The group worked well together in all aspects of collaboration. We met twice weekly to share our research and ideas. The discussions assisted us to delve deeper into each separate issue. We were all able to complete our own separate issues and when brought together they fit like a glove.
The video, interviews and power point were a collaborative effort and we were all very pleased with the end product.
We rehearsed our presentation, which is around 26 minutes. We understand that it is a little over time but we all felt that this was necessary to answer the question, so that all points were validated.
Great Team Work.
Monday, August 9, 2010
Friday, August 6, 2010
Hannah's speech
Assessment: Hannah
Assessment characterizes all stages of schooling. This part of education involves identifying, gathering and interpreting information about students’ learning in education. (Brady & Kennedy, 2009) Wormeli states that Instructional decisions of assessment practice are based not only on what we know about curriculum, but also on what we know about the specific students we serve (Wormeli, 2006, p20).
The purpose of assessment programs are to:
Improve teaching
Help students achieve the highest standards they can within their own capabilities
Provide meaningful reports to parents/carers on students’ achievement
(Queensland Studies Authority)
Types of Assessment
Assessment consists of different types in order to assess students’ knowledge and understanding, skills, attitudes and values, and behaviour. Teachers develop a range of different assessable ways to identify these areas in individuals.
Formative Involves formal or informal types of assessment intended to help students gain a higher level of performance. Ways in which a teacher could develop this type of assessment is through testing, class quizzes, checklist for observation of students work, and peer and self assessment.
Summative is the type of assessment that indicates the achievement or level of performance that students deliver by the end of a focus teaching area.
This level or performance can be delivered through reporting, certification, culminating task (projects for example), test and essays.
Diagnostic is a particular type of formative assessment that is intended for determining the nature of a student’s learning problems and to then provide feedback or intervention. This type of assessment is developed through reading, writing and numeracy problems that students may show.
NAPLAN is a national program test taken yearly in every school for years 3, 5, 7 and 9s that covers the areas of literacy and numeracy. This development of assessment provides judgment about students of the schools; compares the results to other schools’ results and helps with identifying students learning abilities to focus on throughout the year.
What results show? What to do with the results
Assessment results with:
providing students with opportunities to demonstrate core learning outcomes
gathering and recording evidence about students’ demonstrations of these core learning outcomes
Using this evidence as the basis for making overall judgments’ about students’ demonstrations of core learning outcomes.
Teachers are able to use individual student results to identify specific learning difficulties and the causes, inorder to create higher achievement. This is developed through data collection and observations, taking action that benefits those students, appraising evidence and working with others such as parents and colleagues.
Assessment places individual students on a scale of achievement in particular learning areas that helps teachers decide what steps to take next for students to achieve better results by the end of the year. Students’ level of abilities are displayed in such a way through NAPLAN testing.
Steps taken by teachers are usually feedback on what results show. Lambert and Lines, Understanding Assessment, state that feedback should be conducted at the level of individual learners and avoid comparisons with other pupils. (Lambert & Lines, 2000, p137) Feedback stands some chance of being ‘consequentially valid’ when the initial assessment produces evidence on which teaching and learning decisions can be based. (Lambert & Lines, 2000, p136)
Some teachers think students will fail at integrity because we didn’t attach integrity to academic grades, but we give students feedback on integrity in many other ways. They will gain integrity by our careful attention to substantive and clear feedback. (Wormeli, 2006, p100)
Informing Parents/Carers
Assessment is a record that can be profiled to inform parents and other educators on the progress of students learning ways. Profiles are seen as purely as a personal record of experience and achievement for pupils, rather than merely as something done to them (Wragg, 2001, p77). This profile can be used for evidence when it is time to communicate with parents about their child’s achievements. Communication is usually conducted twice during the year to discuss and allow parents the opportunity to be involved in assessment process and negotiation for improvements (Brady & Kennedy, 2009, p111). It is the support and partnerships between home and school that are of importance.
