Williamsburg-James City County Schools’ Post

"Look at most org charts. Can you see a teacher among the fluff?" Sam Jacob as CEO of Collarts (Australian College of the Arts) has a rich history in leadership among multiple global public, private and VET institutions including London South Bank University, Charles Darwin University, Deakin University, Monash University and Torrens University Australia Their diversity reflects how different institutions serve the range of learner needs as we seek to change more future lives for good. In this episode Sam talks with Professor Christy Collis of HERDSA Higher Education Research Society of Australasia and I, illustrating how most people in public universities have little understanding of private universities or the VET sector and how both work. What is clear, as we all develop better sectoral literacy and celebrate the richness of our sector ecology, is that diversity is good. What emerges is that all providers will only be student-centric if they are teacher-centric. This is an episode to cut through the fluff in the system from two great sector activists who will be part of a fluff free panel on sectoral diversity at the HEDx conference at UQ on October 31st with details of that in the comments.

A bit about what I have been up to at Dalhousie and with the Regional Assessment (Impact Assessment Agency of Canada) over the past eight months! Full article here thanks to Dal's Faculty of Science for the story: https://lnkd.in/e6cxDiUU

What are chief academic officers (CAOs) thinking right now? Join live as Watermark and Inside Higher Ed uncover insights from the newly published 2024 Survey of CAOs. #Watermark #HigherEd #EdTech #webinar

ACARA’s latest national report into science literacy out today shows that overall results for Australian students have remained steady. However, it also highlights that some disparities persist depending on a student’s background. The 2023 National Assessment Program – Science Literacy (NAP–SL) report provides results from the NAP Science Literacy Sample assessments undertaken in 2023. The assessments test students’ general science literacy skills and knowledge in a sample of schools across the country. Find out more about the 2023 report and its findings https://brnw.ch/21wKe0w

Satisfying to see this paper reach so many people interested in competency based education.

According to the NAEP data, 64% of 12th-grade students graduate without achieving proficiency in reading (NCES, 2019). Is it too late to intervene and support these older struggling readers? We don't think so. ANet is embarking on an exciting partnership with Reading Reimagined, supported by the Advanced Education Research and Development Fund (AERDF) and Stanford University, to identify and teach these students the foundational skills needed to up-level their reading. Learn more at https://hubs.ly/Q02SS26j0

National Education Policy 2020 is transformative in vision . Realising the vision requires discussions, critical analysis and putting forth creative ideas in convergence with changing knowledge landscape and scientific, technological advancements. Join us on April 27 to brainstorm about creating meaningful academic partnership between schools and Higher Education Institutions by exploring future direction of education .

K-12 science achievement: time-varying influence of Green School initiatives Juliann Dupuis & Rachel E. Durham Pages: 306-319 | DOI: 10.1080/13504622.2023.2253502 Abstract Green School Programs are an internationally recognized effort that transforms schools into environmentally friendly entities and engage school communities in environmentally impactful efforts. Such efforts may increase student awareness about their connection to the environment and have the potential to increase achievement through opportunities for hands-on science learning. This study utilizes publicly available data on public schools and student outcomes to examine the extent to which the Green School designation in Maryland is related to changes in science proficiency. Specifically, methods entailed using mixed regression of school-level science proficiency rates on the number of years as a Green School and predictive school characteristics to determine the association between time as a Green School and student science outcomes over two decades. This study improves upon existing research with timely data and methods to account for factors that may have biased previous findings. #greenschools #studentscienceachievement #handsonsciencelearning https://lnkd.in/en3qnRAj

HHMI’s Science Education Alliance is changing the "Intro to Science” experience for thousands of undergrads at two- and four-year institutions across the US, transforming students into researchers early in their academic journey. Through the SEA programs, HHMI supports a community of faculty from more than 150 two- and four-year undergraduate institutions. "Typically, the way that science is taught in most places is not the way that science is actually done. And so, by incorporating real, authentic research into courses, you're not only giving students a better experience that's more aligned with the reality of doing science and being a scientist, but you're also immediately integrating them into the ecosystem in a way that has important scientific impacts." – Danielle Heller, HHMI's SEA Program Officer and SEA-GENES lead scientist. Read more: https://hhmi.news/3XdvVBs 👈