Archive | 2012

Helping foster children alumni to succeed

This blog is written around a set of principles:

All children have a right to a good basic education.
Education is a partnership between the student, parent(s) or guardian(s), the teacher(s), and the school. All parts of the partnership must be active and involved.
Society should support and foster strong families.
Society should promote the idea that parents are responsible for parenting their children and people who are not prepared to accept that responsibility should not be parenting children.
The sexualization of the culture has had devastating effects on children, particularly young women. For many there has been the lure of the “booty call” rather than focusing on genuine achievement.
Education is a life long pursuit.

Increasingly, schools are being forced to deal with the social problems brought to school resulting from dysfunctional families, violence, and substance abuse. Any person who thinks they will decrease the number of abortions by defunding Planned Parenthood is a knuckle dragging idiot. Of course, those families and parents who support abstinence have a perfect right to espouse that value to their children. BUT, values training and sex education should begin at home early, when each child is ready to absorb that information. Parents should pass along their values to their children because the culture is out there promoting the values of “Sex in the City,” Paris Hilton, and Lindsey Lohan.

The number of children in foster care is staggering, but the truly staggering statistic is what happens to these kids when they age out of the foster care system. Foster Care Alumni of the United States provides the following statistics:

These facts were taken from the National Foster Care Month website. FCAA is proud to be a partner in National Foster Care Month.

Total Population:
513,000 children were in the U.S. foster care system on September 30, 2005. Most children are placed temporarily in foster care due to parental abuse or neglect.

Age:
Average Age: 10.0 years

6% < 1 year
26% 1-5 years
20% 6-10 years
28% 11-15 years
18% 16-18 years
2% >19 years

Gender:

Male 52%
Female 48%

Race and Ethnicity:
As a percentage, there are more children of color in the foster care system than in the general U.S. population. However, child abuse and neglect occur at about the same rate in all racial/ethnic groups.

Race/Ethnicity	Out-of-home care population	General population
Black (non-Hispanic)	32%	15%
White (non-Hispanic)	41%	61%
Hispanic	18%	17%
American Indian/Alaska Native (non-Hispanic)	2%	1%
Asian/Pacific Islander (non-Hispanic)	1%	3%
Unknown	2%	n/a
2 or more Races (non-Hispanic)	3%	4%

Length of Stay:
For the children in foster care on September 30, 2005, the average amount of time they had been in the system was 28.6 months. Half of those leaving care that year had been away from home for a year or longer. 54% of the young people leaving the system were reunified with their birth parents or primary caregivers.

Foster Homes:
In 2004, there was a total of 153,000 licensed/certified/approved kinship and non-relative foster homes nationwide. In 2005, 24% of youth living foster care were residing with their relatives.

Adoptions:
In 2005, 60% of adopted children were adopted by their foster parent(s). The “foster parent” category excludes anyone identified as a relative of the child. 25% of children adopted in FY 2005 were adopted by a relative. A “relative” includes a step-parent or other relative of the child.

Siblings and Extended Families:
Over 2 million American children live with grandparents or other relatives because their parents cannot care for them. When relatives provide foster care (known as kinship care), siblings can often stay together. Kinship care also improves stability by keeping displaced children closer to their extended families, their neighborhoods, and their schools.

Youth in Transition:
Each year, an estimated 20,000 young people “age out” of the U.S. foster care system. Many are only 18 years old and still need support and services. Several foster care alumni studies show that without a lifelong connection to a caring adult, these older youth are often left vulnerable to a host of adverse situations:

Outcomes during transition from care to adulthood	National data	Regional or Local data
Earned a high school diploma	54%	50% – 63%
Obtained a Bachelor’s degree or higher	2%	2%
Became a parent	84%	42%
Were unemployed	51%	30%
Had no health insurance	30%	29%
Had been homeless	25%	36%
Were receiving public assistance	30%	26%

Please download this National Foster Care Month Fact Sheet for important notes and citations.

http://www.fostercarealumni.org/resources/foster_care_facts_and_statistics.htm

We, as a society must care about these children after they “age” out of foster care.

Mary Beth Marklein reports in the USA Today article, Programs help foster youth achieve college success:

UCLA is one of a growing number of colleges and universities across the USA that are offering more services to students who grew up in foster care. The University of Alaska is piloting a program that provides academic and social support for 18 students. Buena Vista University in Storm Lake, Iowa, this year is providing full scholarships, year-round housing and summer jobs to three foster care students and is seeking donors to support more. Colorado State University-Fort Collins recently sent gloves, cough drops and macaroni and cheese to 28 students as part of its Fostering Success program launched in 2010.

California, home to about a quarter of all foster care youth, is at the forefront of the trend. The first such program was founded in 1998 at California State University-Fullerton. Today, about 79 campuses offer a program for former foster care youth, up from 31 in 2008.

Spurring much of the recent activity is a 2008 federal law that makes it less costly for states to extend foster care beyond age 18. That’s becoming increasingly critical because, even as the number of children in foster care has declined, the proportion who leave care without an adoptive family has increased, from 7.1% in 2001 to more than 11% in 2010.

Since the federal law passed, at least 18 states, including Oregon, Michigan and California, and the District of Columbia have enacted or strengthened state policies or are considering legislation to extend care up to age 21. Proposals are pending in several states.

Advocates hope the extended support will enable more foster care youth to complete college. Research shows that 70% of youth who are aging out of foster care plan to attend college — but between 3% and 11% complete a bachelor’s degree, says data compiled by Casey Family Programs, a Seattle-based non-profit that focuses on foster care issues.

“When youth have their basic needs met like food, clothing and a stable living situation then they can focus on their education,” says Amanda Metivier, coordinator of Facing Foster Youth in Alaska, a non-profit created by former foster youth. “They aren’t making the transition out of care and starting college all at once.”

On campus, support generally falls into two types. Some schools, including Cal State Fullerton, offer full scholarships, mentors and other support to a select group of students — 38 this year. Others, like UCLA’s 3-year-old program, have created an office that connects former foster youth to existing resources, including each other.

http://www.usatoday.com/news/education/story/2012-01-17/foster-care-youth-college-programs/52623632/1

See, For Former Foster Kids, Campus Is Their ‘Home for the Holidays’ http://chronicle.com/article/Colleges-Help-Alumni-of-Foster/130239/

In “Sisters Are Doin’ For Themselves,” But Could Use Some Help Moses, Boggess, and Groblewski report:

In our paper, we argue that supporting responsible fatherhood and related programs and services helps low-income mothers (single, married, or cohabitating alike) with the following:

• Economic stability. Fathers with more access to effective employment assistance have an increased ability to help mothers with the costs of child rearing. Those fathers involved in the lives of their children are more likely to directly contribute to household income, pay child support, and provide noncash support, minimizing financial burdens on families.

• Child care. Low-income mothers struggle to ensure safe and stable child care arrangements for their children. Fathers can help in providing care.

• Work-life balance. As mothers struggle to balance the demands of work and family, the contributions of fathers can determine the degree to which family obligations result in some available “me time” for mothers to rest and also to get ahead.

• Domestic violence. Programs can help identify and serve mothers and fathers involved in violent situations.

• Reproductive health. It is unfair for all the responsibilities associated with family planning and preventing the spread of sexually transmitted diseases to fall on the shoulders of women. Fatherhood programs can work with men on doing their part

• Providing more relationship and family choices. Poverty often limits women’s and men’s choices about forming and maintaining relationships and families. Properly designed government family support programs can provide women with more choices regarding the future of their families.

• Positive childhood outcomes. Research suggests that fathers can have a positive impact on the academic achievement and behavior of children. Mothers who want to do what they can to ensure positive outcomes for their children may be supportive of fatherhood programs, even participating in some of the services.

Women have to be reminded over and over again to use contraception especially if they are involved in a relationship where their partner is not likely to be a committed and involved father to children resulting from that relationship. Maybe the peeps know of someone, but moi never knew a rocky relationship which got better because the woman got pregnant. Girlfriend, you need to make the trip to Planned Parenthood

As for the report by Moses, Boggess, and Growbleski? Amen, sisters.

Moi does not support abortion, but in order to decrease the number of abortions there must be access to birth control and information about reproduction. That is a key part of the equation. Those who seek to make political points by defunding Planned Parenthood are simply increasing the misery index for children in this society. Women also have to be responsible for their reproductive choices. If you are in a sketchy relationship or have a substance abuse problem, you must use birth control. Sisters not doing it to themselves is the other key part of the equation.

Resources:

Foster Care Alumni of America http://www.fostercarealumni.org/

Dr. Wilda says this about that ©

Tags: Blog Principles, Children and Families, Foster Care, Foster Care Alumni, Foster Care Alumni of America, Programs help foster youth achieve college success:

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Categories Dr Wilda

The importance of the skill of handwriting in the school curriculum

24 Jan

Linda Shaw reported in the Seattle Times about cursive writing. In Roosevelt High School Teacher Gives Her Students a Review in Cursive

Sure, they learned cursive when they were in elementary school, but they use it so rarely that they’ve forgotten a lot of it.

