Factory-Model Schooling One of the ways in which we think about teaching and learning is to ask what do we want our students to learn. Although this is a great question, the answers that teachers and schools choose often lead … Continued
Introduction Michael Kitch, (reviewed from: New Hampshire Business Review) writes about how New Hampshire provides us with an example of the tension between providing an adequate education and paying for it. Most people agree that the state is the protector of equal … Continued
Advancing Education The hope that we will be successful continues to drive our country forward. From the first voyages to our country to the voyages made by immigrants today, hope drives us to ask how we can make a new … Continued
Does Education Lead to Poverty or Success? In the two graphics presented below, the success of educational attainment is contrasted with the class system currently in place in the United States. High School or Beyond? What I find interesting about … Continued
I have been invited to this congressional briefing this Thursday and want to share the details with you! Congressional Briefing Remarks by Senator Maggie Hassan (D-NH) Thursday, April 12, 2018 11:00 a.m. – 12:00 p.m. (ET) 216 Hart Senate Building, Washington, … Continued
NYSCA One of the state-wide contributions to transforming schools through the arts was The New York State Council on the Arts [NYSCA]. NYSCA has been in charge of distributing state funding to arts education partnerships since the 1960s. In the … Continued
Models for Arts Integration There are many models for the use of the arts, and specifically, arts integration in public schools. Arts integration is the use of dance, music, drama and visual arts to help students learn more effectively. The … Continued
There is a need for schools to find ways to improve that allow the school’s “culture” to guide the improvement process. Some accreditation processes may be helpful to schools who want to improve by allowing schools to do it their … Continued
The arts play a special role in the lives of citizens. They can engage, challenge and satisfy a vast array of people and they can provide a lasting mark for a society when they are embedded in public works, buildings and museums. In the last ten years interest in the arts has soared, especially around the use of the arts in education. Many educators think the arts stand shoulder to shoulder in importance with other subjects but since testing in English and Math has become the norm in the last twenty years of this “standards-driven” era of reform, educating students about the arts has been steadily reduced. So these last ten years of interest in the arts has some educators arguing for arts for arts sake, i.e., just put the arts back in the curriculum. Other educators have been arguing that the arts do things for students beyond art for art’s sake, i.e., that they help students become more creative, better learners or even that the arts help students with core curriculum such as English and Math.
So these two polarized positions, arts for art’s sake and arts for something else are understood in the field of research as intrinsic and extrinsic positions. However, in my own work, instead of an either/or, intrinsic or extrinsic reason for the arts in education, I have found a range of good reasons for the presence of the arts in schools: from intrinsic reasons such as arts for art’s sake to extrinsic reasons such as arts for better teaching and learning and including arts for student achievement. Most recently, the President’s Committee on the Arts and the Humanities, 2014 has just released a report on the use of the arts to helps schools with high-poverty students turn around their performance.
John Merrow has documented several scandals involving cheating, including this one in Washington, DC, under former Chancellor Michelle Rhee. In Merrow’s Blog, Learning Matters/Taking Note, he documents a common way for teachers or principals to change answers to high stakes tests in order to raise the test scores of students. The cheating method is called erasures and the analysis method to uncover that is called Wrong-To-Right Erasures.
The gist of his message: the many ‘wrong to right’ erasures on the students’ answer sheets suggested widespread cheating by adults.