In a couple of deeply thought-provoking articles the co-author of books such as Learning By Design and Schooling By Design asks us join him in thinking about some basic assumptions about what the goal of education should be, how we should determine what should be taught and how we should measure progress. In a recent post to his blog, Wiggins asks us to think of action, not knowledge, as the essence of an education; to think of future ability to perform, not knowledge of the past, as the core . (more…)
The programs described below may emphasize different qualities and have somewhat different strategies but they have strong common themes and have all been associated with increases in student progress and/or improved student behavior, perseverence, etc.
We have known since Rosenthal’s study in 1964 that teacher expectations have a significant effect on student performance. Figuring out how to change teachers’ beliefs about students, however, has proven to be a challenge. Attitudes and beliefs can be hard to change and are manifested in amazingly subtle ways. In this study Robert Pinata tries a new approach. Pianta thinks that to change beliefs, the best thing to do is change behaviors. “It’s far more powerful to work from the outside in than the inside out if you want to change expectations,” he says. In other words, if you want to change a mind, talking about it is usually not enough.
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The leadership and staff of the VT-HEC add our voices to the resounding chorus that has risen to express outrage, sadness, anger and dismay at the latest examples of the long-standing and systematic violence inflicted upon people of color. Black Lives Do Matter. Those of us who have benefited from white privilege may struggle to understand what living with this fear and injustice every day entails, and we are humbled by our inability to fully relate to the impact of the systematic deprivation of human rights. What we do clearly recognize is our collective responsibility to confront racism wherever it exists, and to join together to attack it at its foundation.
Over the past few years, the VT-HEC has acted on its responsibility to address inequity in education by dedicating its Mission Investment Fund to offer education opportunities to all those who work to benefit children and youth. We embrace our responsibility to work to ensure that all students receive an equitable education that includes learning about and reducing social injustice, and systemic racism and bias. It is our hope that we can all be responsible for future generations that are more accepting of differences and demonstrate kindness to all.
Click here to read the full statement from VT-HEC’s Executive Director