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Boys And Girls for years at primaryschool and gcse level, now we need tougher standards, mandatorytesting, character education are crushing boys on standardized tests in http://members.tripod.com/arlindo_correia/061001.html
Extractions: Get Five DVDs for $.49 each. Join now. Tell me when this page is updated Boys and Girls WEDNESDAY AUGUST 15 2001 Who'd be a boy? BY RICHARD MORRISON The veteran feminist Doris Lessing says she feels sorry for men. So should we all. With no male role models, boys are already at the margins of society by the time they reach primary school There they are, every evening, when I walk through the local park. A dozen teenage boys mooching round the kids playground: hoods up; faces clenched in sullen scowls; eyes hostile; fists thrust moodily into trouser pockets; gangsta-rap misogyny pounding incessantly through their skulls. What is their purpose in life? At present, its to terrorise younger kids into handing over £5, £10 or perhaps their mobile phones. Someone in the gang will know someone else who will exchange such plunder for drugs: no questions asked. In our part of North London every ten-year-old knows whats going on. But in the future? What does life hold for these boys? Many are already excluded from school. Next weeks GCSE results will hold no joy or anguish for them. Inarticulate except in F-words and C-words, illiterate except in comic strips, unemployable except by dealers in need of street-corner pushers, unloved even in their own broken homes, they have no stake in society. And they know it. Sooner or later they will get caught doing bad things, and be incarcerated in one of Britains hellish youth jails. There they will survive by learning to do worse things. Or they wont survive. Statistics suggest that quite a lot of them will end up dead before they are 25, either by their own volition or somebody elses. They are Britains lost boys. Every town has them. There must be hundreds of thousands scattered across the country.
Waldorf Critics Archive 9706 Part 1 (June, 1997) agree to some sort of standardized testing (every X useless (to children of highschoolage) )projective to a former pupil, upon whose gcse mathematics course http://www.waldorfcritics.org/active/archives/WCA9706.1.html
Extractions: return to WCA Archive Index Click here to go to the article in the Bee archives - MESSAGE waldorf-critics.v001.n409.10 - From: dan@dandugan.com (Dan Dugan) Subject: Sacramento Bee Ferris article Date: Wed, 11 Jun 1997 12:23:10 -0700 MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable =46rom the Sacramento Bee: Will summer chill Waldorf protests? By Jan Ferris Bee Staff Writer (Published June 11, 1997) click here to go to the article in the Bee archives
Creating Learning Communities provide, we are still guiding and testing and trying the National Curriculum up toand including gcse. modest success in defeating the standardized test, the http://www.creatinglearningcommunities.org/resources/services.htm
Extractions: URL: www.co-operativesonline.com OR www.accord.org.au The Centre is a multi-disciplinary research Centre attached to two Universities: University of Technology, Sydney and Charles Sturt University, Bathurst in Australia. It researches into issues that affect the operation of co-operatives and mutual organisations, international best practice in co-operatives management, governance, strategic development and financing of co-operatives and other mutual associations. Areas of interest include effective co-operative responses to local/regional economic development, job creation and community building projects that would promote social and financial inclusion and people-centred sustainable regeneration. Also provides a wide range of organisational development, director training, management education and consultancy services to co-operatives and mutual associations. THE FOLK EDUCATION ASSOCIATION OF AMERICA
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Extractions: Institutes ... 3D Rhymin Times Tables - offers an educational math software game to help children learn the multiplication tables with interactive problems, lessons, and homework videos. AAA Math - Math topics with interactive practice, explanations and challenge games for each. abcteach Math Extras - Printable Free hands-on activities, patterns, grids and more to help teach math concepts for k-6. AIM: Alice Interactive Mathematics - A system to administer graded tests using Maple and the Web. An Exclusive Site for an X Grader - Includes NTSE, Science and Math Olympiads. Online tests for the boards. Tips for tackling various sections, correspondence courses and personal guidance. Appetizers and Lessons for Mathematics and Reason - By Alan Selby, author of books and further webpages on learning and teaching mathematics and pattern based reason. Material may develop critical thinking, improve reading and writing, and give a base for learning or teaching high school and college mathematics. BEAM: Be a Mathematician - A mathematics development project for nursery, primary, special and lower secondary teachers.
Extractions: Frequently Asked Questions How many international students are there at Lehigh? What are the admissions criteria? What are the admissions requirements? What are the Test of English as a Foreign Language (TOEFL) ... Does Lehigh offer financial aid for international students? How many international students are there at Lehigh? During the 2001-2002 academic year, 504 international students from 67 countries studied at Lehigh. 160 of these students were undergraduates and 344 were graduate students see where students are from What are the admissions criteria? Students applying for admission to Lehigh must present the following courses or their equivalents: English 4 units; foreign languages 2 units (only in exceptional cases, and for otherwise well-qualified candidates, will the Committee on Admissions waive the foreign language requirement for admission to any one of the three undergraduate colleges); social science 2 units; laboratory science 2 units; college preparatory mathematics 3 units; elective subjects 3 units. Students planning on enrolling in the College of Engineering and Applied Science must have studied mathematics through trigonometry, and should have studied chemistry, physics and mathematics through pre-calculus. Calculus is recommended. Students planning to enroll in the College of Business and Economics must have completed mathematics through trigonometry, but also should strongly consider taking pre-calculus or calculus. Candidates for the College of Arts and Sciences preparing for a bachelors of science degree must also take math through trigonometry. Minimum course work requirements can be misleading since most students who gain admission to Lehigh University exceed the minimum course work.
