attention

Are you an entertainer?

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As we seeing an explosion of technology both in our personal lives and being pushed into the classroom, studies like these are important, and interesting.

There is a widespread belief among teachers that students’ constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks, according to two surveys of teachers being released on Thursday.

The researchers note that their findings represent the subjective views of teachers and should not be seen as definitive proof that widespread use of computers, phones and video games affects students’ capability to focus.

Even so, the researchers who performed the studies, as well as scholars who study technology’s impact on behavior and the brain, say the studies are significant because of the vantage points of teachers, who spend hours a day observing students.
[...]
Teachers who were not involved in the surveys echoed their findings in interviews, saying they felt they had to work harder to capture and hold students’ attention.

“I’m an entertainer. I have to do a song and dance to capture their attention,” said Hope Molina-Porter, 37, an English teacher at Troy High School in Fullerton, Calif., who has taught for 14 years. She teaches accelerated students, but has noted a marked decline in the depth and analysis of their written work.

You can read the entire study from Common Sense Media, here, titled "Children, Teens, and Entertainment Media: The View from the Classroom."

Certainly provocative.

Union members spotlight - day 5

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This is the final day five of our week long spotlight on union members who have decided to run for the Ohio House of Representatives.
Day 1
Day 2
Day 3
Day 4

It should be noted that the districts listed below are new as a consequence of the legislative redistricting process that happened last year.

House district 88 - Bill Young (D)

Bill is a member of OEA and an award-winning Social Studies teacher. He will be facing incumbent Rep. Rex Damschroder in November. Damschroder was absent for the vote on SB5, but did vote for the budget bill which contained many similar provisions as SB5, while also deeply cutting education funding.

House district 95 - Jim Drake (D) and Charles Daniels (D)

This is the only race where two union members will face each other in a primary.
Jim Drake is a member of OEA. Jim is a twenty-year veteran high school teacher, He worked in conjunction with the Ohio Department of Education to implement the Ohio Entry-Year Teacher Program, and served as both vice-president and president of the St. Clairsville Education Association.

Jim is a member of the Ohio Foreign Language Association and has served on the OEA’s Fund for Children in Public Education State Council, Legislative Committee, and is the current chair of the Organizing Strategy Committee. He currently teaches Spanish at St. Clairsville High School. You can learn more about Jim, here.

Charles Daniels is a member of the Ohio Civil Service Employees Association (OCSEA). You can follow Charles on Facebook, here.
Incumbent Jack Cera (D) is running for reeelction in district 95, so the incumbent of current District 93, Republican Andrew Thompson will be the primary opponent of the eventual Democratic primary winner. It will be no surprise ot learn that Rep. Thompson was a big supporter of SB5 and the budget which passed the buck to the schools and local governments.

House district 99 - John Patterson (D)

John is a member of OEA. since 1983 John taught U.S. History at Jefferson Area High School. While at Jefferson, John has coached girls basketball, boys baseball, golf, and for the past 12 seasons, boys’ cross-country. During this he has been very active in the Jefferson Area Teachers’ Association, and has been the chief negotiator for his union since the late 1980′s.
He will be facing incumbent Casey Kozlowski in November, one of the few Republicans to buck party pressure and vote against SB5. He did however for the budget.
You can learn more about John, here.

Monday we will turn our attention to union members who are running for the Ohio State Senate.

What Americans Keep Ignoring About Finland's School Success

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Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point.

The small Nordic country of Finland used to be known -- if it was known for anything at all -- as the home of Nokia, the mobile phone giant. But lately Finland has been attracting attention on global surveys of quality of life -- Newsweek ranked it number one last year -- and Finland's national education system has been receiving particular praise, because in recent years Finnish students have been turning in some of the highest test scores in the world.

Finland's schools owe their newfound fame primarily to one study: the PISA survey, conducted every three years by the Organization for Economic Co-operation and Development (OECD). The survey compares 15-year-olds in different countries in reading, math, and science. Finland has ranked at or near the top in all three competencies on every survey since 2000, neck and neck with superachievers such as South Korea and Singapore. In the most recent survey in 2009 Finland slipped slightly, with students in Shanghai, China, taking the best scores, but the Finns are still near the very top. Throughout the same period, the PISA performance of the United States has been middling, at best.

Compared with the stereotype of the East Asian model -- long hours of exhaustive cramming and rote memorization -- Finland's success is especially intriguing because Finnish schools assign less homework and engage children in more creative play. All this has led to a continuous stream of foreign delegations making the pilgrimage to Finland to visit schools and talk with the nation's education experts, and constant coverage in the worldwide media marveling at the Finnish miracle.

So there was considerable interest in a recent visit to the U.S. by one of the leading Finnish authorities on education reform, Pasi Sahlberg, director of the Finnish Ministry of Education's Center for International Mobility and author of the new book Finnish Lessons: What Can the World Learn from Educational Change in Finland? Earlier this month, Sahlberg stopped by the Dwight School in New York City to speak with educators and students, and his visit received national media attention and generated much discussion.

And yet it wasn't clear that Sahlberg's message was actually getting through. As Sahlberg put it to me later, there are certain things nobody in America really wants to talk about.

[readon2 url="http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/"]Continue reading...[/readon2]

Teacher Attitudes about Compensation Reform

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We want to bring to your attention 3 study papers from The National Center for Analysis of Longitudinal Data in Education Research (CALDER). Some of it is pretty dense reading and probably isn't for everyone on a sunny summer's day. However we are heading into a period where lots of these issues are now front and center in how it impacts the teaching profession. It's worth a few minutes to simply read the conclusions if the entire paper is a little too much.

As Ohio moves towards high stakes teacher evaluations using student test scores, and of course, merit pay based on these high stakes evaluations it will become increasingly important for educators to understand these issues. Understanding the strengths and weaknesses and the state of current understanding will be crucial, for it is certain that there are lots of corporate education reformers who care less about whether new approaches actually work, and care more about profit seeking or their ideologically driven agendas.

The first paper looks at Value-Added Models and the Measurement of Teacher Productivity, and unsurprisingly finds that while VAM has some interesting uses, the data and measurement techniques are not mature enough to be reliable for high stakes decision making.

Value-Added Models and the Measurement of Teacher Productivity

The second paper looks at Teacher Attitudes About Compensation Reform, and finds that

We conclude with a reminder that our analysis says nothing of the politics of adoption. Whether a district is able to successfully adopt compensation reform clearly depends on its relationship with its teachers union, not just the attitudes of individual teachers. And while the WSTCS presents these various incentive plans as if they are separate from each other, if compensation reform is to have the types of effects that advocates and reformers hope for, various combinations of incentives may need to be considered: not just merit pay alone but merit‐pay combined with subject‐area pay and/or combat pay and/or NBPTS incentives. Teacher opinions about such combinations are an important topic for future research.

The final paper we want to bring to your attention covers Stepping Stones Principal Career Paths and School Outcomes, simply to highlight that school and student performance is affected by many complex variables, including school leadership itself.

We hope you continue to find the research we bring to your attention useful and informative and if you are aware of any research we haven't uncovered please let us know.