- Aug 2018
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www.ncpublicschools.org www.ncpublicschools.org
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This could be useful when talking with someone who does not recognize the importance of identifying and serving gifted students.
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- Jul 2018
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edscoop.com edscoop.com
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access to content and knowledge should not depend on how much money you have. That isn’t fair.”
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georgiasouthern.libguides.com georgiasouthern.libguides.com
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OER and DFW, student success, Pell recipients, underserved pops. Equity
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storyengine.io storyengine.io
- Jun 2018
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storyengine.io storyengine.io
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One of the things that we’re doing is we really want to change the city charter to include privacy provisions in New York City.
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How do you think creatively and find the right language to illustrate to people that their online identity is just as valuable and just as rich as their tangible identity? How do you instill a sense of urgency in them?
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www.hastac.org www.hastac.org
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Structuring Equality
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- Apr 2018
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www.nbcnews.com www.nbcnews.com
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Who is Jordan Peterson, favorite figure of the alt-right
Except alt-right do not like JP. Lying news outlets have no dignity or integrity. That is why no one watches them on youtube. Old media is on its way out. Truth is the future.
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www.bostonglobe.com www.bostonglobe.com
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Louis C.K.’s message is clear — white men have nothing to complain about.
Not only Renee Graham is factually incorrect, she does not understand comedy. What a sad person.
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- Feb 2018
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link.springer.com link.springer.com
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hould be assessed in the global stocktaking process of the UNFCCC
Something to ask for in our work? Something for the CSO equity review report?
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- Jan 2018
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educatorinnovator.org educatorinnovator.org
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Or are they merely symbols? My night students’ lives overran with death—from gunshots and overdoses and chronic disease and battery. They were indeed haunted. My day stu-dents, many of them well-heeled and all of them well-insured, were still mostly too young to understand what it means to carry the past around within you.
The risk factors her night students endure are assets that help them make meaning of the text better than her more privileged day students. Asset focused teaching.
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www.edsurge.com www.edsurge.com
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Can open educational resources, or OER, truly create more equity and access?
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- Dec 2017
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www.ictliteracy.info www.ictliteracy.info
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In global terms, digital inequalities continue to be well-documented and, in many instances, divides across lines of geography, gender, age, physical abilities, socio-economic status, language, and educational attainment are growing.
The digital divide, internationally.
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- Oct 2017
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wellcomeopenresearch.org wellcomeopenresearch.org
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Structural inequities in science must be reduced
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- Sep 2017
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www.ictliteracy.info www.ictliteracy.info
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Ensure inclusion, equity and gender equality
Recommendation 2
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- Jul 2017
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www.insidehighered.com www.insidehighered.com
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Diversity and Inclusion vs. Equity and Social Justice
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- Jun 2017
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medium.com medium.com
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Our current innovation conversation is exclusive, accessible only to the powerful and privileged
I wonder how our systems would change if we considered the most marginalized populations when designing our processes.
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- Jan 2017
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marginalsyllab.us marginalsyllab.us
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Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children.
The challenge.
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- Nov 2016
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tech.ed.gov tech.ed.gov
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removing barriers
Who wouldn't support this goal, but when I think about it, I end up in a chicken and egg loop: do we work to eliminate poverty to provide more equitable access or do we provide more equal educational experience to reduce poverty? Of course the answer is yes, both. But where to begin?
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equity of access to transformational learning experiences enabled by technology
Love this careful distinction: tech is not enough, and tech can provide learning experiences for youth that can't be attained without technology.
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- Sep 2016
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newclasses.nyu.edu newclasses.nyu.edu
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Rather, government and educators should shift most of their teaching resources and efforts from the disadvantaged to the intellectually gifted.
...a justification I've heard for pulling students out of public schools for charter schools.
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Put bluntly, Herrnstein and Mur-ray state that the average African American is less well educated and less wealthy than the average white because he or she is not born with the capacity to be as smart. Therefore, the authors also claim, social programs that attempt to close opportunity gaps-programs such as Head Start, compensatory edu-cation, and affirmative action-are costly and useless
Having a theory like this can drastically affect practical measures; a politician believing this would not prioritize funding these programs.
