School Leadership 2.02024-03-29T07:59:16ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22https://storage.ning.com/topology/rest/1.0/file/get/2190159083?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://schoolleadership20.com/forum/topic/listForContributor?user=2b1kipajvtbma&feed=yes&xn_auth=noFun ways that help students build research musclestag:schoolleadership20.com,2024-03-27:1990010:Topic:3912322024-03-27T19:07:34.278ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<div><strong>Some fun ways that help students build research muscles</strong></div>
<div class="m_5203945077716126854name-100">Research is a muscle Megan Kelly's 6th grade social studies students are still building, and just like muscles, their skills get stronger with repetition. The goal is to make sure that the repetition isn't tedious. Here are some ways she's improving students' research savvy.<span> …</span></div>
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<div><strong>Some fun ways that help students build research muscles</strong></div>
<div class="m_5203945077716126854name-100">Research is a muscle Megan Kelly's 6th grade social studies students are still building, and just like muscles, their skills get stronger with repetition. The goal is to make sure that the repetition isn't tedious. Here are some ways she's improving students' research savvy.<span> </span></div>
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<div class="m_5203945077716126854name-100"><a href="https://r.smartbrief.com/resp/rQdTCAjvBtAwlhvMaydakIalgTdz" target="_blank" rel="noopener">Read more</a>.</div> How to Bully-Proof Your Kids for Lifetag:schoolleadership20.com,2024-03-27:1990010:Topic:3911452024-03-27T18:58:33.929ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<h1 class="css-ktpyb3">How to Bully-Proof Your Kids for Life</h1>
<div class="css-17pf1cy"><div class="css-1ba1zfw">By<span> </span><span class="css-di9sn7">Joanna Moorhead<span> </span></span></div>
<div class="css-10e0jtj">The Guardian</div>
<div class="css-ehplt2">7<span> </span>min</div>
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<div class="css-ehplt2"><p>In "How to Bully-Proof Your Kids for Life," published by The Guardian and penned by Joanna…</p>
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<h1 class="css-ktpyb3">How to Bully-Proof Your Kids for Life</h1>
<div class="css-17pf1cy"><div class="css-1ba1zfw">By<span> </span><span class="css-di9sn7">Joanna Moorhead<span> </span></span></div>
<div class="css-10e0jtj">The Guardian</div>
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<div class="css-ehplt2"><p>In "How to Bully-Proof Your Kids for Life," published by The Guardian and penned by Joanna Moorhead, readers are introduced to Stella O'Malley's insights from her 2022 book, "Bully-Proof Kids." The article emphasizes the complex nature of bullying, presenting it as a sustained pattern of aggression where an individual with more power targets someone with less power. O'Malley's work sheds light on the multifaceted dynamics of bullying, highlighting not just the interactions between the bully and the target but also the roles of supporters, bystanders, and upstanders within these scenarios.</p>
<p>A key message from O'Malley is the universal potential for any child to become either a bully or a target. This potential underscores the importance of parental involvement in recognizing and nurturing their child's strengths while mitigating their vulnerabilities. O'Malley stresses that understanding a child's emotional needs is crucial, as is fostering empathy and kindness in children who may exhibit bullying behavior. She suggests that effective parenting can significantly deter a child from becoming a bully, especially during their formative primary school years.</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404763454?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404763454?profile=RESIZE_710x" width="300" class="align-full"/></a></p>
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<p>The article also delves into scenarios where parents themselves might inadvertently encourage bullying behaviors, such as instilling a sense of superiority in their children. O'Malley advises parents to promote empathy and a sense of community, encouraging children to be mindful of their peers' feelings and experiences.</p>
<p>O'Malley introduces the concept of "upstanders" – individuals who actively challenge bullying behavior. She advocates for the cultivation of an upstanding culture within schools, where students are encouraged to support one another and stand up against bullying. This, she believes, can significantly diminish the bully's power and impact.</p>
<p>The digitization of social interactions presents new challenges and avenues for bullying, making dehumanization easier and more rapid. O'Malley warns of the severe consequences of digital dehumanization and advises urgent action if a child becomes a target. However, she also sees bullying as an opportunity for growth and learning. Navigating through bullying, whether as a target or a bystander, can lead to a deeper understanding of oneself and others.</p>
