Archives for the month of: October, 2014

From Chicago Sun-Times:

The School Project, a six-part documentary series that will be released in segments over the 2014-2015 school year, will look at local perspectives on the school closings in Chicago, the expansion of charter schools, standardized testing, school discipline policies, and the history of reforms and educational models. The first film in the series, “Chicago Schools: The Worst in the Nation?” premiered at the end of October at an event at the Chicago History Museum that also included a panel discussion. This project is a collaboration between various media groups including Kartemquin Films, WTTW, and Story Corps.

From Informal Science

From Arizona State University News

Live Theater

From Education Next:

Researchers from the University of Arkansas examined the impact of high-quality theater productions on school groups. This is the first randomized experiment to discover what students get out of seeing live theater. Among students assigned to see live theater, the researchers found enhanced knowledge of the plot and vocabulary in those plays, greater tolerance, and improved ability to read the emotions of others. These results are generally consistent with the researchers’ previous work looking at the impact attending a field trip to an art museum has on students.

From Newswire Canada:

Scouts Canada and the Canada Science and Technology Museum have announced the launch of a new educational tool for youth aged 8-10. The STEM-kit focuses on space exploration and provides six interactive learning activities that allow users to explore topics like the pros and cons of manned and unmanned space exploration, the basics of rocket science, astronaut training, and life on the International Space Station.

From The Hechinger Report:

Pittsfield Middle High School in New Hampshire, currently is in its third year of student-centered learning approaches, has become an incubator for connecting academic learning and real-world experiences. The school focuses on student-led discussions, small-group work, and individual projects. The traditional grading system has been replaced with a matrix of “competencies,” detailing the skills and knowledge students are expected to master in each class. This article also looks at research form the Stanford Center for Opportunity Policy in Education to consider how student-centered learning has made an impact in other parts of the country.

Millions Learning

From Brookings Institution:

The Millions Learning project from the Brookings Institution is focused on examining how to take education practices that have been successful in a particular location and expanding, replicating, or deepening those results to reach the millions of children who need them elsewhere. As part of the 18-month process, Brookings has been speaking with practitioners, policymakers, donors, investors and academics engaged in the idea of “scaling.” While the project is still in an early stage, Brookings has identified some key messages emerging from these conversations: the possibility of unbundling interventions and replicating core components, investigating where scaling hasn’t worked, and the variety of approaches to scaling.

From University of Michigan News:

Michigan State University and the University of Michigan are partnering to create learning materials about genomics and evolution for the nation’s middle school students and their local communities. The new curriculum will blend formal classroom instruction and informal community-based learning. Collaborators include the CREATE for STEM Institute at MSU, U-M School of Public Health, Detroit Public Schools, and a nonprofit research organization in Massachusetts. Museums, libraries, and other organizations will provide venues for learning activities that help increase parent engagement and public knowledge.

MIT Workshop

From MIT News Office:

This summer, more than 130 high school seniors from across the country attended a science writing workshop at the Massachusetts Institute of Technology. Part of the MIT Online Science, Technology, and Engineering Community (MOSTEC) conference, the workshop featured a panel of 10 experienced writers, and highlighted the importance of communication skills in science and engineering careers. MOSTEC is a six-month experience that challenges high school seniors with rigorous technical projects and gives them the opportunity to discuss science, engineering, and college admissions in a supportive online community.

From The Atlantic