Even for these students — high achievers taking advanced-placement Latin at Seattle’s Roosevelt High School — cursive is quaint.

“I never write in cursive,” said Annika Kounts, who struggled when she had to write a few cursive sentences as part of the SAT college-entrance exam.

“I gave up and printed,” classmate Kevin Tang said. “I started writing it in cursive, but it took me too long.”

Cursive is encouraged but no longer required in Seattle Public Schools, and Washington state’s education department doesn’t insist it be taught, either. That doesn’t mean early elementary-school teachers don’t teach it — the vast majority still do in Seattle and elsewhere. But as students use computers more and academic demands increase, many schools no longer devote as much time to cursive as they once did.

Roosevelt Latin teacher Nora MacDonald says it was about 10 years ago when she first noticed that fewer of her students used cursive for homework assignments. For the past five years, she said, almost all of them used block printing.

MacDonald last year became so annoyed with the state of her students’ handwriting that she asked her seniors if they wanted a short refresher in cursive. In some cases, their printing was so messy that she feared their grades on the advanced-placement Latin exam would suffer because graders wouldn’t be able to decipher their answers.

The students thought a day of cursive would be fun, so for the past two years, MacDonald has invited friend and retired third-grade teacher JoAnne Jugum to give a one-hour review.

According to Shaw, the teachers report that students who take pride in their writing take pride in their school work. Teachers are beginning to discover that cursive writing has education value.

Jaclyn Zubrzycki reports in the Education Week article, Summit to Make a Case for Teaching Handwriting

Doubt about the continued worth of handwriting skill is “similar to what happened with math as calculators and computers came into vogue,” said Daniel A. Domenech, the executive director of the American Association of School Administrators, which co-sponsored the gathering with Zaner-Bloser, a Columbus, Ohio, company that produces a handwriting curriculum. “People wondered whether students needed to learn how to do math. The answer in both cases is absolutely yes. Writing is not obsolete.”

Proponents of teaching—in some cases, reintroducing—handwriting in the school curriculum say their concern over the fading importance of handwriting became more urgent with the advent of the Common Core State Standards. The standards, which were released in 2010 and have been adopted by all but four states, mention keyboarding but not handwriting.

“The conversation about handwriting instruction has been growing,” said Kathleen Wright, the coordinator of this week’s event and the national product coordinator at Zaner-Bloser.

The company advocates that states supplement the common core with handwriting standards, as Massachusetts and California have already done. Ms. Wright said the conference, called the “Handwriting in the 21st Century?: An Educational Summit,” was timed so policymakers could address any lack of attention to handwriting while their states are still rolling out their own versions of the common core.

“As I talked to researchers, they were all saying the same thing in different ways,” Ms. Wright said. “Handwriting instruction needs to be done.”

Cognitive and Motor Skills

Virginia Berninger, a professor of educational psychology at the University of Washington, in Seattle, and a scheduled presenter at the conference, said that learning handwriting has both cognitive and motor benefits, and that letter formation is a skill that needs to be taught and practiced. http://www.edweek.org/ew/articles/2012/01/25/18handwriting_ep.h31.html?tkn=PRXFj%2FubPksj%2FGLUvp%2BYvyDm7ttFD1Wz8zVq&cmp=clp-edweek

The Wall Street Journal (WSJ) reported that the skill of handwriting helps in cognitive learning.

Gwendolyn Bounds reports in the WSJ article, How Handwriting Trains the Brain:

Recent research illustrates how writing by hand engages the brain in learning. During one study at Indiana University published this year, researchers invited children to man a “spaceship,” actually an MRI machine using a specialized scan called “functional” MRI that spots neural activity in the brain. The kids were shown letters before and after receiving different letter-learning instruction. In children who had practiced printing by hand, the neural activity was far more enhanced and “adult-like” than in those who had simply looked at letters.

“It seems there is something really important about manually manipulating and drawing out two-dimensional things we see all the time,” says Karin Harman James, assistant professor of psychology and neuroscience at Indiana University who led the study.

Adults may benefit similarly when learning a new graphically different language, such as Mandarin, or symbol systems for mathematics, music and chemistry, Dr. James says. For instance, in a 2008 study in the Journal of Cognitive Neuroscience, adults were asked to distinguish between new characters and a mirror image of them after producing the characters using pen-and-paper writing and a computer keyboard. The result: For those writing by hand, there was stronger and longer-lasting recognition of the characters’ proper orientation, suggesting that the specific movements memorized when learning how to write aided the visual identification of graphic shapes.

Other research highlights the hand’s unique relationship with the brain when it comes to composing thoughts and ideas. Virginia Berninger, a professor of educational psychology at the University of Washington, says handwriting differs from typing because it requires executing sequential strokes to form a letter, whereas keyboarding involves selecting a whole letter by touching a key. http://online.wsj.com/article/SB10001424052748704631504575531932754922518.html

See, The Importance of Cursive Writing http://www.enterpriseefficiency.com/author.asp?section_id=1077&doc_id=236382

Perhaps, it is wishful thinking. One cannot stop “progress.” Sometimes, everything old is new again.

Dr. Wilda says this about that ©

Tags: Cognitive Development, Cursive, Handwriting, Handwriting in the 21st Century, How Handwriting Trains the Brain, K-12 Curriculum

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Categories Dr Wilda

Focus on charter schools: Charter school laws

23 Jan

This blog wholeheartedly supports charters, but more important, this blog supports school choice. One of the principles of this blog is that all children have a right to a good basic education. There are a variety of ways that each child will receive that good basic education and the choice should be left to the parents or guardians. The only caveat should be that if the education option is failing to educate that child, there should be other alternatives to choose from. Charters are governed by state law which authorizes them and sets the parameters for operation. One of the reasons many support charters is it is at least theoretically possible for failing schools to be closed. There are going to be good education options of all types and there will be failures of public school, private schools, and homeschools. Just as success is not attributed to all choices in a category, the fact that a public school or charter school is a failure does not mean that ALL public schools or ALL charter schools are failure. People, use a little discernment. Many are so caught up in their particular political agenda that they lose sight of the goal, which is that all children have a right to a good basic education.

The National Alliance for Public Charter Schools has issued the report, Measuring Up to the Model: A Ranking of State Charter School Laws, 2012

2011 has been a significant year for charter school policy across the country.

At long last, Maine enacted a charter school law, becoming the 42nd jurisdiction that allows this innovative public school option.

Ten states lifted their caps on charter school growth (either partially or entirely). Most notably, North Carolina eliminated its cap of 100 charter schools, Michigan phased out its cap on the number of charter schools that can be approved by public universities, and Indiana and Wisconsin removed their limits on virtual charter school enrollment.

Seven states strengthened their authorizing environments. Most significantly, four states created new statewide charter boards (Illinois, Indiana, Maine, and Nevada), while New Mexico and Rhode Island passed major quality control measures setting the stage for the future growth of high-quality public charter schools in these states.

Ten states improved their support for charter school funding and facilities. Of particular note, Indiana enacted legislation that creates a charter school facilities assistance program to make grants and loans to charter schools, appropriates $17 million to this program, and requires school districts to make vacant space available to public charter schools to lease for $1 a year or to buy for $1. Also, Texas enacted a law that allows state-authorized charter schools that have an investment grade rating and meet certain financial criteria to apply to have their bonds guaranteed by the Permanent School Fund.

As of this writing, there were bills with major charter school improvements pending in New Jersey, Pennsylvania, and Wisconsin. In addition, we expect to see big pushes for strong legislation in several other states in 2012.

http://www.publiccharters.org/publication/?id=658

See, Report: Quality of Charter School Laws Improves Nationwide http://www.educationnews.org/education-policy-and-politics/report-quality-of-charter-school-laws-improves-nationwide/

The Center for Education Reform has a good synopsis of what makes a strong charter school law.

Charter School Law

Before you can have charter schools, you must have a state law. Forty-two states and the District of Columbia have enacted charter school laws. (The nine states that do not have charter school laws are Alabama, Kentucky, Montana, Nebraska, North Dakota, South Dakota, Vermont, Washington and West Virginia.) Maine passed their first charter school law in the summer of 2011.

As is the case with most education laws, charter schools are born at the state level. Typically a group of concerned lawmakers drafts a bill that allows the creation of any number of charter schools throughout a state. The content of the charter law plays a large role in the relative success or failure of the charter schools that open within that state. CER has identified a number of factors that can work together to create an environment that promotes the growth and expansion of charter schools. Some of them are identified below.

Number of Schools & Applications: The best charter laws do not limit the number of charter schools that can operate throughout the state. They do not place restrictions on the brand new schools either. A poorly written law would only allow conversion schools to operate but this hinders parents’ ability to choose from among numerous public schools. These laws should also allow many different types of groups to apply to open schools.

Multiple Charter Authorizers: States that permit a number of entities to authorize charter schools, or provide applicants with a binding appeals process, encourage more activity than those that vest authorizing power in a single entity, particularly if that entity is the local school board. The goal is to give parents the most options and having multiple sponsors helps reach this goal. For more information on why multiple authorizers are important, please go here.

