heschoolhasbeensuspendedforeightweeks.AswecouldobtainnohelpwewereunabletodowithoutMissCook'sassistanceinthefamily.Sheisabouttocommenceagain

houldyougotothisstationyouwouldbeexpectedtoteachtosomeextent,todidintakingcareofthesecularaffeirsofthefamily,andtobewiththeIndiana,asmuchascircumotencsewouldpermit,aidingthemcomeintheirattemptstobecomesettled&cul—tivatetheground,persuadingthemtoattendmeetingt,andsendtheirchildrentoschool,impartingreligiousinstructionasforasyoucould,bymeansofinterpretersorotherwise.Youmightalsodidsomeinprovidingcomfortablebuildingsforthefamily,iftheyshouldnotyetbefurniehod,andperhapsituiohtbeadvisableforyoutoaidoccasionallyatoneortwooftheotherattioneinthatvicinity,inthesamen

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hatthereareindividualswhowouldbeun—willingtohavetheirchil.instructedatpresent,Ihavenodoubt.Iamnotwithouthopehowever,thatbykindness&ajudiciouscourseofconduct,theirprejudiceswouldsoongiveway

eLordhathopenedadoor&isapparentlypreparingthesayforyoutooccupythisfieldassoonasyoucanfurnishthemen&mean

ychildrenarepoor&ignorant

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cnewigowawhohavechildrenwillprobablystaytheHummerat-ten@;tqinstructionandsendtheirchildrentoschool

Onaccountofthoextremencmrcityofnrovinioneherotheycouldnotremainion-er

eplanwhichwehaveformedwouldplaceourordainedmissionary&hiswife,withaninterpreterafemaleteachers,&perhapsanotherfemalehelper,atLaPointe;acatechistandafemaleteacheratYellowLake;&anordainedmissionary&amaleteacheratSandyLake,withtheexpectationthattheformerwillvisitLeechLake,&perhaps,spendaconsiderableportionoftheyearthere,preparingthewayforapermanentestablishmenttherenext

oardtoprovidebuildingsandteachers&thatallthescholarsboardedbesup-was“Pmmxefomuwamug“'K’twGossamer“mus‘ot.edPurihd.portedAinthismannertomaintaina‘goodfoundationforascho

wouldnotbelessthan$3,000,norexceed$3,500

heschoolsshouldbetaughtpiinoipallyinthenativelanguage.Itisinvaintoattempttoin—troducetheEnqllehlanguageextensivelyamongtheseIndians.Theyhavetoolittleintercoursewiththosewhospeakit,torenderitanobjectforthemtolearni

atifmissionestahlishmentsaremaintained,withwhichschoolsaremaintainedconnected,theseschoolsmustbesmall,unlessprovisionismadeinpartatleast,forthemainte~nanceofscho

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mall,seldomexceedingtwentyscholars,andalargepartofthetimenotabovetwelveorfifteen.Onthereturnofthetraders,shouttheletofAug.itnumberedsomewhatmore.Severalchildrenwereleftbyclerksinthefam—iliesatthisplacetoattendschool.AfterthereturnoftheIndiansfromtheirgardens,aboutthefirstofSept.itnumberedthirtyormore,endaveraged25.FromthefirstofNov.whentheIndiansleft.fortheirfishinggrounds,mostoftheIndianboysleftalso,andhaveattendedbutlittlesince.Atthepres-enttimeitnumbers23,andaverages30."ithoneexceptiontheconductofthescholarshasbeenasgoodascouldbeexpected.

choolwasopenedwhich/"1hgzigontinuedWithlittleinterruptiontothepres

“Because the bully had no prior record of bullying, and even though there were so many different days and incidents of physical assault, it was treated as a one-time offense, and for a one-time offense you just get a short talk and a call home,”

heSchoolissmallr-10or13onlyattend&thosenotregular.Itismuchembarrusoodforthewunhof.ateacher,whosetimecanbemostlfdevotedtoit

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benentstheywouldderivefromhavingschoolsandinreceivingthegospel,andtoldthemtheadvantagesoftheircultivatingtheirland.TheysaidthatwhatIhadtoldthemwasalltrue,andverygood.

twillbedifnculttokeepchildrenlongatschoolamongtheseIndians,unlesstheyarefed,onaccountoftheirmigratoryhabitsandthedifncultyofobtainingprovision.Manyofthemresideatseveraldifferentplacesduringtheyear

WithregardtoourprospectsforimmediatelybenentingtheIndians,Ihardlyknowwhattosay.