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learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com
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Ama-zonian groups, such as the Piraha, whose languages do not include numerals above three, are worse at distinguishing large quan-tities digitally than groups using extensive counting systems, but are similar in their abil-ity to approximate quantities.
This reminds me of a similar study on language with the Vai in Liberia (Scribner and Cole 1981) which suggests that formal literacy schooling in English does not give learners higher intelligence or better abstract reasoning skills, only the ability to talk about those skills in "contrived situations." So even though the numerical/literacy system one grows up with influences the way one thinks, it doesn't mean that one system can be prioritized over the other as "better" or "more intelligent."
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A 2008 survey of the top psychology journals found that 96% of subjects were from Western industrialized countries — which house just 12% of the world’s population3.
This article assumes that the "vast majority of studies use WEIRD participants." I wonder - could it also be that top psychology journals are also primarily publishing studies from WEIRD participants (written by WEIRD researchers)? How much does selection bias play into this number?
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- Aug 2016
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schools.nyc.gov schools.nyc.gov
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Table 2: Hess’ Cognitive Rigor Matrix with Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions
@DrYemiS points us to Hess's cognitive rigor matrix as a key support for understanding rigor as a theme of culturally responsive education.
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- Jan 2016
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teachingquality.org teachingquality.org
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Between these two incidents I have witnessed and heard innumerable reports from Black parents across the nation of similar encounters. Black students, usually males, being viewed not as potentially gifted, needing enrichment or more academic challenge, but as disrupters and distractions. So-called professional educators not questioning their own weak classroom practices, lack of differentiated instruction, poor preparation, or implicit biases, but instead wanting these non-compliant Black boys drugged into passivity.
I remember early in my career being teamed with a teacher who allowed Vietnamese students to speak Vietnamese in math class, but wouldn't allow Hispanic students to speak Spanish. She insisted that the Vietnamese students were helping each other with the math while the Hispanic students were off task, even though she spoke neither language and couldn't tell. My eighth grade students told me about her practice and even labelled it as racist. They felt safe to do so because I encouraged them to use peer support and their native languages whenever they felt it would help.
I spoke up. I pointed out the inequity in her practice to her and when she dismissed my concerns, I spoke to our administrator about the practice, explaining that I thought it was racist and had a negative impact on student engagement and learning.
This was a challenge for me as a white teacher because I was working in an urban school with a high referral rate and the vast majority of classrooms had white teachers teaching students of color. In this case, because I spoke out, my colleague was asked to change the practice by an administrator. This probably served to add to some ideological friction between she and I. Still, I'd do it again in the same circumstances but my experience was that the system doesn't thank you when you speak out this way. It takes moral courage and a willingness to feel isolated.
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www.tolerance.org www.tolerance.org
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Closing the hardware and Internet divide is critical, but if some students get to create, think and communicate with technologies while others do more passive or low-level learning tasks, opportunity gaps persist.
The emergence of a new equity gap is counterproductive as we collectively design transformed teaching and learning experiences. I believe we need to keep an eye on this closely as use proliferates across APS.
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- Jan 2014
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hbr.org hbr.org
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We distributed options every month, at a slight discount from the market price. We had no vesting period—the options could be cashed in immediately. Most tech companies have a four-year vesting schedule and try to use options as “golden handcuffs” to aid retention, but we never thought that made sense. If you see a better opportunity elsewhere, you should be allowed to take what you’ve earned and leave. If you no longer want to work with us, we don’t want to hold you hostage.
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- Oct 2013
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rhetoric.eserver.org rhetoric.eserver.org
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Equity must be applied to forgivable actions; and it must make us distinguish between criminal acts on the one hand, and errors of judgement, or misfortunes, on the other. (A "misfortune" is an act, not due to moral badness, that has unexpected results: an "error of judgement" is an act, also not due to moral badness, that has results that might have been expected: a "criminal act" has results that might have been expected, but is due to moral badness, for that is the source of all actions inspired by our appetites.) Equity bids us be merciful to the weakness of human nature; to think less about the laws than about the man who framed them, and less about what he said than about what he meant; not to consider the actions of the accused so much as his intentions, nor this or that detail so much as the whole story; to ask not what a man is now but what he has always or usually been.
human nature, laws
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