References:
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Assessment characterizes all stages of schooling. This part of education involves identifying, gathering and interpreting information about students’ learning in education. (Brady & Kennedy, 2009) Wormeli states that Instructional decisions of assessment practice are based not only on what we know about curriculum, but also on what we know about the specific students we serve (Wormeli, 2006, p20).
The purpose of assessment programs are to:
Improve teaching
Help students achieve the highest standards they can within their own capabilities
Provide meaningful reports to parents/carers on students’ achievement
(Queensland Studies Authority)
Types of Assessment
Assessment consists of different types in order to assess students’ knowledge and understanding, skills, attitudes and values, and behaviour. Teachers develop a range of different assessable ways to identify these areas in individuals.
Formative Involves formal or informal types of assessment intended to help students gain a higher level of performance. Ways in which a teacher could develop this type of assessment is through testing, class quizzes, checklist for observation of students work, and peer and self assessment.
Summative is the type of assessment that indicates the achievement or level of performance that students deliver by the end of a focus teaching area.
This level or performance can be delivered through reporting, certification, culminating task (projects for example), test and essays.
Diagnostic is a particular type of formative assessment that is intended for determining the nature of a student’s learning problems and to then provide feedback or intervention. This type of assessment is developed through reading, writing and numeracy problems that students may show.
NAPLAN is a national program test taken yearly in every school for years 3, 5, 7 and 9s that covers the areas of literacy and numeracy. This development of assessment provides judgment about students of the schools; compares the results to other schools’ results and helps with identifying students learning abilities to focus on throughout the year.
What results show? What to do with the results
Assessment results with:
providing students with opportunities to demonstrate core learning outcomes
gathering and recording evidence about students’ demonstrations of these core learning outcomes
Using this evidence as the basis for making overall judgments’ about students’ demonstrations of core learning outcomes.
Teachers are able to use individual student results to identify specific learning difficulties and the causes, inorder to create higher achievement. This is developed through data collection and observations, taking action that benefits those students, appraising evidence and working with others such as parents and colleagues.
Assessment places individual students on a scale of achievement in particular learning areas that helps teachers decide what steps to take next for students to achieve better results by the end of the year. Students’ level of abilities are displayed in such a way through NAPLAN testing.
Steps taken by teachers are usually feedback on what results show. Lambert and Lines, Understanding Assessment, state that feedback should be conducted at the level of individual learners and avoid comparisons with other pupils. (Lambert & Lines, 2000, p137) Feedback stands some chance of being ‘consequentially valid’ when the initial assessment produces evidence on which teaching and learning decisions can be based. (Lambert & Lines, 2000, p136)
Some teachers think students will fail at integrity because we didn’t attach integrity to academic grades, but we give students feedback on integrity in many other ways. They will gain integrity by our careful attention to substantive and clear feedback. (Wormeli, 2006, p100)
Informing Parents/Carers
Assessment is a record that can be profiled to inform parents and other educators on the progress of students learning ways. Profiles are seen as purely as a personal record of experience and achievement for pupils, rather than merely as something done to them (Wragg, 2001, p77). This profile can be used for evidence when it is time to communicate with parents about their child’s achievements. Communication is usually conducted twice during the year to discuss and allow parents the opportunity to be involved in assessment process and negotiation for improvements (Brady & Kennedy, 2009, p111). It is the support and partnerships between home and school that are of importance.
References:
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Thursday, August 5, 2010
Stacey's speech
The Department of Education states that... “Families are the first educators of their children and they continue to influence their children’s learning and development during the school years and long afterwards.” Therefore, as educators, we need to create and support relationships where parents and teachers are seen as allies in education. Research by the Department of Education shows that high levels of parental and community involvement plays a significant part in achieving student success. Current policy provides 20 elements of best teacher practice that can assist in making this happen. Here I’ve highlighted eight key components.