On September 4, 1957, the first day of classes at Central High, Governor Orval Faubus called in the Arkansas National Guard to block the black students’ entry into the high school

“The greatest hope for traumatized, abused, and neglected children is to receive a good education in schools where they are seen and known, where they learn to regulate themselves, and where they can develop a sense of agency.”

“Sadly, our educational system, as well as many of the methods that profess to treat trauma, tend to bypass this emotional-engagement system and focus instead on recruiting the cognitive capacities of the mind. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement.”

Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.

Blurring the Lines betweenHigh School and College:Early Colleges and the Effecton Adult Learners

The NYCLU found nothing in the documents outlining policies for accessing data collected by the cameras, or what faces would be fed to the system in the first place. And based on emails acquired through the same FOIL request, the NYCLU noted, Lockport administrators appeared to have a poor grasp on how to manage access to internal servers, student files, and passwords for programs and email accounts. “The serious lack of familiarity with cybersecurity displayed in the email correspondence we received and complete absence of common sense redactions of sensitive private information speaks volumes about the district’s lack of preparation to safely store and collect biometric data on the students, parents and teachers who pass through its schools every day,” an editor’s note to the NYCLU’s statement on the Lockport documents reads.

It might sound like dystopian science fiction, but this could be the not-too-distant future for schools across America and beyond. Researchers at the University of California, San Diego, for instance, have already begun publishing models for how to use facial recognition and machine learning to predict student engagement. A Seattle company recently offered up an open-source facial recognition system for use in schools, while startups are already selling “engagement detectors” to online learning courses in France and China. Advocates for these systems believe the technology will make for smarter students, better teachers, and safer schools. But not everyone is convinced this kind of surveillance apparatus belongs in the classroom, that these applications even work, or that they won’t unfairly target minority faces.

Matthew Mayer, a professor of educational psychology at Rutgers’ Graduate School of Education, says that among experts the best solutions to school shootings are not really in dispute: basic gun control, more and better mental-health services and a robust national threat-assessment program. We also need to help educators create an atmosphere where students who hear about a potential threat feel comfortable sharing that information with adults. (Many student shooters, including Gabe Parker at Marshall County, hint about their plans to at least one other person or tell them outright. Getting those others to inform teachers is one of our best options for preventing shootings from happening in the first place.) In February, Mayer and his colleagues circulated an eight-point document titled “A Call for Action to Prevent Gun Violence in the United States of America,” which summarized these and other key actions needed to reduce the risk of school shootings. So far, 4,400 educators and public-health experts have signed it. But political will is still missing. “We keep revisiting the same conversations every five or six years without learning or changing much of anything,” Mayer says. “Armed guards and metal detectors make it look like you’re doing something. You get far fewer points for talking about school climate and mental health.”

From the inside, a mass shooting can feel distinctly unchartable. But Reed — and Pynoos, and Melissa Brymer, his colleague at the National Center for Child Traumatic Stress — say that while each school shooting is different in its particulars, several features are common to all. For example, Brymer says, it can be the secondary trauma that undoes a school’s recovery. “After a shooting, everyone wants to talk about how to find the next shooter so that this doesn’t happen again,” Brymer says. “But that’s not what the school itself needs to focus on. We’ve had suicides, car accidents, overdoses.” For a school that’s already traumatized, she says, these follow-up events can be incredibly devastating. Brymer advises schools to conduct mental-health screenings before anniversaries, to find the people who are struggling most and help them. The hierarchy of hurt can split in surprising ways. For the most part, people closest to the carnage are the most traumatized, and people farther away are less so. But any teacher might be plagued by any number of things, including what they saw and how they responded in the moment. One educator might flee the building in a panic, leaving his students behind, only to be devastated by guilt afterward. Another might behave heroically, then seethe with resentment over not getting enough recognition. Each will need counseling and support to fully recover.

Teachers are at the quiet center of this recurring national horror. They are victims and ad hoc emergency workers, often with close ties to both shooter and slain and with decades-long connections to the school itself. But they are also, almost by definition, anonymous public servants accustomed to placing their students’ needs above their own. And as a result, our picture of their suffering is incomplete. We know that the trauma that teachers experience after a school shooting can be both severe and enduring. “Their PTSD can be as serious as what you see in soldiers,” says Robert Pynoos, co-director of the federally funded National Center for Child Traumatic Stress, which helps schools coordinate their responses to traumatic events. “But unlike soldiers, none of them signed up for this, and none of them have been trained to cope with it.” We know that teachers who were least able to protect their students in the moment tend to be especially traumatized. “For teachers, the duty to educate students is primary,” Pynoos says. “But the urge to protect those students is deeper than that. It’s primal.” And we know that their symptoms can include major sleep disturbance, hair-trigger startle responses and trouble regulating emotions.

