economic strength will both decrease further.

To learn more, access the Alliance’s publications on high school graduation and dropout rates. http://www.all4ed.org/about_the_crisis/students/grad_rates

The question that educators, politicians, and business leaders are asking is how to decrease the dropout rates.

Passing a law is not going to be effective, but intervention for at-risk students and early childhood education are proven strategies. Those strategies cost money. The question is whether the political elite are paying lip service to dropout prevention while being penny wise and pound foolish. Rapoport is correct that raising the age to dropout must be accompanied by proven education strategies. https://drwilda.com/2012/01/26/is-mandating-18-as-the-dropout-age-the-answer/

Caralee Adams writes in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

Parenthood—either being a parent or missing out on parental support—is the leading reason cited by dropouts for leaving school, according to a new survey.

The 2012 High School Dropouts in America survey was released today by Harris/Decima, a division of Harris Interactive, on behalf of Everest College, a part of the for-profit Corinthian College Inc.

The poll was commissioned to help policymakers and educators understand why students drop out of high school and find effective ways to re-engage them in the hope of improving graduation rates.

The survey asked 513 adults, ages 19 to 35: “Which, if any, of the following reasons prevented you from finishing high school?” Here are the responses:

Absence of parental support or encouragement (23 percent)

Becoming a parent (21 percent)

Lacking the credits needed to graduate (17 percent)

Missing too many days of school (17 percent)

Failing classes (15 percent)

Uninteresting classes (15 percent)

Experiencing a mental illness, such as depression (15 percent)

Having to work to support by family (12 percent)

Was bullied and didn’t want to return (12 percent)

In the survey, conducted online in October, 55 percent of the dropouts looked into, but had not started the process of getting their high school equivalency or GED. The likelihood of doing so is higher for those who are married (67 percent). The reasons for not getting a GED: “not having enough time” (34 percent) and “it costs too much” (26 percent).

One-third of high school dropouts say they are employed either full time, part time, or are self‐employed. Another 38 percent of the men and 26 percent of the women were unemployed.

Attracting young adults who have dropped out back for more education is a challenge.

Often students don’t want to return to the same school they left and are looking for flexible options. One approach that is showing promise is the Boston Public Re-Engagement Center. There, students can retake up to two courses they previously failed; try online credit recovery, or attend night school or summer school. Coming into the program, out-of-school youths are connected with an adult to discuss goals, finances, and enrollment options. http://blogs.edweek.org/edweek/college_bound/2012/11/examining_reasons_for_dropping_out_of_high_school_and_ways_to_re-engage_students.html

See, High School Dropouts Worsened By Lack Of Support, Becoming A Parent: Survey http://www.huffingtonpost.com/2012/11/15/lack-of-support-becoming-_n_2137961.html?utm_hp_ref=email_share

Here is the Executive Summary of Rennie Center’s report about Massachusetts:

Forgotten Youth: Re-Engaging Students Through Dropout Recovery [PDF]

Voices From the Field [PDF]

Executive Summary: Forgotten Youth: Re-Engaging Students Through Dropout Recovery [PDF]

PRESENTATIONS

Presentation: Forgotten Youth [PDF]

EVENTS

Recovering Out-of-School Youth: Using Re-Engagement as a Dropout Reduction Strategy [Web Page]

Forgotten Youth

Re-Engaging Students Through Dropout Recovery Issue	Each year, thousands of Massachusetts students drop out of school. The path forward for these students is difficult, and failing to educate the next generation of workers and leaders has substantial long-term consequences for our shared economic and social well-being. Policymakers recently have devoted significant attention to dropout reduction; however, this agenda lacks focus on dropout recovery, the act of re-engaging and re-enrolling students who leave school before graduating. Without a more systemic approach to connect with these youth, educators will struggle to fulfill a commitment to educate all students.
Strategy	Boston’s Re-Engagement Center is a dropout recovery program that strives to re-enroll out-of-school youth through outreach, personal connections, and needs-based educational options.
Research	The Rennie Center conducted a case study of the Re-Engagement Center (REC) in Spring 2012, the findings of which are highlighted in the policy brief Forgotten Youth: Re-Engaging Students Through Dropout Recovery.
Findings
Promising practices	 A robust public-private partnership provides resources & support critical to the REC’s success. By pooling their assets, two partners pushed the work beyond what either could accomplish individually.
 The REC is a welcoming and supportive environment that encourages out-of-school youth to re-enroll in school. Staff encourage & assist youth who may not know what re-enrollment options are available.
 Out-of-school youth who decide to return to school require appropriate educational options. A range of options, some immediately accessible, is essential for keeping these youth interested in education.
 The REC is a driver of reform for serving students at-risk for leaving school. Information about out-of-school youth has pushed BPS to re-evaluate support provided to students at-risk for dropping out.
Continuing Challenges	 Information and data tracking is needed to demonstrate the impact of dropout recovery. There is no formal information tracking to explain the REC’s impact on graduation rates and district practices.
 More systematic approaches are needed to evaluate out-of-school youth before re-enrollment. Re-engagement procedures would benefit from entry assessments to better address student needs.
 There is limited capacity in the school district to re-enroll youth. Re-engaging youth often prefer to re-enroll in alternative education programs over traditional high schools, but seats are limited.
 Formalization of the REC’s work is needed to strengthen organizational capacity and sustainability. Additional funding from diverse sources is needed to maintain and expand current operations.
 The inflexibility of some policies disengages many students who are close to graduation. Rigid credit hour requirements and MCAS administration dates create challenges to graduating with a diploma.
Considerations	 For school and district leaders  Shape re-engagement around out-of-school youth needs by including multiple, flexible re-enrollment options.  Develop partnerships with experienced organizations working to support at-risk youth.  Create a supportive and welcoming environment for returning youth by finding the right staff and location.  Nurture open dialogue between re-engagement staff and district leadership to shape systematic change.
 For community partners  Use an existing understanding of out-of-school youth to partner with districts to address unmet needs.  Address financial stability at the outset to ensure maintenance of the program.
 For state policymakers  Support school districts in making re-engaging out-of-school youth a priority.  Encourage districts to develop or expand existing education options based on student needs.  Create opportunities for out-of-school youth to graduate by bein

Moi wrote about childcare in A baby changes everything: Helping parents finish school https://drwilda.com/tag/childcare-on-colleges/

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Tags: Alliance for Excellent Education, business, Dropout, Graduation Rates, High School Dropouts, High School Dropouts Worsened By Lack Of Support Becoming A Parent Survey, politics, Rennie Center, Why High School Students Drop Out and Efforts to Re-Engage

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Translating digital learning into K-12 education

18 Nov

Moi wrote in The digital divide in classrooms:

One of the major contributors to poverty in third world nations is limited access to education opportunities. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty For a good article about education and poverty which has agood bibliography, go toPoverty and Education, Overview As technology becomes more prevalent in society and increasingly is used in schools, there is talk of a “digital divide” between the haves and have-nots. Laurence Wolff and Soledad MacKinnon define the “digital divide” in their article, What is the Digital Divide?

The “digital divide,” inequalities in access to and utilization of information and communication technologies (ICT), is immense.

http://info.worldbank.org/etools/docs/library/57449/digitaldivide.pdf

Access to information technology varies within societies and it varies between countries. The focus of this article is the digital divide in education. https://drwilda.com/2012/01/25/the-digital-divide-in-classrooms/

Huffington Post reports in the article, Education Technology, Digital Learning Not As Easy As It Seems: Alliance For Excellent Education Report:

A report from the Alliance for Excellent Education identifies four key challenges that public school district leaders must address in the next two years in order to successfully bring digital learning and education technology into K-12 classrooms.

The driving force behind the nationwide effort to adopt a comprehensive digital learning strategy is the move by all states to raise academic expectations by requiring students to graduate from high school college- and career-ready. Additionally, the Common Core State Standards adopted by 46 states and the District of Columbia necessitates using technology to prepare students for computer-administered assessments in the 2014-15 school year.