1. Make it clear you think of parents as genuine partners
2. Use personal contact. It is the most effective form of communication.
3. Ask for, and value, the opinion of parents
4. Go out of your way to make parents feel welcome and valued.
5. Build bridges across cultural and language divides.
6. Show leadership, be visible and available.
7. Don’t be frightened to ask parents to help solve big problems.
8. Be realistic, patient, and a bit brave.
These components all point to one uniting element. Communication. Wichowski states that communication between parents and teachers is integral for student success.
But what IS students success? It goes beyond just academic success. It is also about how they develop as individuals, and socially responsible leaders. Conley describes success as being a journey. For example, Thomas Edison failed to invent the light bulb over 1000 times. But when confronted with this he replied... “I didn’t fail. I now know a thousand ways not to build a light bulb. I only needed one way to make it work.” It seems that at certain periods of one’s life, success is defined differently. One success builds on another. Setbacks and mistakes will also help to build success.
Last week, I interviewed the Principal of St John’s Primary School, Mr Paul Wilson. Here is what he had to say about defining student success and the role teachers play in working towards achieving student success.
Play interview video.
After having sent out a questionnaire to many local teachers, I found that their general view on achieving student success is focused mainly on building parent/teacher partnerships. Thus, encouraging parents to get involved with opportunities, such as, reading groups, homework, excursions, and learning at home. These teachers value the role parents play in education and address barriers to parental involvement in schools through practising good communication, such as, parent/teacher meetings, reports, and discussions. The teachers’ point of view is that the bond between home and school does impact students in a positive manner where students can succeed.
In conclusion, when parents and teachers work together it sends a clear, consistent, and positive message to students that school is important, that learning is important and that achievement is expected. In order for students to succeed, parents and teachers must communicate and work together.
Kyle talks
Thank you Kylie. Before concluding our presentation, we would like to set you a challenge. Your challenge is to make the system work. Using what your package contains; you will be expected to make a lettuce, cheese and tomato sandwich in 60 seconds. Your time starts now.
Make sandwich
What do you think was the purpose of this challenge?
What would have happened if we had of taken Kyle out of the system?
So you can see that in order for any type of system to function effectively, it is integral for all components to work together. To sum up, throughout our daily lives we participate in many operating systems. From an educational view point, you can see that each of the quadrants play a critical role in contributing to students’ success. We now understand that communication is key and when one quadrant fails to communicate effectively, the systems itself, fails the student. As, future learning managers, the answer is to look at the whole picture, not just your individual role as a teacher, but to build the bridge which links each component through good communication practice. Which is why strengthening the bonds between home and school is integral in ensuring students success.
References:
Conley, (2006). Aligning the journey with a destination. Lexilie
Department of Education, (2006)., Family-school partnerships framework: a guide for schools and families. Retrieved from: http://www.familyschool.org.au/pdf/framework.pdf on 31/04/2010
Edison, T., (1877). as quoted in From Telegraph to Light Bulb with Thomas Edison (2007) by Deborah Hedstrom, p. 22
Wichowski, (2004). The PSSA guide book for educators, students, parents. the Temple University Center.
1. Make it clear you think of parents as genuine partners
2. Use personal contact. It is the most effective form of communication.
3. Ask for, and value, the opinion of parents
4. Go out of your way to make parents feel welcome and valued.
5. Build bridges across cultural and language divides.
6. Show leadership, be visible and available.
7. Don’t be frightened to ask parents to help solve big problems.
8. Be realistic, patient, and a bit brave.
These components all point to one uniting element. Communication. Wichowski states that communication between parents and teachers is integral for student success.
But what IS students success? It goes beyond just academic success. It is also about how they develop as individuals, and socially responsible leaders. Conley describes success as being a journey. For example, Thomas Edison failed to invent the light bulb over 1000 times. But when confronted with this he replied... “I didn’t fail. I now know a thousand ways not to build a light bulb. I only needed one way to make it work.” It seems that at certain periods of one’s life, success is defined differently. One success builds on another. Setbacks and mistakes will also help to build success.
Last week, I interviewed the Principal of St John’s Primary School, Mr Paul Wilson. Here is what he had to say about defining student success and the role teachers play in working towards achieving student success.
Play interview video.
