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Monday, January 17, 2011

Beijing 20% of the official investigation, said graduates of tolerance "zero salary" « early education knowledge and skills,education introduction abroad,medical care and food security.

Beijing 20% of the official investigation, said graduates of tolerance "zero salary" « early education knowledge and skills,education introduction abroad,medical care and food security.

Beijing 20% of the official investigation, said graduates of tolerance "zero salary"

By admin

Beijing 20% of the official investigation, said graduates of tolerance "zero salary"

At 3:24 on May 24th, 2010 Chen Qiao Beijing Times

[Editor's note this blog] to see this news and investigative reporting, I do not know Kita? Or Disadvantage? In accordance with the provisions of labor law, it should not exist "zero salary" phenomenon. The status quo is such a phenomenon has spread and increasing. It may be on the employer is "good", but for the students or the education, it may even be a tragedy! This phenomenon is worth our serious consideration!

official investigation, said 20% of graduates Beijing tolerance

Competition for trainee positions students queues. Pan photo reporter is hope

(Reporter Chen Qiao) yesterday, the Beijing Youth League, Beijing

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“Crowd Accelerated Innovation” and its implications for education | Connected Principals

“Crowd Accelerated Innovation” and its implications for education | Connected Principals

“Crowd Accelerated Innovation” and its implications for education

by Jonathan Martin


Perhaps my greatest professional passion these days is promoting innovative schools cultures, and particularly ones which facilitate our students in becoming innovators. So I am especially taken with a new article in Wired Magazine (January 2011), by TED founder Chris Anderson, on “How Crowd Accelerate Innovation Can Change the World.” (Or see Anderson’s parallel TED talk video).

As Anderson says: “This is big.” I think it may not be saying too much that the ideas contained within are genuinely transformative to how we think about innovation at present and in the coming years.

In the piece, which is terrific and highly recommended, Anderson focusses especially on the value of on-line video in promoting this powerful new phenomenon, Crowd Accelerated Innovation (CAI henceforward), but CAI

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Afternoon Update: New Posts on Parents 4 democratic Schools 1-17-11 Get Involved- Read Education News

New Posts on Parents 4 democratic Schools
Get Involved- Read Education News


Parents 4 democratic Schools

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NYC Public School Parents: NYC HS Success in Intel STS Continues Its Post-2002 "De-Klein"

NYC Public School Parents: NYC HS Success in Intel STS Continues Its Post-2002 "De-Klein"

NYC HS Success in Intel STS Continues Its Post-2002 "De-Klein"

by Steve Koss

One of the more disturbing educational trends in NYC public schools under Bloomberg/Klein has been the precipitous “de-Klein” in the city’s success in the Intel Science Talent Search (STS), the high school science fair equivalent of the World Cup. Last week’s announcement by STS of its three hundred 2010/2011 Semifinalists brought the unhappy news that NYC public schools’ share of that winners’ pool had shrunk yet again, this year to a dispiriting, all-time low of just fourteen students representing a mere three schools: eight from Bronx Science, five from Stuyvesant, and one from Townsend Harris. The table
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The Answer Sheet - Martin Luther King Jr. on education: In his own words

The Answer Sheet - Martin Luther King Jr. on education: In his own words

Martin Luther King Jr. on education: In his own words

Here are some writings by Martin Luther King Jr., on education. Though they are from decades ago, some of this sounds like it could have been written today. In the Morehouse College student newspaper, the Maroon Tiger, he wrote a piece, “The Purpose of Education, in January-February 1947 edition that included: "...It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the ligitimate goals of his life. "Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda.
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Susan Ochshorn: Trouble Ahead: Teacher Quality, Junior Division

Susan Ochshorn: Trouble Ahead: Teacher Quality, Junior Division
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Trouble does, indeed, lurk, as President Obama and Education Secretary Arne Duncan gird themselves for the inevitable debate about the overhaul of No Child Left Behind, the nation's signature education reform initiative. Obama's upcoming state-of-the-union address, we're told, will highlight education, and Duncan's been conveying a great sense of urgency as he makes his rounds in all the public forums. On NPR, in an interview last week, the Secretary referred to education as "an economic imperative," a matter of "national security," and "the civil rights issue of our generation" -- all in one breath.

But the trouble lies beyond elusive bipartisan support. There's that little problem of teacher quality. The mantra du jour of 21st-century education reform, teacher quality has become the proxy for all that is wrong with our broken education system -- indeed, our society at large.

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NYC Public School Parents: What would Martin Luther King Jr. say about class size and charter schools?

NYC Public School Parents: What would Martin Luther King Jr. say about class size and charter schools?

What would Martin Luther King Jr. say about class size and charter schools?

by Leonie Haimson
On this, the holiday commemorating Martin Luther King Jr.'s birthday, we should remember that African-American children still suffer from inequitable conditions in our nation's schools - foremost among them, larger classes.

This is despite the fact that class size reduction is one of the very few reforms that have been proven to narrow the achievement gap, as poor and minority children receive twice the benefit from smaller classes than the average student. (See this recent issue brief from ETS, with data revealing the persistent inequities in class size,
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