<p>"Bully-Proof Kids" is not just a guide to preventing children from becoming bullies or targets; it's a blueprint for raising empathetic, kind, and resilient individuals. O'Malley's work encourages parents to arm their children with the tools needed to navigate the complexities of social interactions, ultimately fostering a more compassionate and understanding generation.</p>
<p>The original article offers a comprehensive exploration of strategies to combat bullying and can be found on The Guardian's website.</p>
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<div class="css-1smg9q2"><a id="reader.external-link.view-original" class="css-ntn4bo" href="https://getpocket.com/explore/item/how-to-bully-proof-your-kids-for-life?utm_source=pocket_saves" target="_blank" rel="noopener noreferrer" name="reader.external-link.view-original">View Original</a></div>
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<div lang="en" xml:lang="en"><div><div>------------------------------Prepared with the assistance of AI softwareOpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></div>
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</div> Social media now unlawful for kids under 14 in Floridatag:schoolleadership20.com,2024-03-27:1990010:Topic:3910622024-03-27T18:44:20.060ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<h1 class="mt-4 header-100 leading-tight max-w-5xl">Social media now unlawful for kids under 14 in Florida</h1>
<div class="mt-2 leading-tight md:leading-normal text-xl max-w-4xl">Children aged 14 to 15 must get their parents' consent to have an account.</div>
<div class="w-full subtitle-2 mt-8 text-left md:flex md:flex-wrap md:items-baseline md:space-x-8"><div>By<span> </span><a class="underline-link" href="https://mashable.com/author/amanda-yeo">Amanda…</a></div>
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<h1 class="mt-4 header-100 leading-tight max-w-5xl">Social media now unlawful for kids under 14 in Florida</h1>
<div class="mt-2 leading-tight md:leading-normal text-xl max-w-4xl">Children aged 14 to 15 must get their parents' consent to have an account.</div>
<div class="w-full subtitle-2 mt-8 text-left md:flex md:flex-wrap md:items-baseline md:space-x-8"><div>By<span> </span><a href="https://mashable.com/author/amanda-yeo" class="underline-link">Amanda Yeo</a><span> </span> on March 26, 2024</div>
<div>Mashable</div>
<div><p>On March 26, 2024, Florida enacted a groundbreaking law significantly limiting social media access for children, as reported by Amanda Yeo. Under this new legislation, dubbed House Bill 3 (HB 3), children under the age of 14 are prohibited from having social media accounts, while those aged 14 to 15 require parental consent to create or maintain one. This law represents a bold step in regulating the digital landscape to safeguard young users from the potential harms associated with social media usage.</p>
<p>Governor Ron DeSantis, who signed HB 3 into law, emphasized the legislation's role in empowering parents to protect their children more effectively. By setting these age restrictions, Florida aims to mitigate various adverse effects social media can have on minors, from exposure to inappropriate content to the psychological impacts of online engagement. The law is set to take effect from January 1, allowing a transition period for current underage users to adapt to the changes.</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404760098?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404760098?profile=RESIZE_710x" width="300" class="align-full"/></a></p>
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<p>Social media platforms traditionally set the minimum age for account creation at 13, aligning with the Children's Online Privacy Protection Act (COPPA). However, HB 3 raises the legal age limit to 14 within Florida, introducing penalties for platforms that fail to enforce these regulations. This legislation mandates that platforms prohibit account creation by children under 14 and delete existing accounts held by this age group. Additionally, platforms must terminate accounts if algorithmic analysis suggests a user is likely under the age threshold.</p>
<p>For 14- and 15-year-olds, social media use hinges on obtaining parental or guardian consent, a process that underscores the law's focus on parental rights and child safety. If consent is not granted or is later revoked, children in this age group are limited to communication methods like email and group chats until they reach the age of 16. Notably, HB 3 does not apply to platforms exclusively used for direct messaging, allowing continued use of email and similar services.</p>