After having sent out a questionnaire to many local teachers, I found that their general view on achieving student success is focused mainly on building parent/teacher partnerships. Thus, encouraging parents to get involved with opportunities, such as, reading groups, homework, excursions, and learning at home. These teachers value the role parents play in education and address barriers to parental involvement in schools through practising good communication, such as, parent/teacher meetings, reports, and discussions. The teachers’ point of view is that the bond between home and school does impact students in a positive manner where students can succeed.
In conclusion, when parents and teachers work together it sends a clear, consistent, and positive message to students that school is important, that learning is important and that achievement is expected. In order for students to succeed, parents and teachers must communicate and work together.
Kyle talks
Thank you Kylie. Before concluding our presentation, we would like to set you a challenge. Your challenge is to make the system work. Using what your package contains; you will be expected to make a lettuce, cheese and tomato sandwich in 60 seconds. Your time starts now.
Make sandwich
What do you think was the purpose of this challenge?
What would have happened if we had of taken Kyle out of the system?
So you can see that in order for any type of system to function effectively, it is integral for all components to work together. To sum up, throughout our daily lives we participate in many operating systems. From an educational view point, you can see that each of the quadrants play a critical role in contributing to students’ success. We now understand that communication is key and when one quadrant fails to communicate effectively, the systems itself, fails the student. As, future learning managers, the answer is to look at the whole picture, not just your individual role as a teacher, but to build the bridge which links each component through good communication practice. Which is why strengthening the bonds between home and school is integral in ensuring students success.
References:
Conley, (2006). Aligning the journey with a destination. Lexilie
Department of Education, (2006)., Family-school partnerships framework: a guide for schools and families. Retrieved from: http://www.familyschool.org.au/pdf/framework.pdf on 31/04/2010
Edison, T., (1877). as quoted in From Telegraph to Light Bulb with Thomas Edison (2007) by Deborah Hedstrom, p. 22
Wichowski, (2004). The PSSA guide book for educators, students, parents. the Temple University Center.
Bernice Ensuring Student Success ( RESEARCH )
Here is my finished part for the group assignment. It is a bit long but I can not make it any smaller without taking away from the point of research...... Bernice
Thank you Kylie.
My fellow students and I have been making rigorous efforts to answer this question.
Ppt - Is the bond between parent and school integral in ensuring students succeed?
Our research is based on the process of Dimensions of Learning, dimension 4
Systems Analysis
The System Analysis organiser above is split into four quadrants. The student is positioned in the core, as it is, the central focus of the question. As the arrows indicate, all quadrants interact with the student and with each other in complex ways. To research the question in more depth we have undertaking to dissect each quadrant, being research, assessment, schools and parents, succinctly and in detail, to discover the positive and negative impacts each has on the success of the student. Each quadrant has its very own sub-system that affects not only the central component the STUDENT, but also each other. This ultimately means that any change to one quadrant can have detrimental effects on the others, similar to a domino effect.
Ppt DOMINOS
Ppt Research model
The research quadrant has four sub sections. The first being, why we research
Ppt - World
I have discovered that research within the field of education is vitally important in strengthening the link between theory and practice. Research institutes worldwide assist in creating knowledge that strengthens the knowledge- based economy of the educational system. As we, all know changes in family relationships, technology, educational requirements and students, occur daily. It is then as a researcher, critical that we understand and are sensitive to the needs of the student. Through diligent dissection of the positives and negatives in each quadrant, critical data can be gathered, collated, and collaborative solutions established. Subsequently these can be then implemented into the education community, which will ultimately benefit students, in assisting them in becoming more successful in their studies and in life.
THEORIST PPT
Theorists such as Epstein, Henderson, Mapp and Sheldon deem that the answer to this question is an astounding YES. Joyce Epstein (2001) believes that not only is parent involvement integral to student success, but that the whole community plays a vital role in student achievement. Creating Community Action teams within schools is for Epstein and Mapp, not only invigorating for families and community members, but also significant in positively affecting an increase in student achievement. Sheldon and Henderson also understand the importance in creating positive partnerships, with parents and guardians, so that they feel more informed about new changes within the school system. On the other hand, Chung Wha (1999) believes that not all parental bonds assist children to achieve. He states that parents, who have psychological control over their children, can place enormous amounts of pressure on him or her, therefore quashing the child’s self- esteem and academic success.