Waivers & Legal Autonomy: A good charter law is one that automatically exempts charter schools from most of the school district’s laws and regulations. Of course no charter school is exempt from the most fundamental laws concerning civil rights. These waivers

Full Funding & Fiscal Autonomy: A charter school needs have control of its own finances to run efficiently. Only the charter school’s operators know the best way to spend funds and the charter law should reflect this need. Similarly charter schools, as public schools, are entitled to receive the same amount of funds as all other conventional public schools. Many states and districts withhold money from individual charter schools due to fees and “administrative costs” but the best laws provide full funding for all public schools.

Home Page for Charter School Law Data: http://charterschoolresearch.com/

http://www.edreform.com/issues/choice-charter-schools/laws-legislation/

So, what does this all mean? No one method will educate all children. If the goal is to give all children a good basic education, then all options must be on the table. Otherwise, the supposed adults are protecting their jobs and their pensions.

Resources:

Why Charter Schools

NAPCS_2012_StateLawRankings_Final.pdf (1.00 MB)

Dr. Wilda says this about that ©

Tags: Charter School Authorization, Charter School Law, Charter Schools, Disparity, Education Access, School Choice

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Categories Dr Wilda

Can free online universities change the higher education model?

23 Jan

The Pew Research Center has a recent report, Is College Worth It?

Executive Summary

This report is based on findings from a pair of Pew Research Center surveys conducted this spring. One is a telephone survey taken among a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education, among the presidents of 1,055 two-year and four-year private, public and for-profit colleges and universities. (See the our survey methodology for more information.)

Here is a summary of key findings from the full report:

Survey of the General Public

Cost and Value. A majority of Americans (57%) say the higher education system in the United States fails to provide students with good value for the money they and their families spend. An even larger majority (75%) says college is too expensive for most Americans to afford. At the same time, however, an overwhelming majority of college graduates (86%) say that college has been a good investment for them personally.

Monetary Payoff. Adults who graduated from a four-year college believe that, on average, they are earning $20,000 more a year as a result of having gotten that degree. Adults who did not attend college believe that, on average, they are earning $20,000 a year less as a result. These matched estimates by the public are very close to the median gap in annual earnings between a high school and college graduate as reported by the U.S. Census Bureau in 2010: $19,550. A more detailed Pew Research Center analysis (see Chapter 5, “The Monetary Value of a College Education,” in the full report for more information) shows that this gap varies by type of degree and field of study.

Student Loans. A record share of students are leaving college with a substantial debt burden, and among those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices (24%).

Why Not College? Nearly every parent surveyed (94%) says they expect their child to attend college, but even as college enrollments have reached record levels, most young adults in this country still do not attend a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to support a family. Also, 57% say they would prefer to work and make money and 48% say they can’t afford to go to college.

Split Views of College Mission. Just under half of the public (47%) says the main purpose of a college education is to teach work-related skills and knowledge, while 39% say it is to help a student grow personally and intellectually; the remainder volunteer that both missions are equally important. College graduates place more emphasis on intellectual growth; those who are not college graduates place more emphasis on career preparation.

For Most College Graduates, Missions Accomplished. Among survey respondents who graduated from a four-year college, 74% say their college education was very useful in helping them grow intellectually, 69% say it was very useful in helping them grow and mature as a person, and 55% say it was very useful in helping them prepare for a job or career.

Above All, Character. While Americans value college, they value character even more. Asked what it takes for a young person to succeed in the world, 61% say a good work ethic is extremely important and 57% say the same about knowing how to get along with people. Just 42% say the same about a college education.

Beckie Supiano and Elyse Ashburn have written With New Lists, Federal Government Moves to Help Consumers and Prod Colleges to Limit Price Increases in the Chronicle of Higher Education about the U.S. Department of Education’s new site about college costs. As college becomes more unaffordable for more and more people, they are looking at alternatives to college.

Jon Marcus reports in the Washington Post article, Online course start-ups offer virtually free college:

An emerging group of entrepreneurs with influential backing is seeking to lower the cost of higher education from as much as tens of thousands of dollars a year to nearly nothing.

These new arrivals are harnessing the Internet to offer online courses, which isn’t new. But their classes are free, or almost free. Most traditional universities have refused to award academic credit for such online studies.

Now the start-ups are discovering a way around that monopoly, by inventing credentials that “graduates” can take directly to employers instead of university degrees.

“If I were the universities, I might be a little nervous,” said Alana Harrington, director of Saylor.
org, a nonprofit organization based in the District. Established by entrepreneur Michael Saylor, it offers 200 free online college courses in 12 majors.

Another nonprofit initiative is Peer-to-Peer University, based in California. Known as P2PU, it offers free online courses and is supported by the Hewlett Foundation and Mozilla, the company behind the Firefox Web browser.

A third is University of the People, also based in California, which offers more than 40 online courses. It charges students a one-time $10 to $50 application fee. Among its backers is the Clinton Global Initiative.

The content these providers supply comes from top universities, including the Massachusetts Institute of Technology, the University of California at Berkeley, Tufts University and the University of Michigan. Those are among about 250 institutions worldwide that have put a collective 15,000 courses online in what has become known as the open-courseware movement.

The universities aim to widen access to course content for prospective students and others. At MIT, a pioneer of open courseware, half of incoming freshmen report that they’ve looked at MIT online courses and a third say it influenced their decision to go there.

http://www.washingtonpost.com/local/education/online-course-startups-offer-virtually-free-college/2012/01/09/gIQAEJ6VGQ_story.html?wpisrc=emailtoafriend

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

Many free online colleges are not accredited. As an example, University of the People states this in their catalog:

RECOGNITION

At present, University of the People is not an accredited institution. The University is in the process of preparing the necessary materials to apply for accreditation from an agency recognized by the U. S. Department of Education. At this time no assurances can be given as to when, or if, accreditation might be granted.

University of the People offers the following four degrees: Associate (A.S.) and Bachelor (B.S.) degrees in Computer Science and Associate (A.S.) and Bachelor (B.S.) degrees in Business Administration.

University of the People does not have a pending petition in bankruptcy, is not operating as a debtor in possession, has not filed a petition within the preceding five years, and has not had a petition in bankruptcy filed against it within the preceding five years that resulted in a reorganization under Chapter 11 of the United States Bankruptcy Code (11 U.S.C. Sec. 1101 et. seq.).

NOTICE CONCERNING THE TRANSFERABILITY OF CREDITS AND CREDENTIALS EARNED AT OUR INSTITUTION

The transferability of credits you earn at University of the People is at the complete discretion of an institution to which you may seek to transfer. Acceptance of the degree you earn in either the Computer Science or Business Administration program is also at the complete discretion of the institution to which you may seek to transfer. If the credits or degree that you earn at this institution are not accepted at the institution to which you seek to transfer, you may be required to repeat some or all of your course work at that institution. For this reason you should make certain that your attendance at this institution will meet your educational goals. This may include contacting an institution to which you may seek to transfer after attending University of the People to determine if your credits or degree will transfer.

Contact Information

For questions or comments, please contact: info@uopeople.org

http://www.uopeople.org/files/Pdf/university_catalog.pdf

Before signing-up for any course of study, people must investigate the claims of the institution of higher learning regarding graduation rates and placement after completion of the degree. The U.S. Department of Education has an accredidation database and you can always check with the department of education for your state. Back to College has a good explanation of College Accredidation: Frequently Asked Questions

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:

The John D. and Catherine T. MacArthur Foundation recently announced that it was launching a competition that will award $2 million to companies and organizations that can develop workable digital badges and badge systems.

The digital badge concept has gained friends in lofty places. U.S. Secretary of Education Arne Duncan, NASA administrator Charles Bolden and other high-level business, philanthropic, and technology leaders attended the kick off of the digital badge competition announcement. Duncan, who called the digital badges a “game-changing strategy,” had this to say: “Badges can help engage students in learning, and broaden the avenues for learners of all ages to acquire and demonstrate—as well as document and display—their skills.”

Americans could earn badges through skills and knowledge that they get in a variety of ways including informally, through their workplace, open courseware and other online classes, and even traditional colleges.

http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education

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

Dr. Wilda says this about that ©

Tags: Badge, Certificate, College Access, College Accreditation, College Affordability, Digital Learning, Diploma, Free Online University, Online course start-ups offer virtually free college:, Pew Research Center

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Teaching kids that babies are not delivered by UPS

22 Jan

It is time for some speak the truth, get down discussion. An acquaintance who practices family law told me this story about paternity. A young man left Seattle one summer to fish in Alaska. He worked on a processing boat with 30 or40 others. He had sex with this young woman. He returned to Seattle and then got a call from her saying she was pregnant. He had been raised in a responsible home and wanted to do the right thing for this child. His mother intervened and demanded a paternity test. To make a long story, short. He wasn’t the father. In the process of looking out for this kid’s interests, my acquaintance had all the men on the boat tested and none of the other “partners” was the father. Any man that doesn’t have a paternity test is a fool.