“If you’re a school or district leader who is considering using education technology and digital learning in your schools, STOP — and go no further — until you have a comprehensive plan that addresses your district’s specific challenges and learning goals for all students,” Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, said in a statement.

One challenge facing district leaders is ensuring that all students are adequately prepared for college and career following graduation. The report states that schools must adapt accordingly and provide students with learning opportunities that are more hands on, experiential, project-based and aligned with their interests. Doing so will enable students to produce content, analyze information and develop a deeper knowledge of complex topics.

Districts must also manage shrinking budgets and rethink how resources are allocated in support of teachers. The report recommends streamlining expenses, offering online professional development, elevating media specialists as instructional leaders and analyzing budget expenses.

When it comes to training and supporting teachers, the Alliance for Excellent Education encourages a transition from a teacher-centric culture to learner-centered instruction, so as to combat the widely uneven and inequitably distributed access to teachers. http://www.huffingtonpost.com/2012/11/15/alliance-for-excellent-ed_n_2140129.html?utm_hp_ref=email_share

The digital learning report is part of an initiative launched by the Alliance:

Alliance Launches Major Effort to Inform School District Leaders About Decisions Affecting the Future of Education

Every school, district, and state leader must make critical decisions in the next two years involving digital learning that will shape education for decades, according to a new report from the Alliance.

The report, The Nation’s Schools Are Stepping Up to Higher Standards, identifies four key challenges that public school district leaders must systemically address in the next two years and outlines the essential elements for developing a comprehensive digital strategy. (Click on the infographic to the left for a larger image).

The report, plus the Nov. 15 webinar and new digital learning web portal accompanying its release, are the first steps in a major effort by the Alliance to help district leaders make smart, far-reaching decisions about implementing education technology that support teachers and improve student outcomes in K–12 public schools.

“If you’re a school or district leader who is considering using education technology and digital learning in your schools, STOP—and go no further—until you have a comprehensive plan that addresses your district’s specific challenges and learning goals for all students,” said Alliance President Bob Wise.

Read the press release , download the report, or access the digital learning portal.

All children have a right to a good basic education. See, Rural schools and the digital divide https://drwilda.com/2012/06/21/rural-schools-and-the-digital-divide/

Schools Must Bridge the Digital Divide http://www.abpc21.org/digitaldivide.html

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Tags: Alliance for Excellent Education, Digital Divide, education, Education Technology Digital Learning Not As Easy As It Seems Alliance For Excellent Education Report, gaming, K-12 Education, politics, research, school district leaders, science, Technology

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Indiana University study: Homework doesn’t improve grades

17 Nov

Moi wrote about homework in Pros and cons of homework:

Vicki Abeles directed a very popular documentary, “The Race to Nowhere.” John Merrow, education correspondent for PBS writes in the Huffington Post article, ‘Race to Nowhere:’ It’s no ‘Waiting for ‘Superman’, ‘ but it’s Honest:

By now it seems we have all reviewed “Waiting for ‘Superman’,” but what’s surprising is that WFS is just one of four or five movies about education now out. A few weeks ago I reviewed WFS, and now I’ve decided to review the rest of them, beginning with “Race to Nowhere,” the 2009 film made by first-time director (and angry parent) Vicki Abeles.

“Race to Nowhere” is a film about how schools and parental pressure are affecting students’ mental and emotional wellbeing. WFS portrays our schools as undemanding; “Race to Nowhere” says the opposite — that we are killing our kids, figuratively and sometimes literally….

Some moments in “Race to Nowhere” just jump off the screen. One that I found particularly compelling: a young woman speaking on a panel asks her audience to identify the worst question a parent can ask his or her child. Turns out, she says, it’s a one-word question. Just

“And?” As in this circumstance:
Child: “I’m taking three honors courses.”
Parent: “And?”
Child: “Well, I have the lead in the school play.”
Parent: “And?”
Child: “I made the volleyball team.”
Parent: “And?”You get the picture. The parents are never satisfied, and the child can never relax. Life for these students is nothing but stress and unrealistic expectations. The world the film conjures up is all too familiar: students are expected to perform and produce but aren’t given time to play. http://www.huffingtonpost.com/john-merrow/race-to-nowhere-its-no-wa_b_751330.html

See, Why ‘Race to Nowhere’ documentary is wrong http://www.washingtonpost.com/blogs/class-struggle/post/why-race-to-nowhere-documentary-is-wrong/2011/04/03/AFBt27VC_blog.ht

Huffington Post reports about the value of homework in the article, Homework Doesn’t Improve Student Course Grades, But Could Boost Standardized Test Scores: Study:

There has been much debate surround the value of homework, and a recent study led by an Indiana University School of Education faculty member has found little correlation between time spent on homework and better course grades for math and science students. It did, however, did identify a positive relationship between homework time and performance on standardized tests.

The authors examined survey and transcript data of more than 18,000 10th grade students, focusing on individual classes. They suggest that factors like class participation and attendance may mitigate the association of homework to stronger grade performance, while the type of homework assigned may cater to standardized test preparation versus retaining knowledge of class material.

According to the report’s author, IU School of Education assistant professor Adam Maltese, “if students are spending more time on homework, they’re getting exposed to the types of questions and the procedures for answering questions that are not so different from standardized tests.”

The time spent on homework reported by most students represents the equivalent of 100-180 50-minute class periods of extra learning time each year, according to the report. http://www.huffingtonpost.com/2012/11/16/study-finds-little-correl_n_2145434.html?utm_hp_ref=education

Here is the Indiana University press release:

IU study: Homework doesn’t improve course grades but could boost standardized test scores

FOR IMMEDIATE RELEASE
Nov. 15, 2012

BLOOMINGTON, Ind. — A study led by an Indiana University School of Education faculty member finds little correlation between time spent on homework and better course grades for math and science students, but a positive relationship between homework time and performance on standardized tests.

“When Is Homework Worth the Time?” is a recently published work of Adam Maltese, assistant professor of science education in the IU School of Education, along with co-authors Robert H. Tai, associate professor of science education at the Curry School of Education at the University of Virginia, and Xitao Fan, dean of education at the University of Macau.

The authors examined survey and transcript data of more than 18,000 10th-grade students to uncover explanations for academic performance. The data focused on individual classes for students, examining the outcomes through the transcripts for students from two nationwide samples collected in 1990 and 2002 by the National Center for Education Statistics. Contrary to much of the published research, a regression analysis of time spent on homework and the final class grade found no substantive difference in grades between students who complete homework and those who do not. But the analysis found a positive association between student performance on standardized tests and the time they spent on homework.

“Our results hint that maybe homework is not being used as well as it could be,” Maltese said.

The authors suggest in their conclusions that other factors such as class participation and attendance may mitigate the association of homework to stronger grade performance. They also indicate that the types of homework assignments typically given may work better toward standardized test preparation than for retaining knowledge of class material. Maltese puts forward the idea that “if students are spending more time on homework, they’re getting exposed to the types of questions and the procedures for answering questions that are not so different from standardized tests.”

Maltese said the genesis for the study was a concern about whether a traditional and ubiquitous educational practice, such as homework, is associated with students achieving at a higher level in math and science. Many media reports about education compare U.S. students unfavorably to high-achieving math and science students from across the world. The 2007 documentary film “Two Million Minutes” compared two Indiana students to students in India and China, taking particular note of how much more time the Indian and Chinese students spent on studying or completing homework.

“We’re not trying to say that all homework is bad,” Maltese said. “It’s expected that students are going to do homework. This is more of an argument that it should be quality over quantity. So in math, rather than doing the same types of problems over and over again, maybe it should involve having students analyze new types of problems or data. In science, maybe the students should write concept summaries instead of just reading a chapter and answering the questions at the end.”

This issue is particularly relevant given that the time spent on homework reported by most students translates into the equivalent of 100 to 180 50-minute class periods of extra learning time each year.