PPt – It takes a village
So then, what are the benefits of research? Educational research is never ending and always evolving to cater to the ever-changing needs in our communities. Research enables us to have a clearer picture of all the positive and negative effects that the bond between school /parents and children have upon one another. This research can be used as an effective learning tool, to assist in changing government education policies, assessment requirements, encourage parental involvement and bring about more effective tools to assist and benefit student achievement. Huitt (1999) understands that to have a futures orientated education system, educators need to make use of the best data science has to offer, develop clear and specific goals for inclusivity and design programs that bridge the gap between home and school. Having these concise goals, will then equip our children, to become lifelong learners and achieve success in all aspects of their lives. Therefore, recognising that it takes a village to raise a child.
PPT - EPSTEINS TYPOLOGY
This research affects the future of all parties’ parent, schools and students. Building a strong link between home and school can and must be achieved, using more effective skills. Epstein’s Typology (2001), is one model that can be used in schools as a comprehensive parent involvement program. Using these 6 steps of PARENTING, COMMUNICATING, VOLUNTEERING, LEARNING AT HOME, DECISION MAKING AND COLLABORATING WITH THE COMMUNITY must be placed in the forefront for us as teachers, to ensure strong bonds between home and school. As the quote says 'Everything important is already known, the only thing is to rediscover it. ‘As future educators, we need to work hard, to create a bright promising future, so that the integral links are made strong and assist in student achievement.
PPT QUOTE
Thank you Kylie.
My fellow students and I have been making rigorous efforts to answer this question.
Ppt - Is the bond between parent and school integral in ensuring students succeed?
Our research is based on the process of Dimensions of Learning, dimension 4
Systems Analysis
The System Analysis organiser above is split into four quadrants. The student is positioned in the core, as it is, the central focus of the question. As the arrows indicate, all quadrants interact with the student and with each other in complex ways. To research the question in more depth we have undertaking to dissect each quadrant, being research, assessment, schools and parents, succinctly and in detail, to discover the positive and negative impacts each has on the success of the student. Each quadrant has its very own sub-system that affects not only the central component the STUDENT, but also each other. This ultimately means that any change to one quadrant can have detrimental effects on the others, similar to a domino effect.
Ppt DOMINOS
Ppt Research model
The research quadrant has four sub sections. The first being, why we research
Ppt - World
I have discovered that research within the field of education is vitally important in strengthening the link between theory and practice. Research institutes worldwide assist in creating knowledge that strengthens the knowledge- based economy of the educational system. As we, all know changes in family relationships, technology, educational requirements and students, occur daily. It is then as a researcher, critical that we understand and are sensitive to the needs of the student. Through diligent dissection of the positives and negatives in each quadrant, critical data can be gathered, collated, and collaborative solutions established. Subsequently these can be then implemented into the education community, which will ultimately benefit students, in assisting them in becoming more successful in their studies and in life.
THEORIST PPT
Theorists such as Epstein, Henderson, Mapp and Sheldon deem that the answer to this question is an astounding YES. Joyce Epstein (2001) believes that not only is parent involvement integral to student success, but that the whole community plays a vital role in student achievement. Creating Community Action teams within schools is for Epstein and Mapp, not only invigorating for families and community members, but also significant in positively affecting an increase in student achievement. Sheldon and Henderson also understand the importance in creating positive partnerships, with parents and guardians, so that they feel more informed about new changes within the school system. On the other hand, Chung Wha (1999) believes that not all parental bonds assist children to achieve. He states that parents, who have psychological control over their children, can place enormous amounts of pressure on him or her, therefore quashing the child’s self- esteem and academic success.