For all the fear they inspire, school shootings of any kind are technically still quite rare. Less than 1 percent of all fatal shootings that involve children age 5 to 18 occur in school, and a significant majority of those do not involve indiscriminate rampages or mass casualties. It has been two decades since Eric Harris and Dylan Klebold ushered in the era of modern, high-profile, high-casualty shootings with their massacre at Columbine High School in Littleton, Colo. According to James Alan Fox, a criminologist at Northeastern University, just 10 of the nation’s 135,000 or so schools have experienced a similar calamity — a school shooting with four or more victims and at least two deaths — since then. But those 10 shootings have had an outsize effect on our collective psyche, and it’s not difficult to understand why: We are left with the specter of children being gunned down en masse, in their own schools. One such event would be enough to terrify and enrage us. This year, we had three.

Teachers were the first responders. Before police officers and medics arrived, they gathered sobbing, vomiting, bleeding kids into the safest rooms they could find, then locked the doors and kept vigil with them through the stunned and terrified wait. They shepherded the injured to hospitals in their own cars. And they knelt on the ground with the ones who were too wounded to move, stanching blood flow with their own hands and providing whatever comfort and assurance they could muster.

There's also potential for confusion within the CRDC itself. While this particular item refers clearly to "a shooting," the previous item asks about a long list of incidents, some involving "a firearm or explosive device" and others involving "a weapon."

A separate investigation by the ACLU of Southern California also was able to confirm fewer than a dozen of the incidents in the government's report, while 59 percent were confirmed errors.

For comparison, the Everytown for Gun Safety database, citing media reports, listed just 29 shootings at K-12 schools between mid-August 2015 and June 2016. There is little overlap between this list and the government's, with only seven schools appearing on both.

Our reporting highlights just how difficult it can be to track school-related shootings and how researchers, educators and policymakers are hindered by a lack of data on gun violence.

In 161 cases, schools or districts attested that no incident took place or couldn't confirm one. In at least four cases, we found, something did happen, but it didn't meet the government's parameters for a shooting. About a quarter of schools didn't respond to our inquiries.

How many times per year does a gun go off in an American school? We should know. But we don't. This spring the U.S. Education Department reported that in the 2015-2016 school year, "nearly 240 schools ... reported at least 1 incident involving a school-related shooting." The number is far higher than most other estimates.

And in our schools, we need to continue the work done by many states that are pursuing educative approaches to school safety and student success by reducing school exclusions and leveraging initiatives that strengthen students’ social-emotional skills, mental health supports, and sense of safety and belonging. If we genuinely want to ensure safer schools, we should follow the evidence about what works, rather than jeopardizing lives with ideological battles.

Numerous studies have suggested an association  between exclusionary discipline  practices and an array of serious educational, economic and social problems, including school avoidance and diminished educational engagement; decreased academic achievement; increased behavior problems; increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems. All of these problems are costly to the victims and to our society. They drive up the public costs associated with the aftermath of violence, substance abuse counseling, unemployment or underemployment, policing and the justice system, and much, much more.

Indeed, school exclusion, without these supports, can exacerbate a bad situation. In the Parkland case, the fact that Nikolas Cruz had been expelled from school may have contributed to driving an angry young man who felt isolated to take out his frustration and anger by killing students and staff at his former school. In theory, zero-tolerance policies deter students from violent or illegal behavior because the punishment for such a violation is harsh and certain. However, research shows that such policies ultimately increase illegal behavior and have negative effects on student academic achievement, attainment, welfare, and school culture.

These social-emotional learning practices have been found in hundreds of studies to reduce negative behavior and violence in schools, making schools safer while also increasing academic achievement. The guidance builds on what we know about how to increase school safety through “conflict resolution, restorative practices, counseling and structured systems of positive interventions.” The guidance also provides research-based resources to address students’ mental health needs, as well as proven practices that make students feel more connected to school and part of a community, so they are less likely to engage in negative and harmful behavior.

The documentation of routines invited the students to reflect on the multiplicity of practices that shape temporality inside the school community, making the social layering of time more perceptible. Far from being restricted to timetables, buzzers and timed tasks, school time is a fusion of personal times, rhythms and temporal force

I had a learning disability when I was in school. But I could do factory work. Factory work is what we did. Now robots do that job. What happens to people like me?