“The results from this study imply that homework should be purposeful,” Tai said, “and that the purpose must be understood by both the teacher and the students.”

The authors conclude that given current policy initiatives of the U.S. Department of Education, states and school districts to improve science, technology, engineering and math education, more evaluation should be done about how to use homework time more effectively. They suggest more research be done on the form and function of homework assignments.

“In today’s current educational environment, with all the activities taking up children’s time both in school and out of school, the purpose of each homework assignment must be clear and targeted,” Tai said. “With homework, more is not better.”

“If homework is going to be such an important component of learning in American schools, it should be used in some way that’s more beneficial,” Maltese said. “More thought needs to be given to this, rather than just repeating problems already done in class.”

The full article is published in The High School Journal.

Citation:

When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math

Adam V. Maltese, Robert H. Tai, Xitao Fan

From: The High School Journal
Volume 96, Number 1, Fall 2012
pp. 52-72 | 10.1353/hsj.2012.0015

Abstract

Abstract:

Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative samples of high school students collected in 1990 and 2002. Using multiple linear regressions and controlling for students’ background, motivation, and prior achievement, we investigated how much variance in science and math course grades and achievement test scores could be explained by time spent on homework in those classes. The results indicate that there is no consistent significant relationship between time spent on homework and grades, but a consistently positive significant relationship between homework and performance on standardized exams.

There are certain populations of children who will benefit from homework assignments.

Education is quite often a one-size-fits-all approach. Each population of children is different and education strategies MUST be designed to address the needs of the child. For some children whose backgrounds are not as enriched as others; it may mean homework is necessary to bring them up to grade level. Education programs must be tailored to the needs of each child.

Resources:

Homework Help http://kidshealth.org/kid/feeling/school/homework_help.html

Homework Tips for Parents http://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf

Pros and cons of homework https://drwilda.com/2012/06/03/pros-and-cons-of-homework/

Is homework a necessary evil? https://drwilda.com/2012/04/07/is-homework-a-necessary-evil/

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Tags: 'Race to Nowhere', ‘Race to Nowhere’ It’s no ‘Waiting for ‘Superman’ ‘ but it’s Honest, education, Homework, Homework Doesn't Improve Student Course Grades But Could Boost Standardized Test Scores Study, Homework doesn’t improve course grades but could boost standardized test scores, Indiana University, research, science, When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math, Why 'Race to Nowhere' documentary is wrong:

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University of Missouri study: Counting ability predicts future math ability of preschoolers

15 Nov

Jacob Vigdor wrote the interesting Education Next article, Solving America’s Math Problem:

American public schools have made a clear trade-off over the past few decades. With the twin goals of improving the math performance of the average student and promoting equality, it has made the curriculum more accessible. The drawback to exclusive use of this more accessible curriculum can be observed among the nation’s top-performing students, who are either less willing or less able than their predecessors or their high-achieving global peers to follow the career paths in math, science, and engineering that are the key to innovation and job creation. In the name of preparing more of the workforce to take those jobs, we have harmed the skills of those who might have created them. Although there is some evidence of a payoff from this sacrifice, in the form of marginally better performance among average students, some of the strategies used to help these students have in fact backfired…

Not all children are equally prepared to embark on a rigorous math curriculum on the first day of kindergarten, and there are no realistic policy alternatives to change this simple fact. Rather than wish differences among students away, a rational policy for the 21st century will respond to those variations, tailoring lessons to children’s needs. This strategy promises to provide the next generation of prospective scientists and engineers with the training they need to create jobs, and the next generation of workers with the skills they need to qualify for them. http://educationnext.org/solving-america%E2%80%99s-math-problem/#.UG25FCk_6rE.email

One way of looking at Vigdor’s conclusions is to ask whether high performance preschool programs and early intervention can affect student achievement?

Science Daily reports about a University of Missouri study about the effect of counting ability in preschoolers in the article, Preschoolers’ Counting Abilities Relate to Future Math Performance, Researcher Says:

Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.

“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.”

Manfra analyzed data from more than 3,000 children from low-income households in order to determine if the children’s reciting and counting abilities in preschool affected their first-grade math scores. He found that students who could recite and count to 20 in preschool had the highest math scores in first grade; however, less than 10 percent of the children in the study could count and recite to 20.

“Counting gives children stronger foundations when they start school,” Manfra said. “The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it’s important that children start with as many skills as possible.” http://www.sciencedaily.com/releases/2012/11/121108142808.htm

Here is the press release from the University of Missouri:

News Bureau

University of Missouri

Preschoolers’ Counting Abilities Relate to Future Math Performance, MU Researcher Says

Counting, in addition to reciting, should be emphasized in early childhood education to establish foundation for future academic success

Nov. 08, 2012

Story Contact(s):
Jesslyn Chew, ChewJ@missouri.edu, (573) 882-8353

COLUMBIA, Mo. – Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.

“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.”

Manfra analyzed data from more than 3,000 children from low-income households in order to determine if the children’s reciting and counting abilities in preschool affected their first-grade math scores. He found that students who could recite and count to 20 in preschool had the highest math scores in first grade; however, less than 10 percent of the children in the study could count and recite to 20.

“Counting gives children stronger foundations when they start school,” Manfra said. “The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it’s important that children start with as many skills as possible.”

Previous research has shown that, in low-income families, parents often think children’s educations are the responsibility of teachers, while teachers expect parents to teach some essential skills at home, Manfra said.

“These low-income children aren’t learning math skills anywhere because parents think the children are learning them at school, and teachers think they’re learning them at home,” Manfra said. “This is a problem because it gives parents and teachers the idea that it’s not their responsibility to educate the children, when it’s everyone’s responsibility. This is problematic because, when the children enter kindergarten and are at lower math levels, they don’t have the foundational skills needed to set them on paths for future success.”

Parents and teachers should integrate counting into all aspects of children’s daily activities so they can master the skill, Manfra said.

“You can learn anything anywhere, and this is very true for counting,” Manfra said. “When adults read books with children, they can count the ducks on the page. They might count the leaves that fall to the ground outside or the number of carrots at lunchtime.”

The Department of Human Development and Family Studies is part of the MU College of Human Environmental Sciences. The study, “Associations between Counting Ability in Preschool and Mathematic Performance in First Grade among a Sample of Ethnically Diverse, Low-Income Children,” will be published in an upcoming issue of the Journal of Research in Childhood Education.

There will continue to be battles between those who favor a more traditional education and those who are open to the latest education fad. These battles will be fought out in school board meetings, PTSAs, and the courts.

There is one way to, as Susan Powder says, “Stop the Insanity.” Genuine school choice allows parents or guardians to select the best educational setting for their child. Many policy wonks would like to believe that only one type of family seeks genuine school choice, the right wing wacko who makes regular visits on the “tea party” circuit. That is not true. Many parents favor a back-to-the basics traditional approach to education.

A one-size-fits-all approach does not work in education

Study: Early mastery of fractions is a predictor of math success https://drwilda.com/tag/formula-written-for-math-success/

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Tags: accessible curriculum, Counting, Math, Math Curriculum, Math Education, math performance, Numbers Fractions, Preschoolers' Counting Abilities Relate to Future Math Performance Researcher Says, rigorous math curriculum, science, Solving America’s Math Problem

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College readiness: What are ‘soft skills’

14 Nov

Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready? http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Caralee J. Adams reports in the Education Week article, ‘Soft Skills’ Pushed as Part of College Readiness:

To make it in college, students need to be up for the academic rigor. But that’s not all. They also must be able to manage their own time, get along with roommates, and deal with setbacks. Resiliency and grit, along with the ability to communicate and advocate, are all crucial life skills. Yet, experts say, many teenagers lack them, and that’s hurting college-completion rates.

“Millennials have had helicopter parents who have protected them,” said Dan Jones, the president of the Association for University and College Counseling Center Directors and the director of counseling and psychological services at Appalachian State University in Boone, N.C. “They haven’t had the opportunity to struggle. When they come to college and bad things happen, they haven’t developed resiliency and self-soothing skills.”