PPt – It takes a village
So then, what are the benefits of research? Educational research is never ending and always evolving to cater to the ever-changing needs in our communities. Research enables us to have a clearer picture of all the positive and negative effects that the bond between school /parents and children have upon one another. This research can be used as an effective learning tool, to assist in changing government education policies, assessment requirements, encourage parental involvement and bring about more effective tools to assist and benefit student achievement. Huitt (1999) understands that to have a futures orientated education system, educators need to make use of the best data science has to offer, develop clear and specific goals for inclusivity and design programs that bridge the gap between home and school. Having these concise goals, will then equip our children, to become lifelong learners and achieve success in all aspects of their lives. Therefore, recognising that it takes a village to raise a child.
PPT - EPSTEINS TYPOLOGY
This research affects the future of all parties’ parent, schools and students. Building a strong link between home and school can and must be achieved, using more effective skills. Epstein’s Typology (2001), is one model that can be used in schools as a comprehensive parent involvement program. Using these 6 steps of PARENTING, COMMUNICATING, VOLUNTEERING, LEARNING AT HOME, DECISION MAKING AND COLLABORATING WITH THE COMMUNITY must be placed in the forefront for us as teachers, to ensure strong bonds between home and school. As the quote says 'Everything important is already known, the only thing is to rediscover it. ‘As future educators, we need to work hard, to create a bright promising future, so that the integral links are made strong and assist in student achievement.
PPT QUOTE
Bernice's References
Association for Supervision and Curriculum Development (ASCD). (2004). Schools as learning
Communities. Retrieved July 28, 2010, from
http://pdonline.ascd.org/pd_online/success_di/el200405_epstein.hml
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
Improving schools. Boulder, CO: Westview Press.
Epstein, J.L. & Sheldon. S.B. (2006).Moving Forward: Ideas for Research on school, family,
and Community Partnerships. Retrieved August 1, 2010, from
http://www.csos.jhu.edu/p2000/pdf/Literature%20Review%20-%20Epstein%20and%20Sheldon%2006.pdf
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence; The impact of school,
family, and community connections on student’s achievement. Austin, TX: National
Center of Family & Community Connections with Schools: Southwest Educational
Development Laboratory.
Huitt, W. (1999). Implementing effective school achievement reform: Four principles.
Retrieved July 27, 2010, from
http://www.edpsycinteractive.org/papers/school-reform.pdf
Marzano, R., & Pickering, D. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO:
Mid-continent Regional Educational Laboratory.
National Academy for Educational Research. (2006). Research Institutes Worldwide.
Retrieved July 28, 2010, from
http://www.naer.edu.tw/editor_model/u_editor_v1.asp?id=224
National Parent Teachers Association. (2010) Parent and Family Involvement and Student Success.
Retrieved August 3, 2010, from
http://www.bcptacouncil.org/parent/studentsuccess.htm
Quotes to 'Re-Imagine' Schools for the 21stC. (ND). 'Everything important is already known,
the only thing is to rediscover it.' Anon. Retrieved August 2, 2010, from
http://www.leading-learning.co.nz/famous-quotes.html
Communities. Retrieved July 28, 2010, from
http://pdonline.ascd.org/pd_online/success_di/el200405_epstein.hml
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
Improving schools. Boulder, CO: Westview Press.
Epstein, J.L. & Sheldon. S.B. (2006).Moving Forward: Ideas for Research on school, family,
and Community Partnerships. Retrieved August 1, 2010, from
http://www.csos.jhu.edu/p2000/pdf/Literature%20Review%20-%20Epstein%20and%20Sheldon%2006.pdf
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence; The impact of school,
family, and community connections on student’s achievement. Austin, TX: National
Center of Family & Community Connections with Schools: Southwest Educational
Development Laboratory.
Huitt, W. (1999). Implementing effective school achievement reform: Four principles.
Retrieved July 27, 2010, from
http://www.edpsycinteractive.org/papers/school-reform.pdf
Marzano, R., & Pickering, D. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO:
Mid-continent Regional Educational Laboratory.
