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Leading Head Start Turnaround: A Four-stage Turnaround Model for Transforming Program Performance
No full textHead Start programs must meet federal performance standards or may now face a process of "recompetition", a situation where the current grantee could lose the Head Start program to other agencies. This article is based on interviews with Head Start directors who were faced with the threat of recompetition, but were able to turn around their programs in time to avoid the possibility of losing them. A model for Head Start turnaround emerged in these interviews and is shared in this article
“We Are Here for the Kidsâ€: A Case Study About Including Children with Disabilities in Head Start
No full textA substantial number of children with disabilities are enrolled in Head Start and it is therefore important to understand how they are included in this context. The inclusion of children with disabilities in eight classrooms across one Midwestern Head Start program is examined in this exploratory case study. How Head Start teachers plan and adapt activities with the needs of all children in mind, how they collaborate with others on behalf of children, and how children with disabilities participate in inclusive classrooms is described. Findings were presented in four cross-case themes: 1) Planning for Children, 2) Adapting Activities for Children with Disabilities, 3) Including All by Facilitating Peer Interactions, and 4) Connecting in a Community. Implications for practice are presente
Application of the Deans for Impact Report, The Science of Learning How Do Students Understand New Ideas?
No full textThis article examines the question, “How do students understand new ideas?†from the Deans for Impact report (2015). Within this paper, applications that address the three cognitive principles identified by the report will be discussed. The strategies recommended include incorporating worked examples into problem solving lessons in order to reduce cognitive load and free working memory, providing multiple opportunities to examine connections during reading instruction, and integrating guided discovery into mathematics instruction. Designing lessons which incorporate different modalities and multiple opportunities for students to make connections to prior learning and understanding during lessons have also been shown to increase opportunities for new learning.  Finally, the concepts of developmentally appropriate content and scaffolding are briefly examined
The Science of Learning: Transferring Learning to Novel Problems
No full textThe fourth Key Question posed in the Deans for Impact report (2015) asks, “How does learning transfer to new situations in or outside of the classroom?â€Â DFI (2015) propose two cognitive principles addressing the question. This paper dissects each of the cognitive principles to distill the following themes educators should employ in the K-12 and Higher Education classrooms to foster students’ ability to transfer learning to novel problems: 1) Students should participate in deep initial learning experiences as described earlier in this review that will enable them to see relevance and meaning both in-context and beyond the context of the problem at hand. 2) Learners should develop the ability to decipher signal, relevant details and perspectives, from the noise. 3) Learners need to develop mental maps that make connections between existing knowledge and new knowledge. 4) Students should also have flexibility in applying knowledge to novel problems using an abstract systems perspective
Social Movement Literacy: Syllabus
No full textThe following syllabus is for a course on “social movement literacy†(SML). The course is currently being taught at Grateford State Prison (just outside of Philadelphia). The basic purpose of SML is to help educate students on how to properly read and understand the nature and function of social movements. SML is not reducible to learning about a handful of specific social movements; instead, SML establishes core skills and knowledges that enable people to recognize, discuss, perhaps participate in and, if need be, intelligently critique, the ideologies, political motivations, and tactics of social movements
Battered Not Broken
No full textThis reflection offers thoughts, ideas and strategies to create dialogue following the 2016 voting season