College enrollment is growing, but graduation rates remain flat. Among industrialized nations, the United States ranks ninth in the world in enrollment but last in completion rates, according to an analysis of 18 countries by the Organization for Economic Cooperation and Development.

As educators look for ways to turn that showing around, many schools are incorporating the softer, noncognitive skills into college-readiness efforts. The ability to solve problems and be resourceful are viewed by some experts as being as important as mastering mathematics and reading. Helping teenagers develop those skills is being addressed in high schools, college-freshman orientation, youth-development organizations, and parenting programs….

“The expectations are not in alignment with reality,” said Harlan Cohen, the author of The Naked Roommate and 107 Other Issues You Might Run Into In College, published last year. “Students do not have the communication skills to navigate through adversity that is part of the normal transition to college.”

Colleges sell the best moments in brochures. “The uncomfortable parts aren’t illustrated. You don’t see people crying, struggling, vomiting, dealing with roommate conflict or heartache,” Mr. Cohen said.

To emotionally prepare students for campus life, he has helped craft a curriculum for high school seniors. “High schools are starting to realize that we desperately need to be responding, not just getting them into college, but getting them through,” he said….

The work of promoting life skills is bigger than high school counselors can handle alone, especially since many have caseloads far into the hundreds. College counselors try to help incoming freshmen, but their resources are stretched and their priority is serving the most-troubled students. And many experts believe those soft skills need to be taught before students get to campus.

A holistic approach to college readiness that integrates academic content, college knowledge, and psychology may be what’s needed to help more students complete college, said Andrea Venezia, a project director at WestEd, a research organization based in San Francisco. Rather than compartmentalization of college-readiness efforts, she advocates early training that includes noncognitive strategies and habits of mind that give students internal strength to persist….http://www.edweek.org/ew/articles/2012/11/14/12softskills_ep.h32.html?tkn=WQRFgl%2Bkfw2CUbzDpa48iaX0xbRF0HCUXIpI&cmp=clp-edweek&intc=es

Soft skills are skills associated with “emotional intelligence.”

Jeanne Segal, Ph.D., and Melinda Smith, M.A. have written the excellent article, Emotional Intelligence (EQ) for HELPGUIDE.Org.

What is emotional intelligence?

Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.

If you have a high emotional intelligence you are able to recognize your own emotional state and the emotional states of others and engage with people in a way that draws them to you. You can use this understanding of emotions to relate better to other people, form healthier relationships, achieve greater success at work, and lead a more fulfilling life.

Emotional intelligence consists of four attributes:

Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence.

Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances.

Social awareness – You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization.

Relationship management – You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.

Why is emotional intelligence (EQ) so important?

As we know, it’s not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence or IQ isn’t enough on its own to be successful in life. IQ can help you get into college but it’s EQ that will help you manage the stress and emotions of sitting your final exams.

Emotional intelligence affects:

Your performance at work. Emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging job candidates, many companies now view emotional intelligence as being as important as technical ability and require EQ testing before hiring.

Your physical health. If you’re unable to manage your stress levels, it can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress.

Your mental health. Uncontrolled stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand and manage your emotions, you’ll also be open to mood swings, while an inability to form strong relationships can leave you feeling lonely and isolated.

Your relationships. By understanding your emotions and how to control them, you’re better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at work and in your personal life. http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm

Whether one calls success traits “emotional intelligence” or “soft skills” is really not important. The traits associated are those more likely to result in a successful outcome for the student.

Margaret Rouse defines “soft skills” in the post, Soft Skills:

Soft skills are personal attributes that enhance an individual’s interactions, job performance and career prospects. Unlike hard skills, which are about a person’s skill set and ability to perform a certain type of task or activity, soft skills are interpersonal and broadly applicable.

Soft skills are often described by using terms often associated with personality traits, such as:

optimism

common sense

responsibility

a sense of humor

integrity

and abilities that can be practiced (but require the individual to genuinely like other people) such as:

empathy

teamwork

leadership

communication

good manners

negotiation

sociability

the ability to teach.

It’s often said that hard skills will get you an interview but you need soft skills to get (and keep) the job. http://searchcio.techtarget.com/definition/soft-skills

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Many NOT ready for higher education https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

What the ACT college readiness assessment means https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’ https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

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Tags: 'Soft Skills' Pushed as Part of College Readiness, College Readiness, education, Emotional Intelligence, Emotional Intelligence (EQ), HELPGUIDE.ORG, science, Soft Skills, What Makes a Student College Ready?

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Will ‘massive open online courses’ (MOOCS) begin to offer credit?

14 Nov

Moi discussed online college courses in Do online badges give a more realistic appraisal than grades?

The New York Times reported about the online education trend in the article, Online Enterprises Gain Foothold as Path to a College Degree http://www.nytimes.com/2011/08/25/education/25future.html?_r=1&emc=eta1

Often these online ventures will offer a certificate or badge to show completion of a course of study. Education Portal defines the difference between a certificate and diploma:

Certificate Overview

A certificate is earned by a student after taking a series of courses relating to a subject. Students often earn certificates to get a step ahead in the professional field of their interest and certificates may be offered in similar programs as degrees. For instance, there are certificates in business, literature and technical programs. In some technical programs, a certificate may be required.

There are also graduate certificates, often taken either alone or alongside a graduate degree program. In some programs, the student may use his or her electives to fulfill a certificate in order to make him or herself more desirable to a potential employer.

Certificate programs taken alone are similar to associate’s degree programs. However, they take less time because core academic programs are not required.

Diploma Overview

Diplomas are similar to certificates but often earned at clinical schools. For instance, a diploma of nursing is offered as an option besides an associate’s degree or bachelor’s degree. This diploma program is only offered at hospitals with specialty programs that provide training. A diploma often takes two years and involves as much clinical work as classroom.

Degree Overview

An academic degree can be earned at many levels, including associate’s, which takes two years, bachelor’s, which takes four years, master’s, which is two years beyond a bachelor’s degree, and doctoral, which is several years beyond a master’s degree.

A degree program differs from certificates and diploma programs in that it often requires the student to take core courses to support a more rounded education. For instance, at many universities, those earning their bachelor’s degree are required to take English, math, science, philosophy and history. Earning a degree also opens up many more potential doors to the student than would a certificate or diploma. Many careers require that the student has earned at least a bachelor’s degree; several career options require more than this. http://education-portal.com/articles/What_is_the_Difference_Between_a_Certificate_Diploma_and_Degree.html

Some online universities are awarding badges. Lynn O’Shaughnessy reports in the U.S. News article, Digital Badges Could Significantly Impact Higher Education. http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education https://drwilda.com/2012/01/23/can-free-online-universities-change-the-higher-education-model/

https://drwilda.com/2012/10/21/do-online-badges-give-a-more-realistic-appraisal-than-grades/

Nick Anderson reports in the Washington Post article, Exploring credits for free online courses:

The American Council on Education, which represents university presidents, said Tuesday it is teaming with the Bill & Melinda Gates Foundation and the free online education provider Coursera on an initiative to seek answers to those questions.

The announcement is the latest sign of the emerging influence of what are known as massive open online courses, or MOOCs. Millions of people this year have tried out MOOCs on Web sites such as Coursera, edX, Udacity and others.

“MOOCs are an intriguing, innovative new approach that hold much promise for engaging students across the country and around the world, as well as for helping colleges and universities broaden their reach,” Molly Corbett Broad, president of the council, said in a statement. She said the council is eager to help answer questions such as whether the free online courses can “increase learning productivity.”

Under the initiative, Coursera will pay the council a to-be-determined fee to evaluate the credit-worthiness of a selection of its courses. Coursera, a for-profit company, hosts about 200 courses from 33 prominent institutions. Among local participants are the universities of Virginia and Maryland and Johns Hopkins University.

