Articles/Links

Summary The Scandinavian country is an education superpower because it values equality more than excellence.

Author Anu Partanen

Citation Atlantic Monthly, December 29. 2011

Link http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

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.

Summary A new study of Florida schools suggests the critical transition problem may happen years before, when students enter middle school.

Author Sarah Sparks

Citation Education Week

Link http://www.edweek.org/ew/articles/2011/11/28/13structure.h31.html?tkn=PZOFBMVVtnzWtyPj1wiCC0aHamqjYQ8yb2Ui&intc=es

While policymakers and researchers alike have focused on improving students’ transition into high school, a new study of Florida schools suggests the critical transition problem may happen years before, when students enter middle school.

The study, part of the Program on Education Policy and Governance Working Papers Series at Harvard University, found that students moving from grade 5 into middle school show a “sharp drop” in math and language arts achievement in the transition year that plagues them as far out as 10th grade, even risking thwarting their ability to graduate high school and go on to college. Students who make a school transition in 6th grade are absent more often than those who remain in one school through 8th grade, and they are more likely to drop out of school by 10th grade.

Summary In this American School Board Journal article, Patte Barth, director of the Center for Public Education, reports on a new National School Boards Association study of parent involvement. Researchers found that the practices most likely to produce higher student achievement take place at home:

• Monitoring homework;
• Making sure children get to school;
• Rewarding their efforts;
• Talking up the idea of going to college.

Author Patte Barth

Citation “Research: What Can Parents Do?” in American School Board Journal, November 2011 (Vol. 198, #11, p. 32-33)

Link http://www.asbj.com/MainMenuCategory/Archive/2011/November/Most-Effective-Parental-Involvement.html

Most Effective Parent Involvement

School leaders, educators, and certainly parents all believe parent involvement is a key element in school success. But for all of the PTA meetings, back-to-school nights, parenting classes, and classroom volunteering, what, if anything, does parent involvement contribute to making successful students?

NSBA’s Center for Public Education (CPE) set out to answer this question in its recent report, Back to School: How parent involvement affects student achievement. What it found is somewhat surprising: Parent involvement can take many forms, but only a few of them relate to higher student performance. Of those that work, parental actions that support children’s learning at home are most likely to have an impact on academic achievement at school.

Summary Although this article is provocatively titled, the info from the cited research is critical: "Monitoring homework; making sure children get to school; rewarding their efforts and talking up the idea of going to college. These parent actions are linked to better attendance, grades, test scores, and preparation for college..."

Author Thomas Friedman

Citation NY Times Op Ed November 19, 2011

Link http://www.nytimes.com/2011/11/20/opinion/sunday/friedman-how-about-better-parents.html

IN recent years, we’ve been treated to reams of op-ed articles about how we need better teachers in our public schools and, if only the teachers’ unions would go away, our kids would score like Singapore’s on the big international tests. There’s no question that a great teacher can make a huge difference in a student’s achievement, and we need to recruit, train and reward more such teachers. But here’s what some new studies are also showing: We need better parents. Parents more focused on their children’s education can also make a huge difference in a student’s achievement.

Summary In the late 20th century, researchers developed brain-imaging technology that enabled them to see the teen brain in enough detail to track both its physical development and its patterns of activity. These imaging tools offered a new way to ask an old question—What's wrong with these kids?—and revealed an answer that surprised almost everyone. Our brains, it turned out, take much longer to develop than we had thought. This revelation suggested both a simplistic, unflattering explanation for teens' maddening behavior—and a more complex, affirmative explanation as well.

Author David Dobbs

Citation National Geographic Magazine, October, 2011

Link http://ngm.nationalgeographic.com/print/2011/10/teenage-brains/dobbs-text

Although you know your teenager takes some chances, it can be a shock to hear about them.

One fine May morning not long ago my oldest son, 17 at the time, phoned to tell me that he had just spent a couple hours at the state police barracks. Apparently he had been driving “a little fast.” What, I asked, was “a little fast”? Turns out this product of my genes and loving care, the boy-man I had swaddled, coddled, cooed at, and then pushed and pulled to the brink of manhood, had been flying down the highway at 113 miles an hour.

“That’s more than a little fast,” I said.

He agreed. In fact, he sounded somber and contrite. He did not object when I told him he’d have to pay the fines and probably for a lawyer. He did not argue when I pointed out that if anything happens at that speed—a dog in the road, a blown tire, a sneeze—he dies. He was in fact almost irritatingly reasonable. He even proffered that the cop did the right thing in stopping him, for, as he put it, “We can’t all go around doing 113.”

He did, however, object to one thing. He didn’t like it that one of the several citations he received was for reckless driving.

“Well,” I huffed, sensing an opportunity to finally yell at him, “what would you call it?”

“It’s just not accurate,” he said calmly. “ ‘Reckless’ sounds like you’re not paying attention. But I was. I made a deliberate point of doing this on an empty stretch of dry interstate, in broad daylight, with good sight lines and no traffic. I mean, I wasn’t just gunning the thing. I was driving.

“I guess that’s what I want you to know. If it makes you feel any better, I was really focused.”

Actually, it did make me feel better. That bothered me, for I didn’t understand why. Now I do.

My son’s high-speed adventure raised the question long asked by people who have pondered the class of humans we call teenagers: What on Earth was he doing? Parents often phrase this question more colorfully. Scientists put it more coolly. They ask, What can explain this behavior? But even that is just another way of wondering, What is wrong with these kids? Why do they act this way? The question passes judgment even as it inquires.

Summary This article provides background on Techno-Panic, research-based information on issues related to online sexual exploitation, and some suggestions on how to discuss these issues with students and parents. Information that schools can distribute to parents and use for student education is also provided. (See article via the web link to access all links therein.)

Author Nancy Willard

Citation ETC Journal, April 1, 2011

Link http://etcjournal.com/2011/04/01/7918/

“Trust” is a story about a young girl who gets involved with an online sexual predator. The movie is a fictionalized account of a true story. Like many “true story” movies, this situation is not typical. Research of actual arrests has documented that these kinds of incidents are very rare.

Unfortunately, the movie has the potential of spinning a significant amount of unwarranted fear about the risks young people face online, as well as ill-advised approaches to “protect” them. Research related to online risks consistently demonstrates that the overwhelming majority of teens make safe choices online and know how to avoid or respond to these kinds of situations.