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This fall nearly 800 new teachers have entered classrooms in the Milwaukee Public Schools for the first time. According to recent statistics from the National Commission on Teaching and America’s Future, upwards of half of them will be gone by the fall of 2008. Like school leaders across the country, administrators in Milwaukee are working hard to slow down this revolving door in the profession and keep their best teaching talent in the classroom.
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In health care institutions throughout the United States, ethical dilemmas have historically been dealt with on a case-by-case basis, often leaving health care workers overwhelmed and confused about what care protocol they should follow. To infuse a clear and consistent process for ethical decision-making, the Veterans Health Administration (VHA) will soon incorporate an “integrated ethics program” throughout its system, which is the largest health care system in the United States.
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For many students, the prospect of writing a report can be overwhelming: collecting information, extracting relevant facts, analyzing them, and organizing the material into original nonfiction. For teachers as well, the process may be fraught with frustration. How can they help students manage the research and writing process? And especially, how can they help their students with learning disabilities, for whom the writing process is even more intimidating?
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Educators hoping to prepare young people for contemporary workplaces have always struggled with the challenge of a moving target. And the target is moving increasingly faster—thanks to the impact technology is having on nearly every career.
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When Maine Governor Angus King first proposed last year to provide a laptop computer to every middle school student, many educational technology experts considered it to be a courageous experiment, but were concerned that it put the cart before the horse—that technology would drive, rather than serve, educational practices.
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For EDC Senior Vice President Vivian Guilfoy, who has spent more than a decade working in the fields of community technology and youth development, one of the signs of progress is a blurring of boundaries. “The days of distinction between formal and informal education have come to an end,” says Guilfoy, director of EDC’s Center for Education, Employment, and Community (CEEC).
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Over the 20-year-history of community technology centers (CTCs), impact has tended to be measured in one way: Is anybody here? CTCs were established to provide technology access—and by extension, new opportunities for learning and skill development—to people who didn’t have computers at home or at work.
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While he was directing Street-Level, a youth media organization in Chicago, Tony Streit heard a common response when he showed youth-made films to adult audiences. “People were always asking me, ‘Did kids really make this?’ I’d say, ‘Of course, but they never would have made it without my involvement. They didn’t know anything about making a film, so I taught them how to do that. But they were the experts on their interests and their issues—so we needed each other.’ For me, the process and the relationships I developed
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The home environments of young people can profoundly influence how they come to use and understand technology.
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The story of Project Hiller, a laptop initiative launched three years ago at Union Hill High School in New Jersey, is a story of educational vision, effective use of technology, and proven academic improvement.
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It’s 4:00 on a Wednesday afternoon, and the technology center at West End House, a Boys and Girls Club in Allston (Mass.) is full. Twelve young people gather around 10 computers, doing homework, writing e-mail, playing video games.
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In museum circles, EDC’s Bernie Zubrowski is famous for helping children learn science through hands-on explorations with everyday objects.
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Federal law guarantees homeless children a place in school, but ensuring that each student gains access to all of a school’s resources and services is a daunting challenge for states, school districts, and families.
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Faced with the challenge of designing a program that would bring current business issues into the high school classroom, a team of EDC curriculum writers and researchers began their work in an assembly plant.
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How can a university with 80% of its teachers unfamiliar with the internet successfully integrate and manage the largest IT network in Mali? In a word–training.
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The Youth CaN Med (Youth Communicating and Networking-Mediterranean) project is introducing sustainable, systematic technology into Lebanese schools to enhance student’s understanding of environmental issues.
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Walk among the pea plants with genetics pioneer Gregor Mendel as he describes his experiments and reveals his discoveries. Tinker with the inherited traits by creating your own ‘family’ of aliens. Conduct DNA analyses on blood samples you’ve collected from a crime scene.
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The EDC-based National Forum to Accelerate Middle-Grades Reform receives special recognition in a new report entitled, "Maturing Investments: Philanthropy and Middle Grades Reform," released last week by the group Grantmakers in Education.
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Nearly half of the new teachers in America’s classrooms today will leave the profession within their first five years of teaching, according to a recent report by the National Commission on Teaching and America’s Future, with science and mathematics experiencing even higher rates of teacher turnover than the profession as a whole. This new data has shifted the focus of policy discussions about the supply and professionalism of America’s teaching force from strategies for recruiting teachers to strategies for keeping them.
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Every Friday, just when most school staff and students are heading home for the weekend, about 130 girls gather at the King Open School for one of their favorite activities of the week. Friday is Science Club for Girls day, when the elementary school girls build bridges, dissect cow hearts, or produce chemical reactions. Working in teams, the K-7 girls try out new skills, learn from older students, and meet professional scientists.
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While HIV/AIDS and hunger have taken a huge toll on teachers, students, and families in Zambia, EDC is supporting a growing network of community learning centers that bring education to areas without formal schools. The 300-plus centers are run by unpaid mentors using lessons delivered via radio to groups of young people gathered in homes, backyards, churches, or cement-block classrooms.
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A new study of early childhood education programs across the country explores different ways states and local early education programs have used their funding and resources to improve child care services. The study, Early Care and Education Partnerships: State Actions and Local Lessons, was released today by the Partnership Impact Research Project (PI), based at Education Development Center.
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Three years ago Egypt’s Ministry of Education set out to improve the quality of primary education for the country’s rural girls and boys. Working from the ground up, the New Schools Program (NSP), as the effort is known, encompasses all aspects of school reform—from acquiring land and building new classrooms, to training teachers and supervisors in active learning techniques, to developing hands-on instructional materials.
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A few months before International Youth Parliament 2000 (IYP2000), I started a project called the Career Planning Center, with the aim of helping young professionals from the Balti region find a job.
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In 1998, a group of final-year students in the School of Agriculture at the University of Zambia launched a new organization to help future farmers—and particularly women—adjust to the changing political and economic climate in their country.
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We are the young editors, collaborators, and staff writers of Vietnamese Students magazine. Our magazine is led by youth; 90 percent of the articles are written by young people, and all the staff members are under 25. We have a widespread network of students and readers across the country, and we distribute more than 100,000 copies per week.
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In preparation for YES 2002, young people on every continent have organized YES Country Networks to focus attention on the issue of youth employment and to create a structure that will respond to the Summit’s call for a Global Campaign for Youth Employment.
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With 22 telephone lines and 3 computers per 1,000 people, India has a very poor basic information and communication infrastructure. Even though this infrastructure is highly concentrated in urban areas, Internet access via the telephone is still difficult and expensive in urban areas. In rural India, more than half of India’s villages lack telephone connectivity, let alone Internet access.
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The school administrators’ role has never been more challenging. They oversee increasingly complex, high-tech facilities while serving more and more diverse communities. But the central task remains the same: improving teaching and learning within a school or a district.
Articles
Each month, EDC posts several new feature articles. This page provides an archive of past articles, including reports of emerging research and profiles of new EDC publications and Web sites.
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43 Foundry Avenue Waltham, MA 02453-8313, USA
Boston - Chicago - New York - Washington, DC