The grade-level breakdown of these kanji is known as the gakunen-betsu kanji haitōhyō (学年別漢字配当表), or the gakushū kanji. (ja:学年別漢字配当表)

But what the data shows is we know if we're looking at test scores, if we're measuring the achievement gap, which is the test score gap between black and white students, that gap was the narrowest at the peak of integration in the school integration, which was 1988. As soon as we start to see the segregation increasing again, that achievement gap increases. And we've actually never gotten back to that low point that we were at when schools were their most integrated.

22 percentage-point decline in the probability of adult incarceration (Figure 13a)

the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty

Mount St. Mary’s use of predictive analytics to encourage at-risk students to drop out to elevate the retention rate reveals how analytics can be abused without student knowledge and consent

The real enemies, then as now, are not the rival religions. The true battle pitches those who believe in tolerance and compromise against the tyrants who would impose their ideas on everyone else—no matter what the cost.

After about third grade, very little time is devoted to explicit writing instruction

Should a parent correct a child’s writing, or just be encouraging?

analyzing text does make a difference

start talking about persuasive essays or an informative paper

writing assignments to work on at home

Is my kid writing at school

middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary

Kids are constantly creating text when they are at home. They tweet, they text, they Facebook. Each of those has its own rules

with them about the author’s craft

New Heaven High School

Mrs. Lilyans Vergara, Academic Director

The first cycle (cycle I) is from 1st to 4th and the second cycle (cycle II), from 5th to 8th. The program includes eleven compulsory subjects: Language and communication Indigenous language (compulsory in schools with high density of indigenous students) Foreign languages ​​(compulsory in cycle II) Mathematics natural Sciences History Geography and Social Sciences Technology Art Physical education Orientation and religion, which the school must offer but is optional for students.

Haberman is in Trump’s head so deep she could be his psychiatrist, and she has had extraordinary access to the president and the administration. She is a regular commentator on TV about life “inside the castle.”

It’s just not how I expected my life would be,'" he says.

In the realm of narrative psychology, a person’s life story is not a Wikipedia biography of the facts and events of a life, but rather the way a person integrates those facts and events internally

the school’s teachers came up with a project for the fifth graders: figure out how to reduce the noise in the library. Its windows faced a public space and, even when closed, let through too much noise. The students had four weeks to design proposals.

Around the world, though, other countries are making creativity development a national priority. In 2008 British secondary-school curricula—from science to foreign language—was revamped to emphasize idea generation, and pilot programs have begun using Torrance’s test to assess their progress. The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.

Plucker recently toured a number of such schools in Shanghai and Beijing. He was amazed by a boy who, for a class science project, rigged a tracking device for his moped with parts from a cell phone. When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”

LetterPile»Writing»Creative Writing Very Short Stories for High School & Middle SchoolUpdated on May 12, 2017 <img src="https://usercontent2.hubstatic.com/8625837_100.jpg" alt="Howard Allen profile image" title="Howard Allen profile image"/>Howard Allen more <img src="https://usercontent1.hubstatic.com/8703622_f496.jpg" data-ratio="1.4555808656036" alt=""/> If your students are

Short Stories About Identity a

ndbreaking work on identity and psychosocial development in the 1960s, Canadian deve

The aim of this five-wave

Fort Simpson

Fort Simpson was originally established by the Hudson’s Bay Company at a location on the north shore of the Nass River estuary. In the summer of 1834, the Hudson’s Bay Company moved its fort to a site on the Tsimshian peninsula at McLoughlin Bay, which is now called Port Simpson, British Columbia (Patterson 1994). In 1858 and 1894, Roman Catholic missionaries reached Fort Simpson and permanently resided there. The Roman Catholic Mission provided many resources for the community, such as St. Margaret’s Hospital built in 1916 and a school in St. Margaret’s Hall built in 1917. St. Margaret’s Hall was replaced by the Federal Day School in 1974 and was run by the Federal Government. Fort Simpson is still inhabited today and is a quite popular tourist destination. It is the only village in the Northwest Territories with a population of approximately 1,250. Some people of Fort Simpson still identify as Dene. Fort Simpson is accessible via airplane or highway. The Liard Trail Highway leads to Fort Simpson from British Columbia and the Mackenzie Highway reaches Fort Simpson from Alberta. Since both of these highways pass through expanses of nature, it is possible to see black bear, moose, woodland caribou, lynx, wolves, and bison alongside the highways (Fort Simpson Chamber of Commerce n.d.). 

"lunch shaming" practices around the country, including students being given different food if they can't afford the regular hot lunch.

Is Getting an MFA Worth the Price?

digital technologies offer learners greater opportunities to be more actively involved in the learning experience.