<p>The responsibility for compliance with HB 3 lies with the social media companies, not the individual users. Platforms risk fines up to $50,000 per violation for non-compliance and may face lawsuits on behalf of children, with damages up to $10,000. Alongside social media regulations, HB 3 includes age verification requirements for pornographic websites, aligning with similar laws in other states aimed at protecting minors from exposure to harmful content online.</p>
<p>This legislation marks a significant development in the ongoing discussion about the role and regulation of technology in the lives of young people, highlighting the challenges and responsibilities of balancing digital freedoms with safeguarding minors.</p>
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<div><a href="https://mashable.com/article/florida-social-media-children-age-limit" target="_blank" rel="noopener">Original Article</a></div>
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<div>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></div>
</div> The Right Way to Talk Tech with Teenstag:schoolleadership20.com,2024-03-27:1990010:Topic:3909772024-03-27T18:22:25.447ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<div class="c-article-header c-article-header--parchment-lighter"><div class="o-grid"><h1 class="c-article-header__heading f-title--h2">Parents and Teachers: Roll Back on the Eye Rolls</h1>
<p>Harvard Graduate School of Education</p>
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<div class="c-article-header__description f-title--subhead">When it comes to talking about tech with your kids, try empathy instead…</div>
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<div class="c-article-header c-article-header--parchment-lighter"><div class="o-grid"><h1 class="c-article-header__heading f-title--h2">Parents and Teachers: Roll Back on the Eye Rolls</h1>
<p>Harvard Graduate School of Education</p>
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<div class="c-article-header__description f-title--subhead">When it comes to talking about tech with your kids, try empathy instead</div>
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<li><span class="c-article-header__metadata-field">BY</span><span> </span><span class="c-article-header__metadata-value"><a href="https://www.gse.harvard.edu/ideas/author/usable-knowledge" hreflang="en">Usable Knowledge</a></span></li>
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<p>The Center for Digital Thriving, based at Project Zero, offers innovative advice to parents and teachers on reframing conversations about technology with teenagers, as detailed in an article published by Usable Knowledge on March 6, 2024. Recognizing the challenges and conflicts that often arise from discussions about technology use, the center advocates for a shift from frustration and eye-rolling to empathy and understanding. This approach aims to foster more constructive and supportive dialogues between adults and teens about their digital lives.</p>
<p>One of the key recommendations is to replace dismissive reactions with efforts to understand the intense social dynamics that today's teens navigate online. Technology is deeply entwined with their experiences of inclusion and exclusion, making it vital for their sense of belonging. Instead of immediately judging or dismissing their use of social media platforms like TikTok, Snap Maps, or group chats, adults are encouraged to remember their own adolescent desires for connection and acceptance. By expressing genuine interest and validation of their experiences ("that sounds like fun" or "that must be tough"), adults can build stronger relationships with the teens in their lives.</p>
<p>The article also acknowledges moments when eye-rolling seems justified, such as when a child ignores family dinner for their tablet or a student disrupts class with video recording. However, it argues that choosing empathy in these situations opens opportunities for guiding teens on healthier tech habits and deepening connections through shared experiences of needing friendship and belonging.</p>
<p>Furthermore, the call for empathy extends to adults' reflections on their own technology use. Recognizing the multifaceted roles that digital devices play in meeting needs for connection, stability, and leisure, the article suggests that adults examine their tech habits with kindness and curiosity rather than self-criticism.</p>
<p>By promoting empathy over eye-rolling, the Center for Digital Thriving's recommendations aim to transform discussions about technology into opportunities for connection, understanding, and mutual growth between adults and teens.</p>
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<p><a href="https://www.gse.harvard.edu/ideas/usable-knowledge/24/03/parents-and-teachers-roll-back-eye-rolls" target="_blank" rel="noopener">Original Article</a></p>
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</div> Effects of feedback in technology-rich learning environmentstag:schoolleadership20.com,2024-03-27:1990010:Topic:3912272024-03-27T13:09:56.898ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<p><strong>Effects of feedback in technology-rich learning environments</strong></p>
