July 25, 2006
2006 - 2007 Program Speakers and Dates Set!
We're pleased to announce the following Urban Leadership Academy workshop dates and speakers have been set:
- September 29, 2006: Kyla Wahlstrom, University of Minnesota
- October 26, 2006: Kent Peterson, University of Wisconsin-Madison
- December 6, 2006: Michael Fullan, University of Toronto
- January 24,2007: Ron Ferguson, Harvard University
- March 6, 2007: Kathleen Macy, TeamWorks International
Registration information will appear on the ULA Web site in August 2006.
Posted by moravec at 12:27 PM
February 11, 2006
ULA Workshop with Verna Allee
Our workshop with Verna Allee on February 1 was a great success!
If you registered for the workshop and would like an electronic copy of the handout materials, please send a request by email to email@example.com.
Afternoon group work
October 31, 2005
ULA Workshop with Peter Murrell
Our workshop with Peter Murrell was a great success! To everybody who participated, thank you!
All of Dr. Murrell's documents related to the workshop are available online at http://blackboard.neu.edu/
August 4, 2005
Review: City School and the American Dream
Carole Gupton reviewed Pedro Noguera’s City School and the American Dream: Reclaiming the Promise of Public Education:
Title: City School and the American Dream: Reclaiming the Promise of Public Education
Author: Pedro Noguera
Publisher: Teachers College Press
Pedro Noguera brings both skepticism and optimism to what many consider as blight on the vision of the American Dream—educating all of its children. He offers hope for the future of city schools while telling it like it is and pushing for an answer to the same issue Ron Edmonds identified in his Effective Schools research in the 1970’s. Does American society truly value all of its children? Noguera’s work is influenced by Paulo Freire and encourages a move away from “fatalistic perspectives that lead individuals to accept and adapt to oppressive circumstances, and calls for the adoption of a critical stance toward the adoption of relations of power. Such a change in thought requires critical reflection, engagement and practice to counter the continuing acceptance of oppression and use of deficit models of education.
Noguera uses his research of three cities in California along with his own experience as an educator and school board member to ferret disparities in thought and services related to students of color and in poverty. Key to his philosophy is to understand that there are differing opinions on the role of culture in supporting students of color. Noguera’s research supports that of James Banks, Ladson-Billings, Nieto and others who suggest that high performing students of color are more likely to be successful in the attending schools that support and affirm their racial and cultural identities – and deliberately incorporate the culture of their students into the curriculum and pedagogy. He opposes the idea that some researchers advance that “minorities must assimilate and conform to the dominant culture, and place the onus for accommodation on students” it is important to understand the process through which racial identities are constructed in school in order to devise strategies that focus on strengths rather than on deficits. It is important to reflect on these two approaches as I think it has much to do with the current data that indicates high middle class students of color in non urban schools still do less well then their white counterparts. Perhaps this discrepancy is not one of ability but of the extra effort required to both achieve and assimilate with in the structural culture of a white school.
City Schools and the American Dream offers a great deal on which to reflect. Central to our reflection is this statement in the conclusion of the book. ”We have the resources, the know-how, and the models to do this. What is lacking is the will and the conviction to make it happen.”
May 23, 2005
Third Using Data Book Released
Dr. Bernhardt presented her work on data-driven decision making at the January 20, 2005, ULA workshop.
FCW: Government 2.0
Cross posted from Education Futures:
"Students can now get personally tailored education without attending special schools or classes. It's even possible to eliminate much of the guesswork involved in deciding which learning approach works best for each student. Using artificial intelligence, the computer can adapt to the pace, complexity and direction of the learning experience according to each child's learning style and attention span. Children in the same classroom could learn different things in different ways at the same time."
Eggers writes that governments need to look to technology to transform their structures to operate more competitively and efficiently. Markets can change overnight, but governments, by design, cannot. Should they?
May 7, 2005
Image from March 3 ULA workshop with Dennis Sparks
March 7, 2005
AlwaysOn: "Will Arizona lead the nation in K-12 education?"
Francis Hardaway argues in an article published by AlwaysOn that a bill proposed in the Arizona state legistature could improve the state's educational position by implementing a statewide "eLearning" system. She writes, "Arizona’s eSATS initiative is the first to be designed to transform an entire statewide school system. Its major components include teacher education and development, digital curriculum, well-supported computers and connectivity systems and assessment of student work to state standards in real time. Annual student, teacher and school performance assessments are easily derived from the data system. The two year bridging from legacy education followed by a six year build out is based on best practice innovation diffusion for long-term, systemic transformation. This approach will provide orderly and cost effective eLearning adoption. Under the plan, major K-12 support roles are funded for Arizona’s Universities and for the Arizona Department of Education."
Outgoing Education Secretary Rod Paige likes this as it is closely aligned with the No Child Left Behind Act, but one has to ask, is the purpose of the implementation of this technology to create tech-savvy or test-savvy kids?