Professional site of Sylvia Libow Martinez
Math education is failing too many students.
We are owners and participants in an entrenched school system that is tough to change, and we could all list the thousands of reasons why. Big systems have a lot of inertia, like the Titanic heading towards its icy fate.
But proving that the system is working by showcasing the few students who make it through is like saying that the Titanic was a success because some of the passengers made it to New York.
Sylvia
Social Media and Peer Learning: From Mediated Pedagogy to Peeragogy
Discover how giving students more responsibility in shaping their own curriculum can lead to more active participation.
I’m going to be on the panel for this webinar from Connected Learning, moderated by Howard Rheingold and Mimi Ito. I hope you can join us for a lively conversation!
When: Tuesday, April 10, 9AM Pacific (find the time in your time zone)
Howard Rheingold is the author of Tools for Thought, The Virtual Community, Smart Mobs, Net Smart and teaches at Stanford University, Communication Department. Mimi Ito is the author of Hanging Out, Messing Around, and Geeking Out and a cultural anthropologist of technology use, focusing on children and youth’s changing relationships to media and communications.
UPDATE: Webinar archive here…
I’m excited! See you there –
Sylvia
Webinar: Protecting Children in the 21st Century Act: What Schools Must Do
Date: April 5, 2012
Time: 7PM Eastern time (90 min)
Price: $39 (includes archive access and 2 page issue brief)
Participants will gain insight into:
Participants will understand the practical steps their districts and schools should to take to translate this insight into effective strategies that work in real schools.
The webinar is Thursday, April 5, 2012 at 7 p.m. Eastern time. It is necessary to register at least 2 hours before and registration also includes the archived webinar access and a 2 page issue brief.
More information and registration information here.
This is an extremely cost-effective way to get the information you need to keep your e-rate funding!
Sylvia
From NCWIT (National Council of Women in IT) –
Did you know that a recent study using data on 15,000 students from the National Center of Education Statistics found that teachers consistently rate girls as less good at math than boys, even with similar grades and test scores? Researchers in the study found that while on average teachers rate minority students lower than their white male counterparts, these differences disappear once grades are taken into account. However, they found patterns of bias against white girls that can’t be explained by their academic performance. According to one of the study’s authors, the misconception that white girls can’t handle math persists “Because the idea that men and women are different in this regard is considered natural, and not discriminatory.” At the same time, teachers may be more aware of race and ethnicity – and the problems of racial discrimination – than they are when it comes to gender.
Why are High School Teachers Convinced that White Girls Can’t Do Math? – Forbes.com
The research (the abstract is free at least) – Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity – University of Texas at Austin
A recent post by danah boyd, social media researcher announced some new resources in the effort to combat bullying, created for the new Born This Way Foundation, created by Lady Gaga and her mother.
“The Foundation wants to create a kinder, braver world so that youth can be the change-agents that we all need them to be. For youth to be empowered, the Foundation recognizes that 1) youth need to be safe; 2) youth need to have skills; and 3) youth need to have opportunities.”
danah, along with many other notable folks, are working with the new foundation. In her post, she announced a working paper series, starting with five new resources that synthesize research for the Foundation – and help schools and communities easily get the best, accessible advice to inform their local efforts. Best of all, the foundation and these working papers emphasize that youth empowerment needs to be a main focus for these efforts. This kind of insight and commitment is admirable – this is NOT a feel-good celebrity cause for the cameras.
This working paper series offer practical, ground-level resources based on the best available research. The first five documents are:
They are looking for comments and feedback on these documents – send them to kbw-feedback@cyber.law.harvard.edu
Sylvia
from Nancy Willard of Embracing Digital Youth: Addressing youth risk in a positive and restorative manner
Embracing Digital Youth is proud to announce our first two Webinars. Through these Webinars, Embracing Digital Youth will seek to help educators, mental health professionals, law enforcement, and policy-makers engage in prevention and intervention activities that are grounded in research insight, focus on influencing positive behavior and implementing restorative practices, and encourage effective evaluation.