<p><span>By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong</span></p>
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<p><span><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404686069?profile=original" rel="noopener" target="_blank"><img class="align-right" src="https://storage.ning.com/topology/rest/1.0/file/get/12404686069?profile=RESIZE_710x" width="400"></img></a></span></p>
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<p><span>Technology-rich learning environments (TREs) integrate new technologies and media to enhance…</span></p>
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<p><strong>Effects of feedback in technology-rich learning environments</strong></p>
<p><span>By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong</span></p>
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<p><span><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404686069?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404686069?profile=RESIZE_710x" width="400" class="align-right"/></a></span></p>
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<p><span>Technology-rich learning environments (TREs) integrate new technologies and media to enhance information resources and tools, such as intelligent tutoring systems, virtual reality, and educational learning games. A</span><span> </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8fDjrr6IsEJ25CADtdAcwo-_PNoxgRa2VfI0N61HzFTMGEZ5MIdYQwOPcpLX4geeI6uh4F6t5nhJ1sk9MN8dJy7T9RguLyrd7rb2bNa_pWMMBx7YtvlWDo_Ag_so1HT_UA==&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">meta-analysis</a><span> </span><span>conducted by Cai and colleagues examined the impact of feedback on academic performance within TREs. The included studies required both an experimental group and a control group, with the experimental group receiving one type of feedback while the control group either received no feedback or a different type of feedback. The analysis encompassed 182 effect sizes from 61 studies, with the majority published between 2010 and 2021. In comparison to the no feedback condition, the feedback group had a medium positive effect (+0.44) on academic performance. The type of feedback served as a significant moderator, with elaborate feedback having a stronger effect than feedback solely indicating if answers were correct. Specifically, the most effective feedback was explanation feedback (+0.69), which detailed why responses were right or wrong, followed by metacognitive feedback (+0.52), which related to the process of monitoring and regulating learning, followed by prompt feedback (+0.39), which provided information such as examples, tips, or demonstrations.</span></p>
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<p><span>Given the rapid development of technology in education, this meta-analysis provides a timely update on feedback within this research area.</span></p> How effective are universal school-based SEL programs in the U.S.?tag:schoolleadership20.com,2024-03-27:1990010:Topic:3912242024-03-27T13:01:54.475ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<p><strong>How effective are universal school-based SEL programs in the U.S.?</strong></p>
<p><span>By Li Li, Johns Hopkins University</span></p>
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<p><span>Promoting social-emotional learning (SEL) in schools has come under public scrutiny in the United States. Controversies aside, what are the benefits of SEL in U.S. schools? A meta-analysis by …</span></p>
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<p><strong>How effective are universal school-based SEL programs in the U.S.?</strong></p>
<p><span>By Li Li, Johns Hopkins University</span></p>
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<p><span>Promoting social-emotional learning (SEL) in schools has come under public scrutiny in the United States. Controversies aside, what are the benefits of SEL in U.S. schools? A meta-analysis by </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8fDjrr6IsEJ2ava-inIX-kZJ2HDGogJT2I68lBKW6COS8RGn_trgRcU25uoiEMxgbZS06YTrejd1BbqXBPuTTQt37-b92DgdrMKnH-L9miHkP-Con7RtPA2-Y1wVXiaKlA==&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">Cipriano<span> </span></a><span>et al.</span><span> reviewed 90 studies from 2008 to 2020 on 47 universal school-based SEL programs implemented across the United States. This analysis sought to evaluate the impact of these programs on student academic, social, and emotional outcomes.</span></p>