If you are a slut, doesn’t matter whether you are a male or female you probably shouldn’t be a parent.

How to tell if you are a slut?

If you are a woman and your sex life is like the Jack in the Box 24-hour drive through, always open and available. Girlfriend, you’re a slut.

If you are a guy and you have more hoes than Swiss cheese has holes. Dude, you need to get tested for just about everything and you are a slut.

Humans have free will and are allowed to choose how they want to live. What you do not have the right to do is to inflict your lifestyle on a child. So, the responsible thing for you to do is go to Planned Parenthood or some other outlet and get birth control for yourself and the society which will have to live with your poor choices. Many religious folks are shocked because I am mentioning birth control, but most sluts have few religious inklings or they wouldn’t be sluts. A better option for both sexes, if this lifestyle is a permanent option, is permanent birth control to lessen a contraception failure. People absolutely have the right to choose their particular lifestyle. You simply have no right to bring a child into your mess of a life. I observe people all the time and I have yet to observe a really happy slut. Seems that the lifestyle is devoid of true emotional connection and is empty. If you do find yourself pregnant, please consider adoption.

Let’s continue the discussion. Some folks may be great friends, homies, girlfriends, and dudes, but they make lousy parents. Could be they are at a point in their life where they are too selfish to think of anyone other than themselves, they could be busy with school, work, or whatever. No matter the reason, they are not ready and should not be parents. Birth control methods are not 100% effective, but the available options are 100% ineffective in people who are sexually active and not using birth control. So, if you are sexually active and you have not paid a visit to Planned Parenthood or some other agency, then you are not only irresponsible, you are Eeeevil. Why do I say that, you are playing Russian Roulette with the life of another human being, the child. You should not ever put yourself in the position of bringing a child into the world that you are unprepared to parent, emotionally, financially, and with a commitment of time. So, if you find yourself in a what do I do moment and are pregnant, you should consider adoption.

Why the rant? Live Science reports in the article, 1 in 6 Teen Moms Say They Didn’t Believe They Could Get Pregnant:

Half of teen mothers say they were not using birth control when they got pregnant, and a new report outlines the reasons teens give for not doing so.

Of teen moms who reported not using birth control, 31 percent said they did not believe they could get pregnant at the time. To decrease teen birth rates, teens need factual information about the conditions under which pregnancy can occur, along with public health efforts aimed at reducing or delaying teens’ sexual activities, according to the report released today by researchers for the Centers for Disease and Control and Prevention.

Others gave various reasons for not using birth control — 24 percent said their partner did not want to use contraception, 13 percent said they had trouble getting birth control, 9 percent said they experienced side effects from using contraception and 8 percent said they thought their sex partner was sterile. Twenty-two percent of the teens said they did not mind getting pregnant.

Health care providers and parents can work to prevent teen pregnancy by increasing teens’ motivation to avoid pregnancy; providing access to contraception and encouraging the use of more effective methods, and strengthening the skills of teens to negotiate contraceptive use with their partners….

Research has shown that teens who report using birth control do not use it consistently, the report noted. One survey found that among sexually active teens who reported using condoms, only 52 percent said they used a condom every time they had sex.

The rates of not using birth control did not vary among teens of different racial groups — whether white, black or Hispanic, about half the teens reported not using birth control when they became pregnant.

There were some differences among the groups in terms of the reasons teens gave for not using birth control. Forty-two percent of Hispanic teens reported not using contraception because they did not think they could get pregnant at the time, whereas 32 percent of black teens gave that reason and 27 percent of white teens did.

Previous research has shown that 17 percent of all sexually active teens report not using birth control when they last had sex….

About 400,000 U.S. teens ages 15 to 19 give birth each year, which gives the United States the highest teen birth rate in the developed world, according to the report.

Teen mothers are more likely than others to drop out of school, and infants born to teens are more likely to have low birth weight, putting them at risk for a number of health conditions, and lower academic achievement, according to the report.
http://news.yahoo.com/1-6-teen-moms-didnt-believe-could-pregnant-202403188.html

Parents and guardians must have age-appropriate conversations with their children and communicate not only their values, but information about sex and the risks of sexual activity.

The Centers for Disease Control and Prevention has a plethora of information about Sexually Transmitted Diseases (STDs).

19 Million

STDs are one of the most critical health challenges facing the nation today. CDC estimates that there are 19 million new infections every year in the United States.

$17 Billion

STDs cost the U.S. health care system $17 billion every year—and cost individuals even more in immediate and life-long health consequences.

CDC’s surveillance report includes data on the three STDs that physicians are required to report to local or state public health authorities—gonorrhea, chlamydia, and syphilis—which represent only a fraction of the true burden of STDs. Some common STDs, like human papillomavirus (HPV) and genital herpes, are not required to be reported.

The latest CDC data show troubling trends in three treatable STDs:

Gonorrhea: While reported rates are at historically low levels, cases increased slightly from last year and more than 300,000 cases were reported in 2010. There are also signs from other CDC surveillance systems that the disease may become resistant to the only available treatment option.

Chlamydia: Case reports have been increasing steadily over the past 20 years, and in 2010, 1.3 million chlamydia cases were reported. While the increase is due to expanded screening efforts, and not to an actual increase in the number of people with chlamydia, a majority of infections still go undiagnosed. Less than half of sexually active young women are screened annually as recommended by CDC.

Syphilis: The overall syphilis rate decreased for the first time in a decade, and is down 1.6 percent since 2009. However, the rate among young black men has increased dramatically over the past five years (134 percent). Other CDC data also show a significant increase in syphilis among young black men who have sex with men (MSM), suggesting that new infections among MSM are driving the increase in young black men. The finding is particularly concerning as there has also been a sharp increase in HIV infections among this population.

For more detailed data on each disease, see the Snapshot and Table.

Less than half of people who should be screened receive recommended STD screening services

Undetected and untreated STDs can increase a person’s risk for HIV and cause other serious health consequences, such as infertility. STD screening can help detect disease early and, when combined with treatment, is one of the most effective tools available to protect one’s health and prevent the spread of STDs to others.

STDs in the United States: A Look Beyond the Data

STDs primarily affect young people, but the health consequences can last a lifetime

Young people represent 25 percent of the sexually experienced population in the United States, but account for nearly half of new STDs. The long-lasting health effects are particularly serious for young people:

Untreated gonorrhea and chlamydia can silently steal a young woman’s chance to have her own children later in life. Each year, untreated STDs cause at least 24,000 women in the U.S. to become infertile.

Untreated syphilis can lead to serious long-term complications, including brain, cardiovascular, and organ damage. Syphilis in pregnant women can also result in congenital syphilis (syphilis among infants), which can cause stillbirth, death soon after birth, and physical deformity and neurological complications in children who survive. Untreated syphilis in pregnant women results in infant death in up to 40 percent of cases.

Studies suggest that people with gonorrhea, chlamydia, or syphilis are at increased risk for HIV. Given the increase in both syphilis and HIV among young black gay and bisexual men, it is particularly urgent to diagnose and treat both diseases.

A range of factors place some populations at greater risk for STDs

STDs affect people of all races, ages, and sexual orientations, though some individuals experience greater challenges in protecting their health. When individual risk behaviors are combined with barriers to quality health information and STD prevention services, the risk of infection increases. While everyone should have the opportunity to make choices that allow them to live healthy lives regardless of their income, education, or racial/ethnic background, the reality is that if an individual lacks resources or has difficult living conditions, the journey to health and wellness can be harder. Even with similar levels of individual risk, African Americans and Latinos sometimes face barriers that contribute to increased rates of STDs and are more affected by these diseases than whites. http://www.cdc.gov/std/stats10/trends.htm See, Sexually Transmitted Diseases (STDs) http://www.emedicinehealth.com/sexually_transmitted_diseases/article_em.htm

Lisa Frederiksen has written the excellent article, 10 Tips for Talking to Teens About Sex, Drugs & Alcohol which was posted at the Partnership for A Drug-Free America

1. Talk early and talk often about sex. “Teens are thinking about sex from early adolescence and they’re very nervous about it,” explains Elizabeth Schroeder, EdD, MSW, Executive Director, Answer, a national sexuality education organization based at Rutgers University. “They get a lot of misinformation about sex and what it’s supposed to be like. And as a result they think that if they take drugs, if they drink, that’s going to make them feel less nervous.”

Take this quiz to sharpen your talking skills.

2. Take a moment. What if your teen asks a question that shocks you? Dr. Schroeder suggests saying, “‘You know, that’s a great question.‘ or ‘I gotta tell you, I’m not sure if you’re being serious right now but I need a minute.‘” Then regain your composure and return to the conversation.

Learn how to handle personal questions from your teen like: “How old were you when you first had sex?” and “Have you ever used drugs?”

3. Be the source of accurate information. Beyond many school health classes, teens have lots of questions about drugs, pregnancy, condoms, abstinence and oral sex.

Find out what one mom discovered when she sat in on her daughter’s sex ed class.