Powerscourt

The researchers told New York magazine that overreliance on direct instruction and repetitive, poorly structured pedagogy were likely culprits; children who’d been subjected to the same insipid tasks year after year after year were understandably losing their enthusiasm for learning.

Much greater portions of the day are now spent on what’s called “seat work” (a term that probably doesn’t need any exposition) and a form of tightly scripted teaching known as direct instruction, formerly used mainly in the older grades, in which a teacher carefully controls the content and pacing of what a child is supposed to learn.

Public School

The works of Blair and Campbell were often used together as course texts, and most new textbooks simply rang changes on their ideas and materials.

where’s the positive evidence of what they’re claiming

On-Site Work

abolish bilingual education in California

The Swedish school system has wholeheartedly, and probably too quickly and eagerly, embraced this new agenda. Last fall, 200 teachers attended a major government-sponsored conference discussing how to avoid "traditional gender patterns" in schools. At Egalia, one model Stockholm preschool, everything from the decoration to the books and toys are carefully selected to promote a gender-equal perspective and to avoid traditional presentations of gender and parenting roles

When Robertson started out, they were hosting small rummage sales and bake sales. But by the 2008 recession, PTA fundraising had graduated to silent auctions. The money from fundraising was enough to allow Grattan to maintain its academics and actually expand its staff and its infrastructure in the midst of statewide budget cuts.

The more vulnerable part of higher ed is professional master’s and certificate programs, which are long and expensive and provide more than someone needs to get the job, said Selingo, the “There Is Life After College” author.

The culture of doctoral work can prompt paranoia, overwhelming desire to please dissertation committees and other faculty.

We are trying to imagine and create a way to educate our children for democracy, but must do this in an America that does not yet know the practice of democracy.

In the late ’70s and ’80s

narratives of emotional and social journeys from being at academic risk in high schools to being academically successful in universities academic experiences.

the personal, social, and emotional transformations that adolescents and adults who are at risk experience as they develop resilience and shift from disengagement to engagement, and/or academic failure to success in schools.

One of the founders of Games Workshop, who helped revamp the computing curriculum, is to open 2 new free schools specialising in computer science, technology and the arts, Education Secretary Nicky Morgan announced today (5 February 2016) as she revealed the latest batch of this Parliament’s 500 new schools. Drawing on his experience as a videogame entrepreneur, Ian Livingstone will open the Livingstone Academies in Tower Hamlets and Bournemouth, which will provide over 3,000 children with a rigorous education rooted in STEAM - science, technology, engineering, arts and maths.

into the church

The streets transform every ordinary day into a series of trick questions, and every incorrect answer risks a beat-down, a shooting, or a pregnancy.

When I was your age, fully one-third of my brain was concerned with whom I was walking to school with, our precise number, the manner of our walk, the number of times I smiled, whom or what I smiled at, who offered a pound and who did not—all of which is to say that I practiced the culture of the streets, a culture concerned chiefly with securing the body.

We do not want to leave the school system behind. We need to keep driving toward where we want everyone to be versus waiting until everyone is ready. The end goal will involve the Internet, and there needs to be a framework for it.

People think that morals are corrupted in schools; indeed they are at times corrupted, but such may be the case even at home.

They characterize men who ignore our practical needs and delight in the mental juggling of the ancient sophists as “students of philosophy,” but refuse this name to whose who pursue and practise those studies which will enable us to govern wisely both our own households and the commonwealth—which should be the objects of our toil, of our study, and of our every act.

For men who have been gifted with eloquence by nature and by fortune, are governed in what they say by chance, and not by any standard of what is best, whereas those who have gained this power by the study of philosophy and by the exercise of reason never speak without weighing their words, and so are less often in error as to a course of action. Therefore, it behoves all men to want to have many of their youth engaged in training to become speakers

the power to speak well and think right will reward the man who approaches the art of discourse with love of wisdom and love of honor

the stronger a man's desire to persuade his hearers, the more zealously will he strive to be honorable and to have the esteem of his fellow-citizens

we gain the power, after being exercised and sharpened on these disciplines, of grasping and learning more easily and more quickly those subjects which are of more importance and of greater value.

I maintain also that if you compare me with those who profess54 to turn men to a life of temperance and justice, you will find that my teaching is more true and more profitable than theirs.

I shall never be found to have had anything to do with speeches for the courts.33 You can judge this from my habits of life, from which, indeed, you can get at the truth much better than from the lips of my accusers

no citizen has ever been harmed either by my “cleverness” or by my writings

For I have schooled myself to avoid giving any offense to others, and, when I have been wronged by others, not to seek revenge in court but to adjust the matter in dispute by conferring with their friends.