Despite the distressing recent news about funding for the US Reading First program, the annual conference is in full swing and there seems to be a lot of enthusiasm for the program here at the site in Nashville (TN, US). As I understand, there are >5000 educators from all around the US who have registered for the conference (there’s a map with pins for sites that I plan to photograph and publish here), and the teachers and administrators (coaches, principals, reading specialists) with whom I’ve spoken seem committed to making sure they know what to do to ensure that students learn to read.
Registration for the conference is free, and that price of admission permits one to attend sessions delivered by people such as Anita Archer, Frances Bessellieu, Nell Duke, Stu Greenberg, Annemieke Golly, Jan Hasbrouck, Roxanne Hudson, Mike McKenna, Maddie McKeown, Stan Paine, Tin Shanahan, Sharon Walpole, dozens of others. Who wouldn’t be willing to give up a few days of summer vacation to attend this conference?
Mrs. Laura Bush is slated to speak in a few minutes, so the local TV stations are here in force. There are several vans with antennae parked right outside my hotel room.
Obligatory reminder: I’m a member of the Reading First Advisory Committee, but my statements here are my own. They do not reflect the views of the committee or of other members of the committee.
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In an editorial opposite the editorial page of the Boston (MA, US) Herald, Edward Moscovitch advocated continuation of the Reading First program. Under the 8 July 2008 headline “No time to close book: Though threatened, reading program is working,” Mr. Moscovitch addresses many of the concerns discussed about Reading First. Here’s his lead:
Reading First, a major part of the No Child Left Behind law, encourages schools in low-income districts to use frequent assessments and research-based instruction to improve student reading. Report after report shows student gains.
And yet today the program is headed for the congressional chopping block - a victim of misunderstood studies and even more specious charges of insider dealings. If that happens, the nation’s children will be the real losers.
Continue reading ‘Moscovitch on RF’
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In an editorial published by the Houston (TX, US) Chronicle, Ashley Herzog takes direct aim at schools’ oft-expressed interest in promoting self-esteem. The opinion piece is entitled, “No Way to Succeed: The flaws of the self-esteem fad: Research doesn’t justify obsession in U.S. schools.” Here’s her lead:
“Self-esteem,” it seems, is the 1990s fad that just won’t die. A few weeks ago, a newspaper based in Athens, Ohio (where my school, Ohio University, is located) ran a story about a new feel-good program at nearby Amesville Elementary School. Fittingly dubbed Amesville Rocks, the program is designed “to make the kids feel important,” in the words of one school employee. In accordance with the theme of self-adulation, the article described how the whole school applauded themselves “as if it were the Academy Awards.”
Continue reading ‘Self-esteem gets lowered’
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The Institute for Literacy and Learning is offering an outstanding series of presentations over the next few months. Randy Sprick, Sharon Vaughn, Jan Hasbrouck, Rollanda O’Connor, Deb Glaser, Patricia Mathes, and Lucy Hart-Paulson will present free, on-line chats about discipline, reading, assessment in response-to-instruction models, matching interventions to students’ needs, professional development, early language and literacy, and more.
Continue reading ‘Up-coming ILL sessions’
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In her story for the Vancouver (BC, CA) Sun Janet Steffenhagen reported about the substantial gains in tool skills shown by students at an inner-city school in Vancouver. Under the headline “School leaps ahead in the rankings: Britiannia elementary principal credits a controversial reading program for students’ remarkable improvement,” Ms. Steffenhagen reported that aggregate scores on Canada’s Foundation Skills Assessment moved Britannia School from 636th rank to 232nd among 1000 schools in BC.
Continue reading ‘DI success story in BC’
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Here’s a “Welcome” to Kylie Sturgess and Podblack Cat. I’m routinely pleased to find folks with whom I share skepticism about the bologna that masquerades as reasoned discourse in education. Because of Ms. Sturgess’ focus on skepticism, education, and science, I’m noting here that I’ve added her site to the blogroll on Teach Effectively.
Continue reading ‘Podblack Cat’
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Bogus Bowl IV
This was a tough one to develop. Thanks to many suggestions from colleagues, however, we have a new opportunity to waste time.
Which of the following do you consider the most bogus answer to the question, "How do you know that [teaching practice] is effective?"
Total Voters: 53
To see the results of the previous poll, take a look at the original posting of it.
As with previous Bogus Bowls, please remember that the results of these polls do not provide credible scientific evidence; they simply reflect the opinions of the respondents. Also, note that some of the choices that got few votes in a poll might just re-appear in a future BB on Teach Effectively!; mayhaps we’ll have a challenge bowl about which was the most bogus question, too.
To see the results of all Bogus Bowls and other polls from Teach Effectively, please follow the link labeled “polls” in the top navigation element. Meanwhile, I welcome suggestions for topics for future Bogus Bowls. Just drop ‘em in the comments.
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