National Academy for Educational Research. (2006). Research Institutes Worldwide.
Retrieved July 28, 2010, from
http://www.naer.edu.tw/editor_model/u_editor_v1.asp?id=224
National Parent Teachers Association. (2010) Parent and Family Involvement and Student Success.
Retrieved August 3, 2010, from
http://www.bcptacouncil.org/parent/studentsuccess.htm
Quotes to 'Re-Imagine' Schools for the 21stC. (ND). 'Everything important is already known,
the only thing is to rediscover it.' Anon. Retrieved August 2, 2010, from
http://www.leading-learning.co.nz/famous-quotes.html
Hannah References
Brady, L., and Kennedy, K. (2009). Celebrating student achievement: Assessment and Reporting, Pearson Education Australia, Frenchs Forest, NSW.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Lambert, D., and Lines, D. (2000). Understanding Assessment: Purposes, perceptions, practice, RoutledgeFalmer, London.
The State of Queensland (Queensland Studies Authority) 2010.
Wormeli, R. (2006). Fair Isn't Always Equal: Assessing and grading in the differentiated classroom, Stenhouse Publishers, Portland, Maine.
Wragg, E., C. (2001). Assessment and Learning in the Primary School, RoutledgeFalmer, London.
Year 1-10 Curriculum Framework for education Queensland Schools (2001), Governemnt Printers, Brisbane.
Wednesday, August 4, 2010
Kylies Speech
The parent-child bond is the most important relationship the child has (Santrock. J.W. 1999). A parents influence on a child is important for three reasons. These being: The parents spends the most time with the child, parents help the child identify who they are through modelling and they provide a secure environment for the development of the child. The role of the parent is to be nurturing, caring, supportive and loving to their child. Parents want to be able to assist their children in being successful and never want to see their child failing.
The break down in partnerships for parents in schools comes when they do not have the skills to help their child through lack of education or technological advances, time restrictions and feeling unwelcome in the classroom. Looking at this from a positive approach “Teachers who involve parents in their class activities will find that they have increased parent support at home, because parents have a deeper understanding of what their children are experiencing in the classroom”(Sharp. A. 2008).
Parents believe that positive partnerships make them feel accepted and worthy of being a part of the academic lives of their children. A positive partnership is one where there are two way communications and where parents and teachers feel free to express their opinions. Parents wish to stay in contact with their child’s teacher. The content of the communication needs to be clear and in terms parents are able to understand, relate to and respond to. “Communication between parents should show genuine interest in them and their child. Parents need to be shown respect, listened to and the teachers thoughts should be conveyed clearly.” (Tenbrink. T.D. 2006).
There are numerous strategies which schools can utilise to assist with the integral bond between school and home. Some of these strategies are to have a space where parents feel comfortable, have events that they can be involved in, such as open nights and Parents and Friends Associations. Schools also need to show understanding of the many other factors that impact on parent’s lives (Nelson, C. 1996). Schools can support the integral bond between home and school by providing educational workshops and communicating through more effective mediums therefore making parents feel more accepted. Through maintaining the strong partnership parents are more able to understand the curriculum and what their children are learning. In turn this helps parents feel more adequate in being able to support their child with homework and other educational needs inside and outside the classroom.
References:
Tenbrink. T.D.( 2006). Classroom Teaching Skills. Wadsworth Cengage Learning USA
Nelson, C. (1996). Website Page authored by Carla Nelson January 22, 1996.URL: http://www.hps.com/carla/dlpproj.htm New, R.S. (1994). Reggio Emilia: Some lessons for U.S. Educators. ERIC Digests. ERIC Document Service No. EDOPS933.
Santrock, J. W. (1999). Life-Span Development (7th Edition). Dallas: University of Texas
Sharp. A. (2008). Parent Involvement in the Classroom. Retrieved from: http://educationalissues.suite101.com/article.cfm/parent_involvement_in_the_classroom: on 2/08/2010.
Subscribe to:
Posts (Atom)