4. Explain the consequences. Since teen brains aren’t wired yet for consequential thinking and impulse control, it’s important to have frank discussions with your teens about the ramifications of unprotected sex and the importance of using condoms to prevent the spread of STDs, HIV and unwanted pregnancy.

Find out how to guide your child toward healthy risks instead of dangerous ones.

5. Help your child figure out what’s right and wrong. Teens need — and want– limits. When it comes to things like sexuality, drugs and alcohol, they want to know what the rules and consequences are.

6. Use teachable moments. Watch TV shows (like “16 and Pregnant,” “Teen Mom,” “Jersey Shore” and “Greek”), movies, commercials, magazine ads and the news with your teen and ask “What did you think about that?” “What did you notice about how these characters interacted?” “What did you think about the decisions they made?” For us, one of the best ways to talk about a number of heavy topics was to take a drive — that way we weren’t face-to-face.

7. Explain yourself. Teens need to hear your rationale and why you feel the way you do. One approach is to talk about sex, drugs and alcohol in the context of your family’s values and beliefs.

One of the most challenging moments for me was when my daughters brought up the subject of intercourse. I explained that my hope was they would not do it until they were in a committed, mutually caring relationship and that it would be a choice, not an attempt to hold onto a relationship and that it would be mutually satisfying.

8. Talk about “sexting.” Texting sexual images and messages is more prevalent than you may think. Read more.

9. Remember how you felt. I know when I started puberty I had many thoughts, feelings and questions that weren’t discussed in my family. Things like body changes, feelings of attraction, acne, weight gain, emotional confusion and the desire to push your parents away. I wanted to help my daughters avoid that confusion. I wanted them to understand early on that puberty is a hardwired, biological change that happens to all humans so they become interested in sex for the purposes of procreation. It’s natural to have impulses and feelings that are part and parcel to puberty. Teens don’t have control over these feelings and impulses, but they do have control over whether they act on them.

10. Persevere. Dr. Schroeder warns that your teenager may not want to talk — he or she may shrug and walk away. “Adolescents are supposed to behave in that way when inside what they’re really saying is ‘Keep talking to me about this. I need to know what you think. I’m trying to figure this out for myself as a teenager and if I don’t get messages from you, then I’m not going to know how to do this,’” she explains.

Parents not only have the right, but the duty to communicate their values to their children.

Dr. Wilda says this about that ©

Tags: 1 in 6 Teen Moms Say They Didn't Believe They Could Get Pregnant:, 10 Tips for Talking to Teens About Sex, Children and Families, Children's Health, Common Sense Media, Drugs & Alcohol, Sex Education, The Centers for Disease Control and Prevention

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Critical thinking is an essential trait of an educated person

22 Jan

There is a great deal of dissatisfaction with the state of education in America. A lot of that dissatisfaction comes from the belief that the education system fails to actually educate children and to teach them critical thinking skills. The University of Maine at Augusta defines an educated person:

An educated person exhibits knowledge and wisdom; recognizes and respects the diversity of nature and society; demonstrates problem solving skills; engages in planning and managing practices; navigates the on-line world; writes and speaks well; acts with integrity; and appreciates the traditions of art, culture, and ideas. Developing these abilities is a life-long process. http://www.uma.edu/educatedperson.html

Essential to this definition is the development of critical thinking skills.

Melinda Burns writes in the Miller-McCune article, No Debate: Kids Can Learn By Arguing about Columbia professor Deanna Kuhn’s assertion that developing debate skills in children helps to develop critical thinking skills.

But how do kids become deep thinkers? To find out, Kuhn, who’s the author of a book titled Education for Thinking, and Amanda Crowell, a doctoral candidate at Columbia’s Teachers College, set up an experiment at a public middle school in Harlem. Forty-eight students, mostly Latinos and blacks, took philosophy classes twice a week for three years, from sixth through eighth grades, and every year debated four new subjects. The kids became experts on, for example, home schooling, animal rights, the sale of human organs, and China’s one-child policy. Under a coach’s supervision, they chose one side or another on an issue and tried to anticipate their opponents’ arguments. They often debated in pairs — not face to face, but online, in a sort of Socratic inquiry via Google Chat. By debating electronically, the students were able to consult each other and reflect before firing off comebacks.

At first, as each new topic was introduced, the researchers were startled: the youngsters were clueless about complexity. (“Prisoners, not animals, should be used in medical research because prisoners are guilty and animals are innocent!”) And early in the experiment, the kids showed no interest in the written questions and answers offered by their coaches. By the end of year two, though, they had developed a thirst for evidence.

As each quarter drew to an end, students held a “showdown,” a verbal debate where every three minutes, two new students — one from each side — would rotate into the hot seat. During the post-showdown debriefing, coaches awarded points for good moves (counterarguments and rebuttals), took away points for bad moves (unwarranted assumptions and unconnected responses), and declared the winning side.

All the while, a separate group of 23 students at the school studied philosophy in a more traditional way, using a textbook. Their teacher led discussions; the students rarely broke into sides, or held formal debates. They never argued online, but they wrote a lot in class — 14 essays apiece per year, compared to four in the experimental group.

At the end of every year, as a test of their progress, the students wrote essays on a subject neither group had ever discussed: seniority-based pay versus equal pay for teachers. At the end of the third year, everyone wrote an essay on whether family members and doctors should assist in euthanasia.

Hands down, the winners were the students in the experimental group — even though they’d had much less practice writing. By the end of year one, researchers found, two-thirds of the students in that group were considering and addressing opposing arguments in their written essays—a skill demonstrated by only 38 percent of the students in the comparison group. By the end of the third year, nearly 80 percent of the students in the experimental group were writing essays that identified and weighed opposing views in an argument. Less than 30 percent of the students in the comparison group were doing so.

http://www.miller-mccune.com/education/no-debate-kids-can-learn-by-arguing-38932/

The key is developing the idea that facts should be used to support an opinion.

The Critical Thinking Community has several great articles about critical thinking at their site. In the section, Defining Critical Thinking:

A Definition
Critical thinking is that mode of thinking – about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.

The Result

A well cultivated critical thinker:

raises vital questions and problems, formulating them clearly and
precisely;

gathers and assesses relevant information, using abstract ideas to
interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

thinks openmindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and

communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008). http://www.criticalthinking.org/pages/defining-critical-thinking/766

The question is how to teach critical thinking skills.

David Carnes wrote the excellent Livestrong article, How to Build Critical Thinking Skills in Children.

Critical thinking skills are typically developed over a long period of time through educational exercises designed to develop them. Because critical thinking is a lifelong habit, critical thinking skills are best developed during childhood.

Step 1

Having your child read passages of some length in which the author argues a point and then reaches a conclusion that others may dispute. Although political commentary is ideal for this purpose, it is best to choose a passage that does not require background knowledge that your child is unfamiliar with.

Step 2

Quiz your child after each passage to make sure that she understands the facts upon which the argument is based. Although the memorization of facts does not constitute critical thinking, it is the starting point from which critical thinking may proceed.

Step 3

Make your child think analytically. Analytical thinking involves the ability to recognize patterns and separate ideas into components, according to Elizabeth Shaunessy, assistant professor in the Department of Special Education at the University of South Florida. Ask your child questions about the passages he reads that are designed to test these abilities. For example, you might have your child rank several passages according to their degree of relevance to a particular topic touched upon by all of them.

Step 4

Encourage your child to think synthetically. Shaunessy describes synthetic thinking as the ability to generalize, reach conclusions and use information in a new way. Have your child read several passages about related topics, and then ask her a question that is not directly answered by any of the passages. Your child will then have to use the information in the passage to answer the question without parroting the author’s thinking.

Step 5

Test your child’s ability to make judgments. Evaluative thinking is the ability to choose the best among several options that each have advantages and disadvantages, and to examine opinions for bias. Have your child read “for” and “against” passages on the same subject, and ask him to choose which one he agrees with and say why. Then ask him to take the opposite point of view and give arguments that an opponent could use against his opinion.

Step 6

Engage your child in an activity that is interesting and that regularly employs critical thinking skills. This activity need not be verbal–it may be mathematical or even musical. Dave Rusin, Associate Professor of Mathematics at Northern Illinois University, notes that music always has an underlying mathematical structure. If your child has an interest in music, you could encourage her to compose her own music using either musical notation or computer software that graphically represents musical structure.

http://www.livestrong.com/article/167563-how-to-build-critical-thinking-skills-in-children/#ixzz1kB28AgFS

It is the mark of an educated mind to be able to entertain a thought without accepting it.

Aristotle

The school is the last expenditure upon which America should be willing to economize.

Franklin D. Roosevelt

If you think education is expensive, try ignorance.

Derek Bok

Dr. Wilda says this about that ©

Tags: Critical Thinking, Critical Thinking Curriculum, Debate, Definition of Educated Person, No Debate: Kids Can Learn By Arguing

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Girls and math phobia

20 Jan

Many students have difficulty with math. Sarah D. Sparks reported in the Education Week article, Study Helps Pinpont Math Disability

Burgeoning research into students’ difficulties with mathematics is starting to tease out cognitive differences between students who sometimes struggle with math and those who have dyscalculia, a severe, persistent learning disability in math.