Broad said the council also is in discussions with edX, a nonprofit MOOC venture led by MIT and Harvard University, about possible analysis of its courses.

The universities that offer MOOCs have not said that they intend to award credits for them. But a recommendation from the council that the courses are worthy of credit would be a key step toward helping students obtain transfer credit from other schools. Another key step would be to arrange proctored exams to verify student work….

Some university presidents are skeptical.

C.L. Max Nikias, president of the University of Southern California, said his school will not offer free online courses. He said he worries about how much students learn through MOOCs and whether their achievement can be verified. http://www.washingtonpost.com/local/education/exploring-credits-for-free-online-courses/2012/11/13/ccdcbac8-2d8f-11e2-89d4-040c9330702a_story.html?wpisrc=emailtoafriend

See, College Credit Eyed for Online Courses http://www.nytimes.com/2012/11/14/education/moocs-to-be-evaluated-for-possible-college-credit.html?emc=eta1&_r=0

Jeffrey R. Young reports in the Chronicle of Higher Education article, American Council on Education May Recommend Some Coursera Offerings for College Credit:

ACE also announced on Tuesday that it will set up a Presidential Innovation Lab that will bring together college leaders to discuss the potential of MOOC’s and new business models for higher education. The lab is supported by an $895,453 grant from the Bill & Melinda Gates Foundation, as part of about $3-million in new MOOC-related grants announced Tuesday.

The review process by the council will be “similar to the way regional accreditation works,” said Molly Corbett Broad, president of ACE. Professors will look at the content, teaching methods, “evidence of student engagement,” and other elements of MOOC’s to see if they appear equivalent to that taught by an accredited college, she added.

To pass the council’s test, Coursera will make a few changes in the courses for which it seeks certification. For instance, ACE requires an “authentication of identity,” said Ms. Broad, meaning that Coursera must have some kind of proctored examination or other way to prove that students are who they say they are.

For the courses in the pilot project, Coursera will form partnerships with online proctoring companies that use Webcams and special software to monitor tests remotely, said Daphne Koller, co-founder of Coursera. Students hold up their ID’s to a Webcam during an appointed exam time, and an employee from the proctoring company checks them to verify identity, and then watches students take the test to make sure they aren’t cheating.

Meanwhile, the proctoring company uses software to monitor the students’ activity to make sure they aren’t just Googling the answers. Ms. Koller expects the cost of the proctoring to be less than $30 per exam.

The remote-proctoring strategy differs from an identity-verification system used by other providers of MOOC’s, including edX, a nonprofit started by Harvard University and the Massachusetts Institute of Technology, and Udacity, a start-up company competing with Coursera. Both of those organizations say they will use a series of testing centers run by Pearson, which will require students to travel to a test center to take final exams in person, if they want a certificate of completion.

Related Content

What You Need to Know About MOOC’s

http://chronicle.com/article/American-Council-on-Education/135750/?cid=pm&utm_source=pm&utm_medium=en

With any education opportunity the prospective student and their family must do their homework and weigh the pros and cons of the institution with with the student’s goals and objectives. In answer to the question of whether online college is a threat to traditional bricks and mortar universities, it depends. The market will answer that question because many students do not attend college to receive a liberal arts education, but to increase employment opportunities. If the market accepts badges and certificates, then colleges may be forced to look at the costs associated with a traditional college degree.

Verifying identity for online courses https://drwilda.com/2012/04/15/verifying-identity-for-online-courses/

Is online higher ed a threat to bricks and mortar colleges? https://drwilda.com/2012/09/17/is-online-higher-ed-a-threat-to-bricks-and-mortar-colleges/

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Tags: American Council on Education May Recommend Some Coursera Offerings for College Credit, college credit, College Credit Eyed for Online Courses, Digital Badges Could Significantly Impact Higher Education, education, Education Portal, Massive Online Open Courses, MOOC, online badges, online certificates, Online Education, Online Enterprises Gain Foothold as Path to a College Degree, politics, research, Technology

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Categories Dr Wilda

Study: Early stress in girls may be the source of later anxiety

13 Nov

Prolonged stress can have adverse effects on humans. Moi wrote about the Adverse Childhood Experiences Study in Study: Some of the effects of adverse stress do not go away:

Sarah D. Sparks writes in the Education Week article, Research Traces Impacts of Childhood Adversity:

Research from Dr. Shonkoff’s center and from other experts finds that positive stress—the kind that comes from telling a toddler he can’t have a cookie or a teenager that she’s about to take a pop quiz—causes a brief rise in heart rate and stress hormones. A jolt can focus a student’s attention and is generally considered healthy.

Similarly, a child can tolerate stress that is severe but may be relatively short-term—from the death of a loved one, for example—as long as he or she has support….

‘Toxic’ Recipe

By contrast, so-called “toxic stress” is severe, sustained, and not buffered by supportive relationships.

The same brain flexibility, called plasticity, that makes children open to learning in their early years also makes them particularly vulnerable to damage from the toxic stressors that often accompany poverty: high mobility and homelessness; hunger and food instability; parents who are in jail or absent; domestic violence; drug abuse; and other problems, according to Pat Levitt, a developmental neuroscientist at the University of Southern California and the director of the Keck School of Medicine Center on the Developing Child in Los Angeles…. http://www.edweek.org/ew/articles/2012/11/07/11poverty_ep.h32.html?tkn=QLYF5qldyT3U0BI0xqtD5885mihZIxwbX4qZ&cmp=clp-edweek

Here is information about the Adverse Child Experiences Study. The Centers for Disease Control and Prevention provides access to the peer-reviewed publications resulting from The ACE Study. http://acestudy.org/

https://drwilda.com/2012/11/09/study-some-of-the-effects-of-adverse-stress-do-not-go-away/

Waisman Laboratory for Brain Imaging and Behavior published a study which looks at the effects of stress on girls.

Science Daily is reporting in the article, Early Stress May Sensitize Girls’ Brains for Later Anxiety:

High levels of family stress in infancy are linked to differences in everyday brain function and anxiety in teenage girls, according to new results of a long-running population study by University of Wisconsin-Madison scientists.

The study highlights evidence for a developmental pathway through which early life stress may drive these changes. Here, babies who lived in homes with stressed mothers were more likely to grow into preschoolers with higher levels of cortisol, a stress hormone. In addition, these girls with higher cortisol also showed less communication between brain areas associated with emotion regulation 14 years later. Last, both high cortisol and differences in brain activity predicted higher levels of adolescent anxiety at age 18.

The young men in the study did not show any of these patterns.

“We wanted to understand how stress early in life impacts patterns of brain development which might lead to anxiety and depression,” says first author Dr. Cory Burghy of the Waisman Laboratory for Brain Imaging and Behavior. “Young girls who, as preschoolers, had heightened cortisol levels, go on to show lower brain connectivity in important neural pathways for emotion regulation — and that predicts symptoms of anxiety during adolescence….”

The current paper has its roots back in 1990 and 1991, when 570 children and their families enrolled in the Wisconsin Study of Families and Work (WSFW). All of the children were born in either Madison or Milwaukee. Dr. Marilyn Essex, a UW professor of psychiatry and co-director of the WSFW, said the initial goal was to study the effects of maternity leave, day care and other factors on family stress. Over the years, the study has resulted in important findings on the social, psychological, and biological risk factors for child and adolescent mental health problems. Subjects are now 21 and 22 years old, and many continue to participate.