A 2-page Issue Brief for each Webinar will provide insight and recommendations for practice. The Webinars will be available for later viewing in our archive. Documentation will be provided to support professional development continuing education requirements.
Register online at: http://embracingdigitalyouth.org/webinars (Cost $39)
*Protecting Children in the 21st Century Act: What Schools Must and Should Do* – April 5 at 7:00 P.M. Eastern Time.
The Protecting Children in the 21st Century Act added a provision to the Children’s Internet Protection Act (CIPA) requiring that schools receiving E-Rate funding provide students with instruction in Internet safety, including cyberbullying and social networking safety. School agencies receiving E-rate funding must update their policy so they can certify they are providing Internet safety instruction, beginning with funding year 2012 (July).
This Webinar will provide recommendations on how districts can engage in effective multidisciplinary planning to ensure that the manner in which they will provide Internet safety instruction is grounded in accurate research insight, uses effective approaches to promote positive norms and transmit effective skills, and incorporates evaluation to ensure effectiveness.
Presenters:
*Positive Peer-based Approaches to Address Cyberbullying* – April 26th at 7:00 P.M. Eastern Time.
Schools are struggling to address a new challenge–the hurtful behavior of students when using digital technologies. Addressing this new challenge is difficult because much of this hurtful behavior occurs in digital environments where adults are generally not present. Hurtful interactions frequently occur when students are off-campus, with the damaging impact at school.
How can educators ensure the development of a positive school climate and support positive actions by peers that will be necessary for prevention and early intervention? These three professionals are working on innovative new approaches to enhance these positive peer-based approaches.
Presenters:
>> Registration and more information
The Girl Scout Research Institute has released Generation STEM: What Girls Say about Science, Technology, Engineering, and Math (2012).
Generation STEM is a national research report investigating girls’ perceptions, attitudes, and interests in the subjects and general field of science, technology, engineering and math (STEM) from the voices of girls themselves. The report consists of a literature review, as well as qualitative (focus group) and quantitative (survey) research with 1,000 girls across the United States.
The study finds that girls are interested in STEM and aspire to STEM careers, but need further exposure and education about what STEM careers can offer, and how STEM can help girls make a difference in the world.
Generation STEM: What Girls Say about Science, Technology, Engineering, and Math (2012). Check out this page for the free download, a place to order a print copy, and a nice PDF summary of the full report. The summary would make a great topic of conversation with teachers, school board members, or a parent group!
Sylvia
“Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics” has just been released by the President’s Council of Advisors on Science and Technology.
The report includes recommendations such as: adopt evidence-based teaching methods; diversify and broaden pathways to STEM degrees; focus on the “underrepresented majority” (women and members of underrepresented groups now constitute approximately 70% of college students while comprising a minority of students who receive undergraduate STEM degrees.)
Check it out:
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf
via NCWIT
A Common Sense Media Research Study
Zero to Eight is a nationally representative survey of parents of U.S. children ages zero to eight, conducted to understand the patterns of media use among young American children. Covering TV, other video, reading, music, computers, video games, and mobile digital devices, we examine time spent and frequency of use; differences in children’s media use by gender, race, or socio-economic status; the home media environment; educational media use; and access to the newest mobile media platforms like smart phones and tablets.
We’ve all heard how (__noun__) will save/revolutionize education. But unfortunately, it’s not going to have the expected impact. Some may use (__noun_) in an exciting, creative way, and will be able to say that their students are engaged at a new level. But many implementations of (__noun__) will be thoughtless, with opportunities for even minor impact buried under a host of systemic issues that can’t be solved by going shopping.
What happens next?
I find it odd that the phrases “save education” and “revolutionize education” are used nearly interchangeably in the current public discourse about education. Aren’t they really in opposition? Save implies that things don’t change all that much, that the system just needs some sprucing up to get things back to the mythical way they used to be. And what does revolutionize mean other than re-creating everything?
But whether you believe that education needs radical change or minor course correction, a “thing” won’t make that happen. Only people will – the people at the heart of the system, teachers, parents, and students.
Sylvia