A new, decade-long longitudinal study by researchers at the Kennedy Krieger Institute in Baltimore, published Friday in the journal Child Development, finds that 9th-graders considered dyscalculic—those who performed in the bottom 10 percent of math ability on multiple tests—had substantially lower ability to grasp and compare basic number quantities than average students or even other struggling math students….

There is a persistent myth that girls have difficulty with math because of self-esteem issues regarding the study of math.

The University of Missouri is reporting about a new study which examines past research regrading women and math. Here is an excerpt from the press release:

A University of Missouri researcher and his colleague have conducted a review that casts doubt on the accuracy of a popular theory that attempted to explain why there are more men than women in top levels of mathematic fields. The researchers found that numerous studies claiming that the stereotype, “men are better at math” – believed to undermine women’s math performance – had major methodological flaws, utilized improper statistical techniques, and many studies had no scientific evidence of this stereotype.

This theory, called stereotype threat, was first published in 1999 in the Journal of Experimental Social Psychology. Essentially, the theory is that due to the stereotype that women are worse than men in math skills, females develop a poor self-image in this area, which leads to mathematics underachievement.

“The stereotype theory really was adopted by psychologists and policy makers around the world as the final word, with the idea that eliminating the stereotype could eliminate the gender gap,” said David Geary, Curators Professor of Psychological Sciences in the MU College of Arts and Science. “However, even with many programs established to address the issue, the problem continued. We now believe the wrong problem is being addressed.”

In the study, Geary and Gijsbert Stoet, from the University of Leeds in the United Kingdom, examined 20 influential replications of the original stereotype theory study. The researchers found that many subsequent studies had serious scientific flaws, including a lack of a male control group and improperly applied statistical techniques….

The researchers believe that basing interventions on the stereotype threat is actually doing more harm than good, as vital resources are being dedicated to a problem that does not exist.

“These findings really irritate me, as a psychologist, because this is a science where we are really trying to discover what the issues are,” Geary said. “The fact is there are still a disproportionate number of men in top levels of science, technology, engineering and mathematics. We need more women to succeed in these fields for our economy and for our future.”

See, Math Gender Gap Not Result of Girls’ Low Self-Esteem, Researchers Say http://www.huffingtonpost.com/2012/01/18/gender-gap-in-math_n_1214517.html?ref=email_share

Other studies have looked at the influence of gender on math performance.

Science Daily reported in the March 14, 2011 article, Gender Stereotypes About Math Develop As Early As the Second Grade

Children express the stereotype that mathematics is for boys, not for girls, as early as second grade, according to a new study by University of Washington researchers. And the children applied the stereotype to themselves: boys identified themselves with math whereas girls did not.

The “math is for boys” stereotype has been used as part of the explanation for why so few women pursue science, mathematics and engineering careers. The cultural stereotype may nudge girls to think that “math is not for me,” which can affect what activities they engage in and their career aspirations.

The new study, published in the March/April issue of Child Development, suggests that, for girls, lack of interest in mathematics may come from culturally-communicated messages about math being more appropriate for boys than for girls, the researchers said.

Here is the study citation:

Dario Cvencek, Andrew N. Meltzoff, Anthony G. Greenwald. Math-Gender Stereotypes in Elementary School Children. Child Development, 2011; DOI: 10.1111/j.1467-8624.2010.01529.x

John ChildUp has an excellent synopsis of the math study, Math Gender Stereotypes Start As Early As Second Grade at his ChildUp blog:

Some sobering news for parental foes of sex stereotypes: A new study reinforces the devastating impact stereotypes can have on girls when it comes to math.

Little boys may love their trains and toys, but as early as second grade they’re already showing prowess on the mathematical front, sending a subliminal message to their female classmates about expectations for math test scores and even potential career paths, according to a new study, “Today” reports.

Researchers at the Institute for Learning & Brain Sciences at the University of Washington studied 247 American children between the ages of 6 and 10 and found that second grade boys identified with math more strongly than girls. The study was published in Wiley’s Child Development.

See, U.S. Teens Trail Peers Around World on Math-Science Test http://www.washingtonpost.com/wp-dyn/content/article/2007/12/04/AR2007120400730.html

It is important both for an individual student and the national competitiveness to have trained teachers and curriculum to advance the math education of all populations of students.

Not everything that counts can be counted. Not everything that can be counted counts.

– Albert Einstein

Contact information:

The study, “Can stereotype threat explain the sex gap in mathematics performance and achievement?” will be published in the journal Review of General Psychology.

Story Contact:
Steven Adams, AdamsST@missouri.edu, 573 882-8353

Dr. Wilda says this about that ©

Tags: “Can stereotype threat explain the sex gap in mathematics performance and achievement?”, dyscalculia, Gender and Education, Gender Disparity, Math Curriculum, Math Education, Review of General Psychology.

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Finding the balance between phony self-esteem and ‘Tiger Mom’

19 Jan

Moi really didn’t want to touch that “Tiger Mom” kerfuffle because having read some selected passages culled from excerpts of Amy Chua’s “memoirs” of raising her daughters moi’s first thought was that girlfriend possibly needed her medication adjusted. Annie Murphy Paul provides a more balanced approach to Ms. Chua’s biography in the Time article, “Tiger Moms’, Is Tough Parenting Really the Answer?

Most surprising of all to Chua’s detractors may be the fact that many elements of her approach are supported by research in psychology and cognitive science. Take, for example, her assertion that American parents go too far in insulating their children from discomfort and distress. Chinese parents, by contrast, she writes, “assume strength, not fragility, and as a result they behave very differently.” In the 2008 book A Nation of Wimps, author Hara Estroff Marano, editor-at-large of Psychology Today magazine, marshals evidence that shows Chua
is correct. “Research demonstrates that children who are protected from grappling with difficult tasks don’t develop what psychologists call ‘mastery experiences,’ ” Marano explains. “Kids who have this well-earned sense of mastery are more optimistic and decisive; they’ve learned that they’re capable of overcoming adversity and achieving goals.” Children who have never had to test their abilities, says Marano, grow into “emotionally brittle” young adults who are more vulnerable to anxiety and depression.

Another parenting practice with which Chua takes issue is Americans’ habit, as she puts it, of “slathering praise on their kids for the lowest of tasks — drawing a squiggle or waving a stick.” Westerners often laud their children as “talented” or “gifted,” she says, while Asian parents highlight the importance of hard work. And in fact, research performed by Stanford psychologist Carol Dweck has found that the way parents offer approval affects the way children perform, even the way they feel about themselves.

Dweck has conducted studies with hundreds of students, mostly early adolescents, in which experimenters gave the subjects a set of difficult problems from an IQ test. Afterward, some of the young people were praised for their ability: “You must be smart at this.” Others were praised for their effort: “You must have worked really hard.” The kids who were complimented on their intelligence were much more likely to turn down the opportunity to do a challenging new task that they could learn from. “They didn’t want to do anything that could expose their deficiencies and call into question their talent,” Dweck says. Ninety percent of the kids who were praised for their hard work, however, were eager to take on the demanding new exercise.

Still, some of Chua’s comments to her daughters are very hard to take and border on abusive in moi’s opinion. Paul reports that Chua is turning the dial back a degree.

Bonnie Rochman has written the provocative Time article, Take This, Tiger Mom!

It’s been a year since the “Tiger mom” roared onto the scene, sharing how she compelled her kids to practice the piano for hours sans potty breaks and denied them frivolous activities like playdates.

In her best-selling book, Battle Hymn of the Tiger Mother, Yale professor Amy Chua made the case that overly indulgent parents — you know who you are: maybe you let your kids play the occasional video game or allow them to spend the night at a friend’s house — can beget only spoiled and unmotivated children.

Now a fellow academic — and Chinese mother — is refuting that tough-as-nails approach, urging parents to let kids be kids. Girls, it turns out, just wanna have fun. And so do boys.

Happiness is actually pretty important for children, says Desiree Baolian Qin, an assistant professor in the Department of Human Development and Family Studies at Michigan State University.

In two upcoming papers accepted for publication, Qin and her co-authors have looked at the experiences of Chinese-American children and found that high-achieving Chinese students were more depressed and anxious than white children.
http://healthland.time.com/2012/01/17/take-this-tiger-mom/#ixzz1jsm3NUFu

The question is how to find a balance between “Tiger Mom” and phony self-esteem.

In No one is perfect: People sometimes fail, moi said:

The Child Development Institute has a good article about how to help your child develop healthy self esteem. A discussion of values is often difficult, but the question the stage parent, over the top little league father, or out of control soccer mom should ask of themselves is what do you really and truly value? What is more important, your child’s happiness and self esteem or your fulfilling an unfinished part of your life through your child? Joe Jackson, the winner of the most heinous stage parent award saw his dreams fulfilled with the price of the destruction of his children’s lives. Most people with a healthy dose of self esteem and sanity would say this is too high a price.

