Measuring Quality in Early Childhood Education |
| Reaching the Goal |
| Pathway to a Pre-K-12 Future |
Charting Pathways to Completion
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| Affordability and Transfer |
| Time is the Enemy |
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Khan Academy |
| State Education Reforms |
| Donors Choose |
| Birth to Five Policy Alliance |
| Early Childhood News |
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Association for Career and Technical Education Annual Convention and Career Tech Expo
When: November 17-19, 2011
Where: St. Louis, MO |
Arizona Afterschool Conference
When: November 19, 2011
Where: Phoenix, AZ |
Zero to Three National Training Institute
When: December 9-11, 2011
Where: Washington, DC |
Future Educators Association International Conference
When: February 17-19, 2012
Where: Baltimore, MD |
National Association of Community College Teacher Education Programs (NACCTEP) 10th Annual Conference - Leading the Way
When: March 2-4, 2012
Where: Philadelphia, PA |
League for Innovation in the Community College Innovations Conference
When: March 4-7, 2012
Where: Philadelphia, PA |
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| The Maricopa Community Colleges' National Center for Teacher Education (NCTE) was recently awarded a three year, $707,000 grant by the National Science Foundation's Advanced Technological Education Program. Through this funding, the Student and Teacher Technology Transformation Teams (ST4) project will increase the ability of secondary STEM teachers and students to collaboratively learn and apply STEM skills using Information and Communications Technology (ICT).
The project will provide teachers and students the opportunity to work in teams and use web-accessible ICT tools to produce design-based learning labs (DBLLs) that consist of web-based multi-media enhanced presentations of technical solutions to current, real-world problems. Producing and evaluating DBLLs helps students understand the processes and interactions encountered in professional work and stimulate development of in-depth technical knowledge and skills. The proposed training will include teachers and students in the Arizona Career and Technical Education programs of biotechnology, information technology, engineering and agriscience. Read More |
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| October 5th, 2011 was an exciting day for the members of South Mountain Community College's Club Teach. They hosted a group of educators and researchers visiting several schools in the valley. The guests are members of a team from Mexico's federal education office studying the challenge facing schools as they serve students recently arrived from the United States. The recent arrivals are children from families returning to Mexico due to the immigration laws in this country. These students are for the most part born in the U. S. and speak only English.
This group of researchers is visiting schools to get an idea of the instructional strategies helpful to second language learners thus finding out what best meets the needs of the students and insuring their success in the Mexican school system. Read More |
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| Nationally, a number of states have implemented Quality Rating and Improvement Systems (QRIS) in an effort "to assess, improve, and communicate the level of quality in early and school-age care and education programs." Quality First, Arizona's QRIS and one of First Things First's signature programs, was established in response to this educational reform effort to improve quality and promote school readiness. The Policy Brief, Measuring Quality in Early Childhood Education, outlines the measurement of quality in Arizona's early learning settings and current efforts to improve that quality. Read More |
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| The Educational Policy Improvement Center recently completed a study on the Common Core State Standards – Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. A national sample of college instructors were asked to rate the applicability of each Common Core State Standard in comparison to their courses. If the standard was applicable, they were asked to rate its importance. The study analyzes ratings from instructors of courses at two- and four-year degree-granting institutions, including courses commonly required for two-year certificates that would be necessary to enter a career pathway. Twenty-five courses in seven major subject areas - English Language Arts, Mathematics, Science, Social Science, Business Management, Computer Technology, and Healthcare - were chosen to be representative examples of common offerings. Read More |
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| Transforming Public Education: Pathway to a Pre-K-12 Future, Pre-K Now's final report, challenges the nation's policy makers to move from a K-12 to a Pre-K-12 education system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons learned through the Pew Center's decade-long initiative to advance high quality pre-kindergarten for all three and four year olds. The report argues that states need to maintain and increase their investments in prekindergarten programs and to take the Pre-K focus on the whole child and move it up through the K-12 system. At the federal level, the report continues to advocate for incorporating Pre-K into a newly reauthorized Elementary and Secondary Education Act. Read More |
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| This Community College Research Center paper uses data from Washington State to track the educational pathways of first-time community college students over seven years, with a focus on young, socioeconomically disadvantaged students. In particular, rates at which students enter a program of study or concentration, the amount of remediation taken by students in each concentration, and the rates at which students in different concentrations earn certificates or associate degrees, or transfer to four-year institutions, are examined. The paper identifies patterns of progression among students with low socioeconomic status and makes recommendations for practitioners and policymakers. Read More |
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| The National Center for Public Policy and Higher Education Policy Alert, Affordability and Transfer: Critical to Increasing Baccalaureate Degree Completion, addresses baccalaureate degree completion and the vital role of community colleges as the entry point for many students seeking bachelor's degrees. It focuses particularly on states with rapidly growing young populations, where ethnic groups and low-income students with low rates of college participation and completion are most concentrated. The report notes that because so many students who seek a bachelor's degree begin at community colleges, initiatives to improve baccalaureate completion should incorporate policies and practices that explicitly address college affordability and transfer. Read More |
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A new report by Complete College America, Time is the Enemy, explores why today's college students aren't graduating and outlines policies that could improve completion rates. The report claims to be the first to include data about every post-secondary student in the 33 participating states, including part time and transfer students, and offers five essential steps that states can take now to help increase student success in higher education.
- Count all students, set state- and campus-level goals, and uniformly measure progress and success.
- Reduce the time it takes to earn a certificate or degree.
- Transform remediation so that students earn — as quickly as possible — college credits that count.
- Restructure programs to fit busy lives. Read More
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Showcase your teacher education or early childhood program activities and accomplishments in the Newswire by submitting the following to the National Center for Teacher Education.
1. ARTICLE about your program, activity, practice, policy, partnership, resource, etc.; include contact information, photos and a web address if applicable.
2. UPCOMING EVENT title, date, time, place, target audience, cost, sponsoring campus/program(s), partners, etc. |
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Disclaimer
The information on this Web site is intended to provide information currently affecting or related to the teaching community and community college teacher education programs. Links to other Web sites are provided merely for your convenience and do not constitute or imply endorsement by the National Center for Teacher Education (NCTE). Such external sites contain information created, published, maintained or otherwise posted by organizations independent of NCTE, and NCTE cannot guarantee the accuracy or completeness of information on such sites. NCTE shall not be liable for any damages, including, without limitation, direct, indirect, incidental, special, punitive or consequential damages, that result in any way from your use or reliance on information provided on this site.
Maricopa Community Colleges - 2411 W. 14th St - Phoenix, Arizona 85281
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