For the current study, Burghy and Birn used fcMRI to scan the brains of 57 subjects — 28 female and 29 male — to map the strength of connections between the amygdala, an area of the brain known for its sensitivity to negative emotion and threat, and the prefrontal cortex, often associated with helping to process and regulate negative emotion. Then, they looked back at earlier results and found that girls with weaker connections had, as infants, lived in homes where their mothers had reported higher general levels of stress — which could include symptoms of depression, parenting frustration, marital conflict, feeling overwhelmed in their role as a parent, and/or financial stress. As four-year-olds, these girls also showed higher levels of cortisol late in the day, measured in saliva, which is thought to demonstrate the stress the children experienced over the course of that day. http://www.sciencedaily.com/releases/2012/11/121111152930.htm#.UKEogDfvMTo.email

Citation:

Nature Neuroscience | Article

Developmental pathways to amygdala-prefrontal function and internalizing symptoms in adolescence

Cory A Burghy,

Diane E Stodola,

Paula L Ruttle,

Erin K Molloy,

Jeffrey M Armstrong,

Jonathan A Oler,

Michelle E Fox,

Andrea S Hayes,

Ned H Kalin,

Marilyn J Essex,

Richard J Davidson

& Rasmus M Birn

Affiliations

Contributions

Corresponding author

Nature Neuroscience

(2012)

doi:10.1038/nn.3257

Received

23 July 2012

Accepted

11 October 2012

Published online

11 November 2012

Abstract

Abstract

Author information

Supplementary information

Early life stress (ELS) and function of the hypothalamic-pituitary-adrenal axis predict later psychopathology. Animal studies and cross-sectional human studies suggest that this process might operate through amygdala–ventromedial prefrontal cortex (vmPFC) circuitry implicated in the regulation of emotion. Here we prospectively investigated the roles of ELS and childhood basal cortisol amounts in the development of adolescent resting-state functional connectivity (rs-FC), assessed by functional connectivity magnetic resonance imaging (fcMRI), in the amygdala-PFC circuit. In females only, greater ELS predicted increased childhood cortisol levels, which predicted decreased amygdala-vmPFC rs-FC 14 years later. For females, adolescent amygdala-vmPFC functional connectivity was inversely correlated with concurrent anxiety symptoms but positively associated with depressive symptoms, suggesting differing pathways from childhood cortisol levels function through adolescent amygdala-vmPFC functional connectivity to anxiety and depression. These data highlight that, for females, the effects of ELS and early HPA-axis function may be detected much later in the intrinsic processing of emotion-related brain circuits.

Stress has negative effects on the body.

According to the Mayo Clinic article, Stress symptoms: Effects on your body, feelings and behavior:

Common effects of stress …
… On your body	… On your mood	… On your behavior
Headache Muscle tension or pain Chest pain Fatigue Change in sex drive Stomach upset Sleep problems	Anxiety Restlessness Lack of motivation or focus Irritability or anger Sadness or depression	Overeating or undereating Angry outbursts Drug or alcohol abuse Tobacco use Social withdrawal

Source: American Psychological Association’s “Stress in America” report, 2010

http://www.mayoclinic.com/health/stress-symptoms/SR00008_D

This study points to the need for quality prenatal care.

The March of Dimes discusses stress during pregnancy in the article, Emotional and life changes:

What types of stress can cause pregnancy problems?

Stress is not all bad. When you handle it right, a little stress can help you take on new challenges. Regular stress during pregnancy, such as work deadlines and sitting in traffic, probably don’t add to pregnancy problems.

However, serious types of stress during pregnancy may increase your chances of certain problems, like premature birth. Most women who have serious stress during pregnancy can have healthy babies. But be careful if you experience serious kinds of stress, like:

Negative life events. These are things like divorce, serious illness or death in the family, or losing a job or home.

Catastrophic events. These are things like earthquakes, hurricanes or terrorist attacks.

Long-lasting stress. This type of stress can be caused by having financial problems, being abused, having serious health problems or being depressed. Depression is medical condition where strong feelings of sadness last for long periods of time and prevent a person from leading a normal life.

Racism. Some women may face stress from racism during their lives. This may help explain why African-American women in the United States are more likely to have premature and low-birthweight babies than women from other racial or ethnic groups.

Pregnancy-related stress. Some women may feel serious stress about pregnancy. They may be worried about miscarriage, the health of their baby or about how they’ll cope with labor and birth or becoming a parent. If you feel this way, talk to your health care provider.

Does post-traumatic stress disorder affect pregnancy?
Post-traumatic stress disorder (PTSD) is when you have problems after seeing or experiencing a terrible event, such as rape, abuse, a natural disaster, a terrorist attack or the death of a loved one. People with PTSD may have:

Serious anxiety

Flashbacks of the event

Nightmares

Physical responses (like a racing heartbeat or sweating) when reminded of the event

As many as 8 in 100 women (8 percent) may have PTSD during pregnancy. Women who have PTSD may be more likely than women without it to have a premature or low-birthweight baby. They also are more likely than other women to have risky health behaviors, such as smoking cigarettes, drinking alcohol or taking street drugs. Doing these things can increase the chances of having pregnancy problems. If you think you may have PTSD, talk to your provider or a mental health professional.

How does stress cause pregnancy problems?
We don’t completely understand the effects of stress on pregnancy. But certain stress-related hormones may play a role in causing certain pregnancy complications. Serious or long-lasting stress may affect your immune system, which protects you from infection. This can increase the chances of getting an infection of the uterus. This type of infection can cause premature birth.

Stress also may affect how you respond to certain situations. Some women deal with stress by smoking cigarettes, drinking alcohol or taking street drugs, which can lead to pregnancy problems.

Can high levels of stress in pregnancy hurt your baby later in life?
Some studies show that high levels of stress in pregnancy may cause certain problems during childhood, like having trouble paying attention or being afraid. It’s possible that stress may also affect your baby’s brain development or immune system.

How can you reduce stress during pregnancy?
Here are some ways to reduce stress:

Figure out what’s making you stressed and talk to your partner, a friend or your health care provider about it.

Know that the discomforts of pregnancy are only temporary. Ask your provider how to handle these discomforts.

Stay healthy and fit. Eat healthy foods, get plenty of sleep and exercise (with your provider’s OK).

Exercise can help reduce stress and also helps prevent common pregnancy discomforts.

Cut back on activities you don’t need to do.

Have a good support network, including your partner, family and friends. Ask your provider about resources in the community that may be able to help.

Ask for help from people you trust. Accept help when they offer. For example, you may need help cleaning the house, or you may want someone to go with you to your prenatal visits.

Try relaxation activities, like prenatal yoga or meditation.

Take a childbirth education class so you know what to expect during pregnancy and when your baby arrives. Practice the breathing and relaxation techniques you learn in your class.

If you’re working, plan ahead to help you and your employer get ready for your time away from work.

If you think you may be depressed, talk to your provider right away. There are many ways to deal with depression. Getting treatment and counseling early may help.

Last reviewed January 2012 http://www.marchofdimes.com/pregnancy/lifechanges_indepth.html

See, The Importance of Quality Prenatal Care http://www.mdnews.com/news/2010_07/national_jul10_the-importance-of-quality-prenatal-care

Our goal as a society should be:

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Resources:

The Effects of Stress on Your Body http://www.webmd.com/mental-health/effects-of-stress-on-your-body

The Physical Effects of Long-Term Stress http://psychcentral.com/lib/2007/the-physical-effects-of-long-term-stress/all/1/

Chronic Stress: The Body Connection http://www.medicinenet.com/script/main/art.asp?articlekey=53737

Understanding Stress Symptoms, Signs, Causes, and Effects http://www.helpguide.org/mental/stress_signs.htm

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Tags: Adverse Child Experiences Study, Adversity, Anxiety, Developmental pathways to amygdala-prefrontal function and internalizing symptoms in adolescence, Early Stress May Sensitize Girls’ Brains for Later Anxiety, Emotional and Life Changes, health, keck school of medicine, Mayo Clinic, Mental Health, Prenatal Care, research, Research Traces Impacts of Childhood Adversity, science, Science Daily, Stress, The Centers for Disease Control and Prevention, The March of Dimes, Waisman Laboratory for Brain Imaging and Behavior

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Categories Dr Wilda

The military mirrors society

13 Nov

Here’s today’s COMMENT FROM AN OLD FART: Despite the fact that those in high places are routinely outed for lapses in judgment and behavior unbecoming the office or position they have been entrusted with, many continue to feign surprise at the lapse. Really, many are feigning the surprise at the stupidity of the seemingly bright and often brilliant folk who now have to explain to those close and the public about the stupidity which brought their lives to ruin. Some how the “devil made me do it” does not quite fully explain the hubris. The hubris comes from a society and culture where ME is all that counts and there are no eternals. There is only what exists in this moment.