Letting Go

Sarah Mahoney wrote a good article at Parents.Com about four ways to let go of your kids and she describes her four steps, which she calls Independence Day. Newsweek also has an article on the fine art of letting go Remember it is your child’s life and they should be allowed to realize their dreams, not yours. https://drwilda.wordpress.com/2011/12/06/no-one-is-perfect-people-sometimes-fail/

The goal should be:

tiger.mothers.should.tame.parenting.approach

Tags: 'Tiger Mom', 'Tiger mothers' should tame parenting approach, Amy Chu, Desiree Baolian Qin, Self Esteem

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Is the self-esteem movement just another education fad?

18 Jan

Education is prone to fads and the next “new, new thing.” Many are beginning to question the self-esteem movement which put the emphasis on children feeling good about themselves. The question is whether the emphasis should be put on acquiring skills and focusing on helping children to achieve success in areas where they have shown both an interest and some competence. One of the best definitions of self-esteem comes from the Canadian Mental Health Association and the article Children and Self-Esteem which is posted at their site.

Self-esteem is the value we place on ourselves. It is the feeling we have about all the things we see ourselves to be. It is the knowledge that we are lovable, we are capable, and we are unique. Good self-esteem means:

having a healthy view of yourself,

having a quiet sense of self-worth,

having a positive outlook,

feeling satisfied with yourself most of the time,

setting realistic goals.

Both adults and children benefit from good relationships, experiences and positive thinking. Many of the steps necessary for building a child’s self-esteem will also help you in developing and maintaining your own. http://www.acsm.ca/bins/content_page.asp?cid=2-29-68

Moi feels that good schools are relentless about the basics.

A 1999 Los Angeles Times article, Losing Faith in Self-Esteem Movement by Richard Lee Colvin was raising caution flags:

At Loren Miller Elementary School in Los Angeles, a school struggling to raise test scores that are barely in double digits, children last year spent part of each day working on . . . their self-esteem.

In daily “I Love Me” lessons, they completed the phrase “I am . . . ” with words such as beautiful, lovable, respectable, kind or gifted. Then they memorized the sentences to make them sink in.

No more. The daily “I Love Me” lessons will soon be replaced by rapid-fire drills and constant testing of kids’ skills.

With the pressure to raise test scores building nationally, schools are rethinking their decades-long love affair with self-esteem.

Self-esteem, which burst into the national consciousness in the late 1980s with help from a California task force, has long endured attacks from cultural conservatives. What’s new today is that the criticism is being heard from deans at such education bastions as Columbia University’s Teacher’s College and in prestigious venues such as the Harvard Mental Health Letter.

“The false belief in self-esteem as a force for social good can be not just potentially but actually harmful,” wrote Carnegie Mellon University psychology professor Robyn M. Dawes in that publication in October.

Having high self-esteem certainly feels good, psychologists say. But, contrary to intuition, it doesn’t necessarily pay off in greater academic achievement, less drug abuse, less crime or much of anything else. Or, if it does pay off, 10,000 or more research studies have yet to find proof.

With researchers growing increasingly negative about being positive, a switch from tenderness to tough love is in vogue now among social commentators, politicians and educators.

Fretting about students’ feelings has become an unhealthy classroom obsession, researchers declare in academic journals and elsewhere. Better, they say, to spend more time on something children can justly be proud of–acing algebra or becoming a super speller.

“There’s nothing that boosts self-concept more than being able to do something–it doesn’t matter if it’s reading or something on the monkey bars your brother can’t do,” said Robert J. Stevens, a professor of educational psychology at Penn State University.

That is the lesson teachers at Bessemer School in Pueblo, Colo., learned this year. Teachers there were stunned a year ago when only 12% of their fourth-graders were reading at grade level.

Out went the three hours they spent weekly on counseling and self-esteem classes. In came more attention to the basics. Up went test scores. Last fall, 64% of the students passed. And self-esteem soared.

http://articles.latimes.com/1999/jan/25/news/mn-1505

Moi would posit that true self-esteem comes from the accomplishment of acquiring a skill or successfully performing a task.

Michael Alison Chandler reports in the Washington Post article, In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise:

For decades, the prevailing wisdom in education was that high self-esteem would lead to high achievement. The theory led to an avalanche of daily affirmations, awards ceremonies and attendance certificates — but few, if any, academic gains.

Now, an increasing number of teachers are weaning themselves from what some call empty praise. Drawing on psychology and brain research, these educators aim to articulate a more precise, and scientific, vocabulary for praise that will push children to work through mistakes and take on more challenging assignments. Consider teacher Shar Hellie’s new approach in Montgomery County….

A growing body of research over three decades shows that easy, unearned praise does not help students but instead interferes with significant learning opportunities. As schools ratchet up academic standards for all students, new buzzwords are “persistence,” “risk-taking” and “resilience” — each implying more sweat and strain than fuzzy, warm feelings.

“We used to think we could hand children self-esteem on a platter,” Stanford University psychologist Carol Dweck said. “That has backfired.”

Dweck’s studies, embraced in Montgomery schools and elsewhere, have found that praising children for intelligence — “You’re so clever!” — also backfires. In study after study, children rewarded for being smart become more likely to shy away from hard assignments that might tarnish their star reputations.

But children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things. http://www.washingtonpost.com/local/education/in-schools-self-esteem-boosting-is-losing-favor-to-rigor-finer-tuned-praise/2012/01/11/gIQAXFnF1P_story.html?wpisrc=emailtoafriend

There were critics of the self-esteem concept in education at the beginning of the movement.

Alfie Kohn wrote the 1994 article, The Truth About Self-Esteem for PHI DELTA KAPPAN which critiqued the concept. Among Kohn’s many concerns were:

Putting aside for a moment the questions of what statements are included and how they are scored, the point to be emphasized here is that self-esteem ratings are almost always based on what subjects say about themselves, and self- report measures are rather problematic. They may tell us more about how someone wishes to appear than about his or her “true” state (assuming this can ever be known). In fact, some of the most respected researchers in the area have argued that people designated as having high self-esteem are simply those who demonstrate a “willingness to endorse favorable statements about the self” as a result of “an ambitious, aggressive, self-aggrandizing style of presenting themselves.(2)

As if this fact were not disturbing enough, something on the order of 200 instruments for measuring self-esteem are now in use. Many of them haven’t been properly validated (to use a popular self-esteem term in a different way) and are of questionable value. More important, even if every single test was top- notch, there is no reason to think that any two of them are comparable. It’s difficult to generalize about research findings if self-esteem has been measured — and, indeed, conceptualized — differently in the various studies that have been cited.(3)

One result common to almost all measures, though, is that very few people who fill out self-esteem surveys wind up with scores near the bottom of the scale. When a researcher talks about subjects with “low” self-esteem, he or she means this only relative to other subjects; in absolute terms, the responses of these individuals put them somewhere in the middle range of possible scores. In other words, people classified as having low self-esteem are typically not so much down on themselves as simply “neutral in their self-descriptions.”(4) This suggests that it may be necessary to reconsider all those sweeping conclusions about what distinguishes people who love themselves from people who hate themselves. Moreover, the very fact of defining low self-esteem in relative terms means that no intervention can ever make any headway; half the population will, of course, always fall below the median on any scale.

But let us assume for the sake of the argument that we find none of these facts — or any other methodological criticisms that have been offered of the field(5) — particularly troubling. Let us assume that all the self-esteem studies to date, all 10,000 of them, can be taken at face value. Even so, the findings that emerge from this literature are not especially encouraging for those who would like to believe that feeling good about oneself brings about a variety of benefits. (I am ignoring here the vast number of studies that have treated self-esteem as a dependent rather than an independent variable — that is, those that have tried to figure out what causes self-esteem to go up or down rather than investigating whether such fluctuation affects other things….)

http://www.alfiekohn.org/teaching/tase.htm

Another article which is critical of the self-esteem movement is Can Your Teen Have Too Much Self-Esteem? from Aspen Education Group:

Back in the 1970s, many school districts became enamored with the idea that if you raised children’s self-esteem they would do better in school. Although this so-called “self-esteem movement” proved to be ill conceived, many people still believe the canard that high self-esteem is the root of all achievement. Since that time many researchers have studied the topic of self-esteem, and the findings have been pretty consistent: high self-esteem for the sake of personal validation, meaning self-esteem that is not based on actual personal achievement or positive behavior, is not necessarily a healthy thing.

Dr. Jean Twenge recently published the book “Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled – And More Miserable than Ever Before,” in which she documents the failures of the self-esteem movement in schools. Her research makes clear that phony self-esteem can be a very self-destructive thing. Her conclusion is that self-control is a much more accurate predictor of success than self-esteem.

A recent article in the Harvard Mental Health Letter (June 2007) also suggests that encouraging self-esteem as a primary goal is not healthy and could in fact remove any incentives to improve behavior. If you are supposed to feel good about yourself just because you exist, why study hard, work hard, treat others well, or take any actions to earn these feelings? While it is certainly beneficial to encourage young people to feel good about real accomplishments, encouraging self-esteem for its own sake is not healthy. http://www.aspeneducation.com/Article-too-much-self-esteem.html#.TxOAfgDkqkE.email

It is crucial for low-income children and children of color to be firmly grounded in acquiring reading, math, and writing skills. They will feel better about themselves when they know that they can compete and yes, moi did use the word compete with other children.