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<p><span>The meta-analysis found that SEL programs are effective in improving students’ perception of school climate and safety (ES =+0.32), student civic attitudes and behaviors (ES =+0.18), prosocial behaviors (ES=+0.18), SEL skills (ES =+0.17), and school functioning (ES =+0.10). Notably, SEL programs were found to improve student academic achievement (ES =+0.08). The programs also yielded benefits in reducing students’ externalizing behaviors (ES =+0.15) and emotional distress (ES =+0.12). The program effects were marginally significant in improving student physical health (ES =+0.31) and peer relationships (ES =+0.16). Teacher-delivered SEL programs demonstrated greater effectiveness than programs delivered by others (b =.107, p = .028). Programs were equally effective across elementary and secondary school levels (b = -.042, p = .450), and there were no significant differences in program effects across gender subgroups (ES =+0.01). The study also presented descriptive findings of how program effects differed by students’ racial and ethnic identities.</span></p> Utilizing an evidence-based improvement framework to tackle chronic absencetag:schoolleadership20.com,2024-03-27:1990010:Topic:3909672024-03-27T12:52:28.585ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<p><strong>Utilizing an evidence-based improvement framework to tackle chronic absence</strong></p>
<p><span>By Feifei Wang, The Chinese University of Hong Kong</span></p>
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<p><span>Chronic absence, defined as missing 10% or more of school days per year for any reason, poses serious risks of adverse effects on student achievement and graduation rates. …</span></p>
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<p><strong>Utilizing an evidence-based improvement framework to tackle chronic absence</strong></p>
<p><span>By Feifei Wang, The Chinese University of Hong Kong</span></p>
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<p><span>Chronic absence, defined as missing 10% or more of school days per year for any reason, poses serious risks of adverse effects on student achievement and graduation rates. </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8fDjrr6IsEJ2LWG6PS_I7X1U1p_BK8B_nhJZ7LX5D2qtSsDdtj0NP0htpJc5krT2mScxzqZF5ecfEEyOEwL09tv_ycH1lOszzSdVp__rqdGJmRXJMrfWUCBFH2ehrWXx_yrwCycIWPFN1lGb1mmAuvkZWNNrq6-1nolK0hZPVBPq&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">A recent report</a><span> </span><span>advocated for the use of an evidence-based improvement framework to reduce chronic absence by offering an example of how to use this framework to choose an attendance intervention that meets local needs.</span></p>
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<p><span><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404682053?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404682053?profile=RESIZE_710x" width="400" class="align-full"/></a></span></p>
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<p><span>The framework was rooted in a five-step improvement process: inform, select, plan, implement, and analyze. It emphasized the continuous nature of the process and its alignment with state and local goals. It highlighted the importance of initially understanding local needs through a thorough analysis and then identifying and choosing appropriate interventions.</span></p>
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<p><span>A detailed example showcased the framework in action, illustrating how a school team might identify a need, such as engaging families to encourage attendance schoolwide. Then educators may identify evidence-based attendance interventions by using credible repositories, such as</span><span> </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8b1OX5Z1kTCpO__lK4n3iDa8Ars-LjBcuWyFUqJ4UzDDeiwErDrj2nkC4x-UDOS88XRtGa6Dvmiqy9wtMLb9EUAhcDEt3hDCRPfXBtVIuj6d&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">Evidence for ESSA</a><span>. </span><span>The Evidence for ESSA website describes the interventions, their outcomes, and considerations, including staffing, technology, cost, etc. By examining potential evidence-based strategies from the interventions, educators select the intervention, plan for implementation, carry out implementation, and analyze the effectiveness of the intervention in their local context.</span></p>
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<p><span>In conclusion, the report emphasized the necessity of applying an evidence-based improvement framework to tackle chronic absence. It encouraged educators to meticulously assess their unique challenges and select interventions that are not only grounded in solid evidence but are also feasible and appropriate for their specific environments.</span></p> Unlocking the Power of Creativity and AI: Preparing Students for the Future Workforcetag:schoolleadership20.com,2024-03-26:1990010:Topic:3910552024-03-26T14:22:26.734ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<p><strong>Unlocking the Power of Creativity and AI: Preparing Students for the Future Workforce</strong></p>
<p><span>EdSurge Articles</span></p>
<p><span>by Abbie Misha / Mar 20, 2024</span></p>
