Monday, October 18, 2010

Slowly/Slowly: A Gift of Time > Richard Lakin's Thanks2Teachers.com - A Wellspring of Teacher Appreciation and Teacher Inspiration > Inspirational

I Walk Slowly. (And… I enjoy the beauty around me.)

I Learned To Read Slowly. (And… 62 years later I still recall with gratitude my 4^th grade teacher, Miss Tabor, who introduced me to biographies about composers in a school without a library. I devoured those books!)

I Think and Process Slowly. (And… I mull over important questions and problems to solve.)

I Proceed Slowly. (But… with determination, persistence, commonsense and seasoned judgment I take whatever TIME I need to get where I need to go. )

For the past three weeks I've been mulling over a post about educational reform to

UC system gets temporary boost from new state budget and federal stimulus dollars | CAIVN

UC SYSTEM GETS TEMPORARY BOOST FROM NEW STATE BUDGET AND FEDERAL STIMULUS DOLLARS

by Adrienne Verrilli

Mon, Oct 18th 2010

After facing years of state budget cuts, the University of California’s higher education system will see an increase in funding in the state’s 2010-2011 budget agreed to by the California legislature and Governor Schwarzenegger. The budget allocates $2.9 billion dollars and will fund nearly half of the University’s core programming, $371 million of which will be used to cover the funding cuts UC has taken during the past three years. Of the $371 million, $260 million will come from the state and $106 million from federal stimulus dollars. The budget also includes $353 million for capital projects including dollars to provide more classrooms and to invest in building upgrades to meet seismic safety needs.

The UC system made headlines earlier this year with its 32

Sounds of silence on Rhee by charter school movement leaders - Washington DC Charter Schools | Examiner.com

Sounds of silence on Rhee by charter school movement leaders

October 18th, 2010 5:35 am ET

Michelle Rhee's resignation last week creates an earthquake that is felt in every crevice of D.C.'s political establishment but not one word about it from PCSB Chairman Brian Jones. Tom Nida, who led our local charter schools through exponential growth, doesn't comment. Robert Cane of FOCUS fails to issue a statement. Peter Groff, new President and CEO of the National Alliance of Pubic Charter Schools, could have introduced himself to a wider

Excerpt from voices.washingtonpost.com/answer-sheet

Valerie Strauss

Monday, October 18, 2010

She came in like a whirlwind, kicking up dust wherever she went. Now, Michelle Rhee, the all-powerful chancellor of D.C. public schools, is leaving after three years, securing her place in the history of D.C. public education as, well, mostly a whirlwind.

Why?

Because the kind of business-driven, standardized-test-centric reforms that she championed, with the full support of U.S. Education Secretary Arne Duncan, are guaranteed not to help improve troubled schools. They can't work because they don't address the most basic issues confronting students and teachers.

Rhee is a leader in a school reform movement that embraces public charter schools - even though they can't ever be a systemic answer - and standardized tests, even though

A Reformer Departs - WSJ.com

A Reformer Departs

A transcript of the weekend's program on FOX News Channel.

Paul Gigot: This week on "The Journal Editorial Report," a setback for school reform as the movement's most visible and controversial figure resigns. Washington, D.C.'s, school chancellor, Michelle Rhee, is here to tell us why she's leaving and what's next. Plus, with just over two weeks to go until Election Day, Wall Street Journal writers are hitting the campaign trail. We'll have their reports from the field. And Democrats step up their attack on corporate America, declaring war on the Chamber of Commerce and other groups that dare to oppose them. What liberals really mean when they call for more "campaign disclosure," next.

***

Gigot: Welcome to "The Journal Editorial Report." I'm Paul Gigot.

Well, the school reform movement suffered a setback this week when its most visible and

Reform on the ropes? - chicagotribune.com

Reform on the ropes?

October 18, 2010

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(D.C. Schools Chancellor Michelle) Rhee survived three contentious years that made her a superstar of the education reform movement and one of the longest-serving school leaders in the city in two decades. Student test scores rose, and the teachers union accepted a contract that gave the chancellor sweeping powers to fire the lowest-performing among them."

–Washington Post, Oct. 13, 2010

Washington D.C. schools chief Michele Rhee resigned on Wednesday. Her boss, Mayor Adrian Fenty

Professor: GOP win would mean cuts to taxes, education - The Lantern - Campus

Professor: GOP win would mean cuts to taxes, education

By Dylan Tussel

tussel.2@osu.edu

Published: Monday, October 18, 2010

Updated: Monday, October 18, 2010 07:10

Joe Podelco / Lantern Photo Editor

Mayor Michael Coleman speaks before President Barack Obama arrived at a rally on the Oval on Ohio State's Campus in Columbus, Ohio, Sunday, Oct.17, 2010. Approximately 35,000 people attended the rally, university police said.

Lee Fisher

Paul A. Beck

President Barack Obama and the first lady highlighted Sunday's rally on Ohio State's Oval, but other Democratic politicians preceded the couple in an attempt to motivate voters before an election that experts say could return state and federal legislative control to Republicans.

"Democrats could lose up to five seats here in Ohio," said Paul Beck, a political science professor at OSU. "If that happened, it of course would help the Republicans a lot."

Mayor Michael B. Coleman emphasized the need for as many

Teachers fired for flirting on Facebook with students - EducationNews.org

Web's #1 Source for K12 and Higher Education News and Commentary - EducationNews.org ��

Teachers fired for flirting on Facebook with students
10.18.10 - They threw the Facebook at 'em. At least three educators from city public high schools have been fired in the past six months for having inappropriate dealings with students on Facebook -- one of which culminated in a sexual...

Santa Fe uses radio frequency tracking badges
10.18.10 - SANTA FE - Students in the Santa Fe district are required to wear badges on campus that track their whereabouts using radio frequency identification technology. ...

Americans split over public education for illegal immigrants, poll shows
10.18.10 - Few favor government benefits for illegal immigrants, a Monitor/TIPP poll shows. Less than half back admitting them to public schools. ...

Complaints trouble state autism fund
10.18.10 - Investigators uncover problems with record keeping, overbilling and underqualified teachers in program that helps parents enroll youngsters in private services ...

Commentaries

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Latest News and Comment from Education

Monday, October 18, 2010

UC SYSTEM GETS TEMPORARY BOOST FROM NEW STATE BUDGET AND FEDERAL STIMULUS DOLLARS

Sounds of silence on Rhee by charter school movement leaders

Excerpt from voices.washingtonpost.com/answer-sheet

A Reformer Departs

A transcript of the weekend's program on FOX News Channel.

***

Reform on the ropes?

Professor: GOP win would mean cuts to taxes, education

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with

Chapter 2. Practice to Accumulate Knowledge
10.18.10 - John Jensen, Ph.D - Practice is comprised of clear input and repeated output. What's the point of it? Where are we going with