Thom Shanker writes in the New York Times article, Concern Grows Over Top Military Officers’ Ethics:

Along with a steady diet of books on leadership and management, the reading list at military “charm schools” that groom officers for ascending to general or admiral includes an essay, “The Bathsheba Syndrome: The Ethical Failure of Successful Leaders,” that recalls the moral failure of the Old Testament’s King David, who ordered a soldier on a mission of certain death — solely for the chance to take his wife, Bathsheba.

The not-so-subtle message: Be careful out there, and act better.

Despite the warnings, a worrisomely large number of senior officers have been investigated and even fired for poor judgment, malfeasance and sexual improprieties or sexual violence — and that is just in the last year.

Despite the warnings, a worrisomely large number of senior officers have been investigated and even fired for poor judgment, malfeasance and sexual improprieties or sexual violence — and that is just in the last year….http://www.nytimes.com/2012/11/13/us/petraeuss-resignation-highlights-concern-over-military-officers-ethics.html?hp

The Petreaus Mess is simply this month’s scandal de jour. There will be others to follow.

Moi wrote in Cheating at Harvard:

Minnesota State University Mankato has an excellent newsletter article about academic dishonesty. Richard C. Schimming writes in Academic Dishonesty

A recent survey found that 1/3 of all students admitted to cheating on an examination, 1/2 admitted to cheating on a class assignment, 2/3 admitted to cheating at least once during their college career, and 2/3 have seen classmates cheat on exams or assignments. Paradoxically, 3/4 of those in that survey believe that cheating is not justified under any circumstances. Finally, 1/2 of the students surveyed believe that the faculty of their university do not try to catch cheaters….

The various reasons that students give for cheating can also be instructive in obtaining a picture of academic dishonesty. Gleaned from a variety of sources, the list of student reasons for cheating given below is meant to be illustrative rather than exhaustive:

Today’s generation of student has less of an attachment to the institution so that cheating is more impersonal and seen as less painful because of this detachment.
The difficult job market places a premium on a high grade point average so that any means necessary will be employed to achieve and maintain good grades.
Some students believe that professors are cheating them in the classroom by shirking their teaching responsibilities. Therefore, students come to believe that turnabout is fair play.
New entering students find themselves in courses beyond their capability so they resort to cheating to succeed in the course.

The metaphors and social constructs provided by students in surveys can also provide insight into the rationale for academic dishonesty. In one recent study, students used the following metaphors for cheating:

Cheating is just a game, so that it is not important how you win but what is important is that you win.
Cheating is an addiction. Once a student has successfully cheated in some academic context, the urge to continue can become addicting.
Cheating is an easy out. Rather than working hard to master the material, a student can be tempted to use the shortcut of academic dishonesty.
Cheating is a personal dilemma. Students do not begin to cheat because they are ignorant of the potential consequences. Rather the decision to cheat is a difficult decision for most students.
Cheating is theft. The act of cheating robs the institution, the professor, the cheating student, and the other students.
Cheating is a team effort. Cheating does not occur in a vacuum. Where there is a culture that condones cheating and where a student sees other students cheating, academic dishonesty is more likely to flourish.

For some students, cheating starts early. By the time some kids reach college they have already established a pattern of cheating. ABC News has a good report, A Cheating Crisis in America’s Schools http://drwilda.wordpress.com/2011/12/21/cheating-in-schools-goes-high-tech/ https://drwilda.com/2012/09/02/cheating-at-harvard/

Today’s college students become tomorrow’s generals and captains of industry.

Too many families lack a moral compass or a compass of any type. In fact, too many children are growing up in shells of what a family should be. Moi wrote about the culture in It’s the culture and the values, stupid. https://drwilda.com/2011/11/04/its-the-culture-and-the-values-stupid/

Petreaus too shall pass. The next unnamed scandal is be formulated like a hurricane forms over the ocean. After all, it’s really all about ME.

Blogs by Dr. Wilda:

Tags: Academic Dishonesty, Cheating, Concern Grows Over Top Military Officers' Ethics, Ethics, General Petreus, politics

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Alternative discipline: Helping disruptive children stay in school

12 Nov

Moi wrote in Inappropriate discipline: The first step on the road to education failure:

Joan Gausted of the University of Oregon has an excellent article in Eric Digest 78, School Discipline

School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create an environment conducive to learning. Serious student misconduct involving violent or criminal behavior defeats these goals and often makes headlines in the process. However, the commonest discipline problems involve noncriminal student behavior (Moles 1989).

The issue for schools is how to maintain order, yet deal with noncriminal student behavior and keep children in school.

Alan Schwartz has a provocative article in the New York Times about a longitudinal study of discipline conducted in Texas. In School Discipline Study Raises Fresh Questions Schwartz reports:

Raising new questions about the effectiveness of school discipline, a report scheduled for release on Tuesday found that 31 percent of Texas students were suspended off campus or expelled at least once during their years in middle and high school — at an average of almost four times apiece.

Donna St. George has written a Washington Post article which elaborates on the Texas study.

In the article, Study shows wide varieties in discipline methods among very similar schools, St. George reports:

The report, released Tuesday, challenges a common misperception that the only way schools can manage behavior is through suspension, said Michael D. Thompson, a co-author of the report, done by the Council of State Governments Justice Center and Texas A&M University’s Public Policy Research Institute. “The bottom line is that schools can get different outcomes with very similar student bodies,” he said. “School administrators and school superintendents and teachers can have a dramatic impact….”

The results showed that suspension or expulsion greatly increased a student’s risk of being held back a grade, dropping out or landing in the juvenile justice system. Such ideas have been probed in other research, but not with such a large population and across a lengthy period, experts said. http://www.washingtonpost.com/local/education/study-exposes-some-some-myths-about-school-discipline/2011/07/18/gIQAV0sZMI_story.html?wpisrc=emailtoafriend

Family First Aid has a good discussion about the types of behavior problems that result in suspension or expulsion. Dore Francis has a guide, which lists what parents should do if their child is suspended. The guide gives detailed instructions to these steps and other steps. Francis also lists what questions to ask after meeting with school officials. https://drwilda.com/2011/12/13/inappropriate-discipline-the-first-step-on-the-road-to-education-failure/

Nirvi Shah has written the interesting Education Week report, Suspended in School: Punished But Still Learning about alternative discipline methods:

Some of the students at Success Academy here are doing International Baccalaureate-level work. Most of the classes have just five or six students. And every nine weeks, groups of students are required to make major presentations to their classmates and hand in thick binders full of even more- detailed reports.

But this Baltimore public high school isn’t for elite students. Admission depends on whether students have done something so serious a regular district school won’t have them anymore: assaulting classmates or staff members, possessing or distributing drugs, or wielding weapons.

The school, serving as many as 100 students at a time, costs more than $1.2 million a year to run, but the district, which houses the program at its headquarters, says keeping students learning and in school—somewhere—while they are serving out a suspension or have been kicked out of their own schools is far less expensive than the alternative.

“The idea of children being out of school makes no sense,” said Karen Webber-Ndour, Baltimore’s executive director of the office of student support and safety. But at the same time, the district acknowledges that students may have to leave their home school for some offenses.

School-based discipline options like this one are being tried in schools nationwide as a substitute for punishments that force students out of school, which have been shown to disproportionately affect black, Latino, and male students and those with disabilities.

