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Future Educator's Association Annual Conference
When: February 18-20, 2011
Where: Atlanta, GA |
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Maricopa Community Colleges Future Educators Conference
When: March 11, 2011
Where: Phoenix, AZ |
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To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, The Condition of Education. This year's report presents 49 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education.
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The National Association for the Education of Young Children (NAEYC) re-launches The Right Choice for Kids website to promote NAEYC Accreditation of Programs for Young Children to families and the public. The new site features
• Information about what NAEYC Accreditation is and why it is important
• A brand new NAEYC Accreditation of Programs for Young Children search feature
• New updated articles for families (new ones will be available on a bi-monthly basis)
• Videos for viewing regarding the promotion of NAEYC Accreditation
• Resources for families and the field
• Incorporation of NAEYC's Early Learning News to keep families informed about the field and accreditation. |
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| The Arizona Minority Student Progress Report 2009 provides a snapshot of the educational achievement of minority students in Arizona. This AMEPAC study investigates over a dozen key educational attainment indicators relevant to PreK-12 and postsecondary education. The focus of the report is to provide comprehensive and accurate baseline information which clearly identifies and reveals the type, extent, and significance of educational attainment disparities as they have occurred and/or changed over the last decade. It does not, however, provide an analysis of why minority educational disparities remain. The reader is thus encouraged to utilize the report's unique findings as a starting point to initiate further studies to uncover the many causalities behind the disparities, and as a tool toward developing effective policy and programming solutions based upon the reports baseline and trend data. |
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Status and Trends in the Education of Racial and Ethnic Groups examines current conditions and changes over time in education activities and outcomes the educational progress and challenges of students in the United States. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance.
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According to Educators, Technology and 21st Century Skills: Dispelling Five Myths, teachers who use technology frequently in their classrooms perceive greater benefits to student learning - particularly learning 21st century skills - than teachers who are less frequent users. The report, based on a survey of more than 1,000 K-12 educators and school administrators in the United States, was designed to gauge the use of technology in the classroom and perceptions of technology in education. What it found was a great disparity between teachers in terms of their uses of technology, but a lack of relationship between the frequency of technology use and teacher experience. According to the report's authors, frequent technology users place considerably more emphasis on developing students' 21st century skills and have more positive perceptions about technology's effects on student learning of and behaviors associated with these skills.
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The goal of the TeachME project at the University of Central Florida is to effectively eliminate the trial-by-fire approach to classroom-management training, and replace it with something more instructive and less dangerous. Using avatars to mimic the classroom experience, teachers in training react to a simulated but realistic learning environment. Each avatar is controlled by an acting students or professional who has studied student behavior and embodies one of four personality types. The fact that the teachers-in-training are interacting with avatars that are being controlled in real time by humans, as opposed to artificially intelligent personas, is the key to the whole project, says the coordinator of the special education program at Central Florida's college of education. According to creators, the project could reinvent teacher training.
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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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