University Of Miami: International Admissions counselor evaluation and teacher recommendations, standardized test scores On theGCSE, only subjects write to The Educational testing Service Admissions http://gehon.ir.miami.edu/admission-information/intdl.html
Extractions: Announcements International Admissions Procedures and Deadlines The University of Miami actively seeks students who demonstrate academic strength, personal integrity, and seriousness of educational purpose. Admission is selective, and is offered to those applicants whose credentials are academically sound and whose interests, aptitudes, and preparation reflect a well-rounded secondary school experience, inside and outside the classroom. The Admission Committee considers each application individually, taking several factors into consideration before making an admission decision. These factors include academic achievement, guidance counselor evaluation and teacher recommendations, standardized test scores (SAT I or ACT), rank in class, special talents, and the applicant's essay. Applicants to the School of Music and the Bachelor of Fine Arts program in Theatre Arts are required to audition and complete a supplemental application. Typically, admitted students also have a strong record of extracurricular activity, athletic ability, or community service. As you have perused this Web Page, no doubt you've noticed that a private education at the University of Miami is an education with a difference. If you're interested in such an education, then we encourage you to fill out the Part 1 application. The full application (Parts 1 and 2) should be completed and returned before the March 1
"Schools That Add Value: Raising Standards In Mathematics " pupilmatched data from Y3 (standardized tests) to Y6 most primary schools had introducedtesting and were qualification in mathematics had been gcse when they http://www.leeds.ac.uk/educol/documents/000001127.htm
Extractions: Schools that add value: raising standards in mathematics Howard Tanner, Sonia Jones and Mike Treadaway Paper presented at the British Educational Research Association Conference, University of Sussex, at Brighton, 2-5 September, 1999. Abstract This research aimed to draw together evidence from across five LEAs to identify strategies and factors which have a significant and measurable impact on attainment in mathematics. Value added analyses which linked national curriculum and GCSE data to a range of input measures were used to identify schools where pupils achieved standards significantly higher than would have been expected from their prior attainment. Factors contributing to this high attainment were then identified through extended interviews with LEA advisors, head teachers, subject leaders and classroom teachers. Further data was collected at classroom level through participant observation. Introduction This paper describes some of the results of one strand of a collaborative project 'Setting Targets to Raise Standards'. The project is funded by the Welsh Assembly, led by the Vale of Glamorgan and involves 5 Welsh LEAs and the University of Wales Swansea. The project was built around earlier work by the Vale of Glamorgan involving the development of value-added analyses linking National Curriculum data to prior attainment scores, and the development of an approach to target setting based on pupil level data. The project was multi-faceted and included strands, which are not reported on here, relating to the development and validation of pupil centered approaches to target setting and the impact of differing forms of data analysis and presentation. This paper reports on the strand of the project entitled 'Improving Standards in Numeracy' which drew together evidence from 20 particularly successful schools in the 5 LEAs to identify factors and strategies which appeared to contribute positively towards standards in numeracy and mathematics. This paper focusses on features at the level of classroom practice, making only brief mention of factors at the level of whole school and subject leader.
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Language Power And Pedagogy Jim Cummins 2001 and, on the other hand, standardized tests that analysis its pupils scored 7.3 GCSEpoints above for including or excluding ELL students from national testing? http://www.iteachilearn.com/cummins/lpp.html
Extractions: i teach i learn.com Jim Cummins Home resources ... contact Language, Power and Pedagogy Chapter 1: Issues and Contexts My feelings yesterday were almost surreal as I listened to Howard Smith of the University of Texas at San Antonio describe the history of educational oppression experienced by African American children in the United States. What was I doing sitting in an auditorium in the province of Thrace, near Turkey, at a conference focused on the education of the Muslim minorities in Greece, listening to the ugly history of racism on the other side of the globe, and how its residues still persist? Today, I listened to Daphna Bassewitch Ginzburg and Anwar Dawod from Israel present Jewish and Palestinian perspectives on two different attempts to heal the wounds of the past (and present) through education. Both described settings at the preschool (Daphna) and elementary school (Anwar) where Jewish and Palestinian children are being educated together in the same classrooms, with the same curriculum, and using both Arabic and Hebrew as languages of instruction. I was struck by the courage of educators in these schools who saw education as a means of transforming the future rather than reproducing the past.
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