While in-school suspension may be an old standby, schools seem to be putting their own stamp on it. Whether those spaces are staffed by certified teachers or aides varies, and some schools don’t have classroom space to spare for something that might be heavily used one day and not at all the next. Other disciplinary configurations include Saturday classes, evening programs, and lunchtime interventions. In some cases, behavioral-health specialists are available on demand to work with students, keeping them in school rather than suspending them. http://www.edweek.org/ew/articles/2012/11/07/11inschool_ep.h32.html?tkn=OQXF4T7wRzd%2BfDTAENRdHmICQyIk7%2FNisjS1&cmp=clp-edweek&intc=es

The whole child approach is useful in keeping many children in school.

Moi wrote in The ‘whole child’ approach to education: Many children do not have a positive education experience in the education system for a variety of reasons. Many educators are advocating for the “whole child” approach to increase the number of children who have a positive experience in the education process. https://drwilda.com/2012/02/10/the-whole-child-approach-to-education/

In order to ensure that ALL children have a basic education, we must take a comprehensive approach to learning.

See:

Education Law Center

Discipline In Schools: What Works and What Doesn’t?

Justice for Children and Youth has a pamphlet I’m being expelled from school – what are my rights?

Johns Hopkins study finds ‘Positive Behavior Intervention’ improves student behavior https://drwilda.com/2012/10/22/johns-hopkins-study-finds-positive-behavior-intervention-improves-student-behavior/

Pre-kindergarten programs help at-risk students prepare for school h ttp://drwilda.com/2012/07/16/pre-kindergarten-programs-help-at-risk-students-prepare-for-school/

A strategy to reduce school suspensions: ‘School Wide Positive Behavior Support’ https://drwilda.com/2012/07/01/a-strategy-to-reduce-school-suspensions-school-wide-positive-behavior-support/

Blogs by Dr. Wilda:

Tags: Alternative Discipline, behavior problems, Council of State Governments, Discipline, discipline methods, education, Expulsion, Family First Aid, politics, research, School Discipline, School Discipline Study Raises Fresh Questions, science, Study shows wide varieties in discipline methods among very similar schools, Suspended in School Punished But Still Learning, Suspension, whole child approach

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Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids

11 Nov

Moi wrote about the intersection of race and class in education in Race, class, and education in America:

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Lindsey Layton has written the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?

When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?

Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.

He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it.

The result is “The Diverse Schools Dilemma,” which is being published and released next month by the Fordham Institute.

Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.

But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.

As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.

And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.

Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….

In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

Citation:

The Diverse Schools Dilemma

By Michael J. Petrilli / November 13, 2012

Many of today’s parents yearn to live in or near the lively, culturally vibrant heart of the city—in diverse, walkable neighborhoods full of music and theater, accessible to museums and stores, awash in ethnic eateries, and radiating a true sense of community. This is a major shift from recent generations that saw middle class families trading urban centers for suburbs with lawns, malls, parks, and good schools.

But good schools still matter. And standing in the way of many parents’ urban aspirations is the question: Will the public schools in the city provide a strong education for my kids?

To be sure, lots of parents favor sending their sons and daughters to diverse schools with children from a variety of racial and socioeconomic backgrounds. But can such schools successfully meet the educational needs of all those different kids? How do middle class children fare in these environments? Is there enough challenge and stimulation in schools that also struggle to help poor and immigrant children reach basic standards? Is there too much focus on test scores? And why is it so hard to find diverse public schools with a progressive, child-centered approach to education?

These quandaries and more are addressed in this groundbreaking book by Michael J. Petrilli, one of America’s most trusted education experts and a father who himself is struggling with the Diverse Schools Dilemma.

The book is now available for purchase from Amazon, in print or as an eBook.

In the Press

Finding good schools in average neighborhooods by Class Struggle, The Washington Post

Urban middle class boosts school diversity by USA Today

Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia? by The Washington Post

Often, schools are segregated by both race and class. Class identification is very important in education because of class and peer support for education achievement and the value placed on education by social class groups. Moi does not condemn Mr. Petrilli for doing what is best for his family because when the rubber meets the road that is what parents are supposed to do. His family’s situation is just an example of the intersection of race and class in education.

Blogs by Dr. Wilda:

Tags: Class, Class Segregation, Michael J. Petrilli, politics, Race, Race and Class and Education, Schools dilemma for gentrifiers Keep their kids urban or move to suburbia?, Segregation, Segregation in Schools, Shadowy Lines That Still Divide, Social Class Social Class Social Class, The Diverse Schools Dilemma

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Studies: Lack of support and early parenthood cause kids to dropout

In Is mandating 18 as the dropout age the answer? Moi wrote:

Caralee Adams writes in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

PRESENTATIONS

Translating digital learning into K-12 education

Indiana University study: Homework doesn’t improve grades

IU study: Homework doesn’t improve course grades but could boost standardized test scores

University of Missouri study: Counting ability predicts future math ability of preschoolers

Counting, in addition to reciting, should be emphasized in early childhood education to establish foundation for future academic success

Study: Early mastery of fractions is a predictor of math success https://drwilda.com/tag/formula-written-for-math-success/

College readiness: What are ‘soft skills’

What is emotional intelligence?

Emotional intelligence consists of four attributes:

Why is emotional intelligence (EQ) so important?

Many NOT ready for higher education https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Study: Early stress in girls may be the source of later anxiety

Understanding Stress Symptoms, Signs, Causes, and Effects http://www.helpguide.org/mental/stress_signs.htm

The military mirrors society

Alternative discipline: Helping disruptive children stay in school

Report: Black students more likely to be suspended https://drwilda.com/2012/08/07/report-black-students-more-likely-to-be-suspended/

Johns Hopkins study finds ‘Positive Behavior Intervention’ improves student behavior https://drwilda.com/2012/10/22/johns-hopkins-study-finds-positive-behavior-intervention-improves-student-behavior/

Pre-kindergarten programs help at-risk students prepare for school h ttp://drwilda.com/2012/07/16/pre-kindergarten-programs-help-at-risk-students-prepare-for-school/

A strategy to reduce school suspensions: ‘School Wide Positive Behavior Support’ https://drwilda.com/2012/07/01/a-strategy-to-reduce-school-suspensions-school-wide-positive-behavior-support/

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In Is mandating 18 as the dropout age the answer? Moi wrote:

Caralee Adams writes in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

PRESENTATIONS

IU study: Homework doesn’t improve course grades but could boost standardized test scores

Counting, in addition to reciting, should be emphasized in early childhood education to establish foundation for future academic success

Study: Early mastery of fractions is a predictor of math success https://drwilda.com/tag/formula-written-for-math-success/

What is emotional intelligence?

Emotional intelligence consists of four attributes:

Why is emotional intelligence (EQ) so important?

Many NOT ready for higher education https://drwilda.com/2012/10/06/many-not-ready-for-higher-education/

Understanding Stress Symptoms, Signs, Causes, and Effects http://www.helpguide.org/mental/stress_signs.htm

Report: Black students more likely to be suspended https://drwilda.com/2012/08/07/report-black-students-more-likely-to-be-suspended/

Johns Hopkins study finds ‘Positive Behavior Intervention’ improves student behavior https://drwilda.com/2012/10/22/johns-hopkins-study-finds-positive-behavior-intervention-improves-student-behavior/

Pre-kindergarten programs help at-risk students prepare for school http://drwilda.com/2012/07/16/pre-kindergarten-programs-help-at-risk-students-prepare-for-school/

A strategy to reduce school suspensions: ‘School Wide Positive Behavior Support’ https://drwilda.com/2012/07/01/a-strategy-to-reduce-school-suspensions-school-wide-positive-behavior-support/

The Diverse Schools Dilemma

Finding good schools in average neighborhooods by Class Struggle, The Washington Post

Urban middle class boosts school diversity by USA Today

Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia? by The Washington Post

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Pre-kindergarten programs help at-risk students prepare for school h ttp://drwilda.com/2012/07/16/pre-kindergarten-programs-help-at-risk-students-prepare-for-school/