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<p>The integration of Artificial Intelligence (AI) in education, specifically for fostering creativity and creative thinking, is a rapidly evolving landscape that educators are keenly navigating. In an EdSurge article by Abbie Misha, the potential of AI to revolutionize the way…</p>
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<p><strong>Unlocking the Power of Creativity and AI: Preparing Students for the Future Workforce</strong></p>
<p><span>EdSurge Articles</span></p>
<p><span>by Abbie Misha / Mar 20, 2024</span></p>
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<p>The integration of Artificial Intelligence (AI) in education, specifically for fostering creativity and creative thinking, is a rapidly evolving landscape that educators are keenly navigating. In an EdSurge article by Abbie Misha, the potential of AI to revolutionize the way creativity is taught and assessed in K-12 education is explored, emphasizing the shift from viewing creativity solely as an artistic endeavor to recognizing it as a critical skill across various industries.<br/><br/></p>
<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404447863?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404447863?profile=RESIZE_710x" width="400" class="align-full"/></a></p>
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<p>Brian Johnsrud from Adobe and other experts in education highlight the recent surge in AI's application within educational settings, demonstrating how AI-powered tools can facilitate creative processes without the need for coding skills. This development raises questions about AI's role in enhancing or potentially replacing human creativity in students.</p>
<p>A webinar discussed by Carl Hooker brings together leading voices in education to examine the challenges and opportunities presented by AI in enhancing classroom creativity. The discussion underscores the importance of redefining creative thinking beyond traditional artistic pursuits to include innovation and problem-solving skills that are increasingly valued in the workforce.</p>
<p>The article addresses concerns about equitable access to AI tools and the necessity for educator training to integrate AI effectively into pedagogy. The potential digital divide and the unique challenges faced by historically underrepresented communities in accessing AI resources are highlighted, underscoring the need for intentional efforts to ensure equitable access to these transformative tools.</p>
<p>Experts like Stacie Johnson from Khan Academy and Pat Yongpradit from Code.org stress the transformative potential of AI in education, emphasizing that while AI can augment teaching, it cannot replicate the essential human elements that teachers bring to the learning experience. The conversation also touches on academic integrity in the age of AI, with insights suggesting that the technology itself does not promote cheating but requires a reevaluation of assessment methods to encourage authentic learning.</p>
<p>The article concludes with a call to action for educators to rethink traditional assignments and assessment methods in light of AI's capabilities. By focusing on interactive, problem-solving-based tasks, educators can foster critical and creative thinking skills, preparing students for future challenges in the workforce.</p>
<p>This exploration into the interplay between AI and creativity in education reveals a landscape filled with potential for innovation and growth. It highlights the need for thoughtful integration of AI tools, equitable access, and ongoing support for educators to fully harness the benefits of AI in cultivating the creative thinkers of tomorrow.</p>
<p>Source: Abbie Misha, "Unlocking the Power of Creativity and AI: Preparing Students for the Future Workforce," EdSurge, March 20, 2024. [VISIT WEBSITE](<a href="https://www.edsurge.com">https://www.edsurge.com</a>)</p>
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<p><a href="https://www.edsurge.com/news/2024-03-20-unlocking-the-power-of-creativity-and-ai-preparing-students-for-the-future-workforce" target="_blank" rel="noopener">Original Article</a></p>
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<p>Prepared with the assistance of AI software</p>
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<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> Are Student Surveys the Right Tools for Evaluating Teacher Performance?tag:schoolleadership20.com,2024-03-26:1990010:Topic:3911362024-03-26T14:15:26.950ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<li class="entry-category"><a href="https://www.educationnext.org/journal/vol-24-no-2/">VOL. 24, NO. 2</a></li>
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<h2 class="wp-block-post-title">Are Student Surveys the Right Tools for Evaluating Teacher Performance?</h2>