Good schools are relentless about the basics.

Tags: finer-tuned praise:, In schools, K-12 Curriculum, K-12 Education, Losing Faith in Self-Esteem Movement, Self Esteem, self-esteem boosting is losing favor to rigor, The Truth About Self-Esteem

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Categories Dr Wilda

Reading is a key component of learning

18 Jan

The goal of parents, teachers, students, and society should be that all children succeed in obtaining a good basic education. In order to achieve this goal, children must come to school ready to learn. See, Illiteracy in America https://drwilda.wordpress.com/2011/12/07/illiteracy-in-america/

The University of Michigan Health Center explains why reading is important in the article, Reading, Literacy and Your Child:

What is literacy?

Literacy means being able to read and write.

Why is reading important?

A child’s reading skills are important to their success in school and work. In addition, reading can be a fun and imaginative activity for children, which opens doors to all kinds of new worlds for them. Reading and writing are important ways we use language to communicate.

How do reading and language skills develop?

For an answer to this question, check out the following link:

Language and Literacy Development from birth to three years—this helpful brochure tells you what to expect and how to help.

Research has identified five early reading skills that are all essential. They are [1]:

Phonemic awareness—Being able to hear, identify, and play with individual sounds (phonemes) in spoken words.

Phonics—Being able to connect the letters of written language with the sounds of spoken language.

Vocabulary—The words kids need to know to communicate effectively.

Reading comprehension—Being able to understand and get meaning from what has been read.

Fluency (oral reading)—Being able to read text accurately and quickly.

How can we make reading part of our family’s lifestyle?
Parents play a critical role in helping their children develop not only the ability to read, but also an enjoyment of reading.

Turn off the tube. Start by limiting your family’s television viewing time.

Teach by example. If you have books, newspapers and magazines around your house, and your child sees you reading, then your child will learn that you value reading. You can’t over-estimate the value of modeling.

Read together. Reading with your child is a great activity. It not only teaches your child that reading is important to you, but it also offers a chance to talk about the book, and often other issues will come up. Books can really open the lines of communication between parent and child.

Hit the library. Try finding library books about current issues or interests in your family’s or child’s life, and then reading them together. For example, read a book about going to the dentist prior to your child’s next dental exam, or get some books about seashore life after a trip to the coast. If your child is obsessed with dragons, ask your librarian to recommend a good dragon novel for your child.

There are many ways to include reading in your child’s life, starting in babyhood, and continuing through the teen years. Focus on literacy activities that your child enjoys, so that reading is a treat, not a chore. http://www.med.umich.edu/yourchild/topics/reading.htm

Reading skills are particularly important in academic success because of “Common Core Standards Initiative.” The “Common Core State Standards Initiative” is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). http://www.corestandards.org/the-standards/english-language-arts-standards

Reading “Common Core Standards” are described as follows:

English Language Arts Standards » Reading: Foundational Skills » Introduction

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. http://www.corestandards.org/the-standards/english-language-arts-standards/reading-foundational-skills/introduction/

As more schools use “Common Core” standards, parents must also work at home to prepare their children.

Regan Mc Mahon of Common Sense Media has written the article, How to Raise a Reader which gives the following advice:

Read aloud: This comes naturally to lots of new parents, but it’s important to keep it up. Kids will enjoy it longer than you think. For babies, toddlers, preschoolers, and kids in early grade school, it’s wonderful to have a kid on your lap, snuggled next to you on the couch, or drifting off to sleep in bed as you enjoy picture books together. You may have to read your kid’s favorite a hundred times, but just go with it. Your kid will remember the closeness as well as the story. And try nonfiction for those who are curious about pirates, Vikings, robots, castles, history, sports, biography, animals, whatever. For second through fifth graders, read those rich and meaty books that might be missed otherwise, maybe classics like Treasure Island or Alice’s Adventures in Wonderland.

Many parents think that as soon as their kids learn to read on their own, they no longer need to be read to. But kids still love it and benefit from it as they hear the rhythm of the language, learn correct pronunciation, and get to relax and just take it all in. Kids will get the idea that there’s something worthwhile in books and that there’s something special about time spent with a parent.

Savor the series: It’s common for kids to become book lovers for life after getting hooked on a series. And there are lots of good ones that keep kids hungry for the next installment. Some reliable prospects: Ivy and Bean, Judy Moodyfor beginning readers; Harry Potter, A Series of Unfortunate Events, and the Percy Jackson series for middle graders; and Hunger Games, Sisterhood of the Traveling Pants, and Twilight (unless you think vampires are too creepy) for older kids.

Grab onto a genre: Kids go through phases of genres they’re passionate about, from girl detectives to science fiction and fantasy. Don’t get hung up on whether it’s considered great literature (although some genre books are). Be happy that your kid is devouring books one after the other.

Feed the favorite-author addiction: Once your kids finds a writer they love, they may want to read all of his or her books — a great excuse for a trip to the library or an opportunity for book swapping among friends and classmates. Here are some good bets for favorites. Younger kids: Dav Pilkey (The Adventures of Captain Underpants), Beverly Cleary (Beezus and Ramona). Middle grade: Kate DiCamillo (Because of Winn-Dixie), Neil Gaiman (The Graveyard Book). Tweens and teens: Judy Blume (Are You There God, It’s Me Margaret) and Sarah Dessen (Just Listen).

Count on the Classics: Books are called classics because they continue to engage readers generation after generation. There are no guarantees, but you could try introducing your kids to books you loved as a kid and see which ones click. Some good ones to try are the Dr. Seuss and Narnia books, Charlotte’s Web, and The Secret Garden. Check out our Classic Books for Kids list to find more.

Find Books About the Things Your Kid Loves: If your kid adores horses, try Black Beauty or any of the titles on our list of best Horse Books. If he’s wild about cars, trucks and trains, check out our list of Vehicle Books. Librarians, booksellers, and Internet searches will help you find books on any favorite topic.

Funny Is Fine: Some parents wrestle with letting their kids read Captain Underpants, Diary of a Wimpy Kid, and other edgy humor books about kids getting in trouble. Talk to your kids about the content, but keep in mind that kids like these books not because they want to imitate the characters’ actions but because they can live vicariously through their bad behavior. Humor is a great pathway to book loving.

Comics Are OK: Graphic novels are among the hottest trends in children’s publishing, and they can get kids hooked on reading. Kids may start with Squish and Babymouse and move on to Diary of a Wimpy Kid. But these series can also lead to more sophisticated fare such as Marzi and American Born Chinese. Find other titles in our list of best Graphic Novels.

Make Reading a Family Value: Actions speak louder than words. Take your kids to the library once a week or once a month to get new books, make regular outings to your local bookstore, hunt for low-cost books at used bookstores or second-hand shops, and show kids that finding a good book is like a treasure hunt.

Fit reading into your family lifestyle. Set aside time for reading only — turning off the TV, computer, and cell phone. Encourage focused reading time, either for independent reading or reading aloud. Take preschoolers to story time hours at libraries and bookstores. For older kids, a parent-kid book club can be fun. Read to kids at bedtime. Provide time and space for your kids to read for pleasure in the car (if they don’t get car sick!), on vacation, after homework is done, on their own before bed. Warning: It could be habit-forming!

http://www.commonsensemedia.org/new/how-raise-reader?utm_source=newsletter01.12.12&utm_medium=email&utm_campaign=feature1

Education is a partnership between the student, parent(s) or guardian(s), the teacher(s), and the school. All parts of the partnership must be active and involved. Parents are an important part because they enforce lessons learned at school by reading to their children and taking their children for regular library time.

Resources:

US Department Of Education Helping Series which are a number of pamphlets to help parents and caregivers

How Parents Can Help Their Child Prepare for School Assignments

The ABCs of Ready to Learn

Getting Young Children Ready to Learn

Ebony Magazine’s How to Prepare Your Child for Success

General Tips for Preparing for Kindergarten

Louise Hajjar Diamond in an article for the American School Counselor Association writes about preparing a child for middle school

Getting Your Child Ready to Learn

Classroom Strategies to Get Boys Reading

Me Read? A Practical Guide to Improving Boys Literacy Skills

Understanding Gender Differences: Strategies To Support Girls and Boys

Helping Underachieving Boys Read Well and Often

Boys and Reading Strategies for Success

Tags: Common Sense Media, Comon Core Standards, Literacy, Reading, University of Michigan Health Department

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Is the self-esteem movement just another education fad? https://drwilda.wordpress.com/2012/01/18/is-the-self-esteem-movement-just-another-education-fad/

‘Tiger mothers’ should tame parenting approach http://esciencenews.com/articles/2012/01/10/tiger.mothers.should.tame.parenting.approach

Is the self-esteem movement just another education fad?

Reading is a key component of learning

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