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Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions
Explores writing, applications of thought and theory, solutions, engineering, design, DIY, Interesting approaches to problems, examples of interdisciplinary explorations and solutions.
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Smart Teacher? Hard Teacher? Passionate Teacher? | Educate Texas

Smart Teacher? Hard Teacher? Passionate Teacher? | Educate Texas | Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions | Scoop.it

The discussion on teacher appraisal is heated because states and districts are linking student test scores to teacher performance and using the data to make decisions on pay, promotion, and retention of teachers. These high-stakes consequences can limit useful conversations on the pros and cons of these tools and how they could best be used in practice. There is real pressure, because of legislation in many states and new federal funding streams like Race to the Top, for states and districts to quickly develop and implement appraisal systems that measure teacher effectiveness. The notion that teachers should be held at least partly responsible for how their students achieve makes sense, but what is the best way to do this?

 
Sharrock's insight:

excerpt: "How can you assess something as complex as teaching if you have not defined what you should measure? There are three categories in which teacher quality is measured, including (1) teacher qualifications (2) teaching quality and (3) teacher effectiveness. Each category is measured in numerous ways that vary in complexity and validity." 

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Will the Real Education Reformer Please Stand Up?

Will the Real Education Reformer Please Stand Up? | Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions | Scoop.it
Ever pragmatists, this generation has been willing to consider any approach -- public, private, for-profit -- if it might dramatically improve the life outcomes of poor and minority children.
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Kids as Reading Helpers: A Peer Tutor Training Manual | Intervention Central

Kids as Reading Helpers: A Peer Tutor Training Manual | Intervention Central | Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions | Scoop.it

Perhaps the most pressing challenge that schools face is that of ensuring that all children become competent readers. Young children who experience problems in reading quickly fall behind their more skilled classmates in their ability to decode and comprehend text. This gap in reading skills can emerge as early as first grade-and, once present, tends to be quite stable over time (Stanovich, 1986). First-grade teachers can predict with some confidence, for example, that those children in their classrooms with significant reading deficits by the end of the school year will very likely have continuing difficulties in reading in the fourth grade.

While the long-term negative impact of poor readers can be enormous, the good news is that schools can train their own students to deliver effective tutoring in reading to younger peers. Kids as Reading Helpers: A Peer Tutor Training Manual is a complete package for training peer reading tutors. Peer tutoring answers the nagging problem of delivering effective reading support to the many struggling young readers in our schools. Furthermore, peer tutoring programs can improve the reading skills of tutors as well as tutees (Ehly, 1986) and - in some studies-have been shown to build tutor's social skills as well (Garcia-Vazquez & Ehly, 1995). Young children tend to find the opportunity to read aloud to an older peer tutor to be quite reinforcing, adding a motivational component to this intervention.

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Sternberg Biography

Robert J. Sternberg's spectacular research career in psychology had a rather inauspicious beginning; like many of the psychologists profiled on this Web site, his interest in human intelligence began at an early age. In Dr. Sternberg's case, however, the interest was intensely personal. In elementary school he performed poorly on IQ tests, and his teachers' actions conveyed their low expectations for his future progress. Everything changed when his fourth grade teacher, Mrs. Alexa, saw that he had potential and challenged him to do better. With her encouragement, he became a high-achieving student, eventually graduating summa cum laude and Phi Beta Kappa from Yale University . In a gesture of gratitude, Dr. Sternberg dedicated his book, Successful Intelligence (1996) to Mrs. Alexa ( personal communication , July 29, 2004; portions retrieved from http://www.yale.edu/rjsternberg/about.html ;).

Sharrock's insight:

from the webpage: "Dr. Sternberg's Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular sociocultural contexts (Sternberg, 1988, 1997, 1999)."

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