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<div class="wp-block-code-and-silver-custom-blocks-acf-get-field"><p>Vladimir Kogan's article in *Education Next* delves into the nuanced debate surrounding the use of student surveys for evaluating teacher performance. Kogan traces the trajectory of standardized tests in the U.S. educational system, noting the growing disillusionment with these tests' ability to accurately reflect teacher effectiveness and the unintended consequences they have engendered. As an alternative, there's a shifting consensus towards student surveys as tools for assessing teacher and school quality. This approach garners support across the ideological spectrum, with proponents viewing it as a potential remedy for the shortcomings of high-stakes testing.</p>
<p>Kogan underscores the critical role of teachers in influencing student achievement, highlighting the significant variance in teacher effectiveness. Efforts in the 2010s to overhaul teacher-evaluation systems, incentivized by the Obama administration's Race to the Top initiative, largely failed to yield the anticipated outcomes. With "value-added" measures of teacher quality proving impractical for a broad swath of educators, attention has turned to student surveys as a more universally applicable tool.</p>
<p>The Dallas Independent School District's use of student surveys in its evaluation system is cited as a successful application, contributing to notable improvements in the city's lowest-performing schools. These surveys encompass a range of quality and effectiveness metrics, from teachers' expectations to classroom "energy." However, Kogan warns against prematurely embracing student surveys without thorough validation and consideration of potential pitfalls, such as the creation of perverse incentives.</p>
<p>Despite the promising aspects of student surveys highlighted by researchers like Kirabo Jackson, who demonstrated their ability to capture important dimensions of school quality affecting long-term student outcomes, Kogan advises caution. He points to the Gates Foundation-funded Measures of Effective Teaching project, which found no relationship between student survey scores and academic achievement improvements in a rigorous study setup.</p>
<p>Kogan also raises concerns about "teaching to the survey," a phenomenon akin to "teaching to the test," where the aim of maximizing survey scores could diverge from the goal of improving instructional quality. He draws parallels with other fields like higher education and medicine, where evaluative surveys have led to unintended consequences such as grade inflation and potentially contributed to the opioid crisis due to the overprescription of pain medication influenced by patient satisfaction surveys.</p>
<p>In conclusion, while student surveys offer a promising avenue for evaluating teacher performance and school quality, Kogan emphasizes the need for careful implementation, thorough validation, and an awareness of potential unintended consequences. This approach requires a balanced consideration of the benefits and drawbacks to ensure that the introduction of student surveys into educational accountability systems and policy-making processes is both effective and equitable.</p>
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<p><a href="https://www.educationnext.org/are-student-surveys-right-tools-evaluating-teacher-performance/#:~:text=The%20final%20results%20found%20no,survey%20measures%20for%20teacher%20evaluation.%E2%80%9D" target="_blank" rel="noopener">Source:</a></p>
<p>Kogan, V. (2024). *Are Student Surveys the Right Tools for Evaluating Teacher Performance?* Education Next, 24(2), 32-37.</p>
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<p>Prepared with the assistance of AI software</p>
<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p>
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<p></p> 3 Ways to Become a Leader People Love to Followtag:schoolleadership20.com,2024-03-26:1990010:Topic:3910512024-03-26T13:29:27.244ZRobert M. Hagan, Ed.D.https://schoolleadership20.com/profile/rmhagan22
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<td><p>Dan Rockwell</p>
<p>March 26</p>
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<div><div><p>94% of employees plan to stay at a company when they have a boss they love to follow. WSJ</p>
<p>A bad boss makes life miserable. We've all had them.</p>
<p>Let's think about become a leader people love to follow.</p>
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<p><a href="http://leadershipfreak.blog/?action=user_content_redirect&uuid=5503aa66ae00ca2851afbadc1dc24f26f9b863398a7645a37b1a03af57cfd6d9&blog_id=10864390&post_id=68698&user_id=150060525&subs_id=18370944&signature=6f720b90e44ed55da2e9bf01a702461e&email_name=new-post&user_email=keanymichael@gmail.com&encoded_url=aHR0cHM6Ly9sZWFkZXJzaGlwZnJlYWsuYmxvZy8yMDI0LzAzLzI2LzMtd2F5cy10by1iZWNvbWUtYS1sZWFkZXItcGVvcGxlLWxvdmUtdG8tZm9sbG93Lw=" target="_blank" rel="noopener">Read more of this post</a></p>
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