“Let’s hope you kill yourself” – How Spain is failing bullying victims
Experts say that the authorities are doing little to help the growing number of young people who are dropping out of school and, in some cases, taking their own lives, because of abuse
the crux of the matter, the reason why families and institutions are constantly clashing over school bullying
Madrid regional authorities claim that cases of school harassment are going down, but that is because it rejects most complaints: in the 2015-2016 academic school year, there were 573 complaints, of which only 179 were accepted.
In 2015, an 11-year-old boy named Diego killed himself and left a suicide note behind: “I can’t stand going to school anymore, and there’s no other way to stop going.” The child had been attending a religious school in Villaverde, in the Madrid region. The courts twice dismissed an investigation into his death, ruling out harassment of any kind.
“We are flooded with complaints, but school bullying is not listed in the criminal code. So other crimes have to be proven: physical injuries, crimes against moral integrity…,” says a spokesperson at the Madrid Juvenile Prosecution Service. In 2017 this department received 192 complaints and dismissed 81 because the individuals involved were under 14 and could not be held criminally liable.
Mindfulness has become a core social and emotional learning strategy in the Austin Independent School District (AISD) in Texas. The district has even created a mindfulness specialist position, filled by James Butler, the district’s 2014 Teacher of the Year.
There are various understandings of mindfulness, but most focus on being nonjudgmental and present in the moment.
Copyediting is the process of checking for mistakes, inconsistencies, and repetition. During this process, your manuscript is polished for publication.
for the past 21 years its organizer, the Oakland, Calif.-based nonprofit known as NewSchools Venture Fund, has also put millions of dollars into novel schools in public districts
Charter schools operate with public funding, and sometimes philanthropic support, but are managed by an outside organization that is independent from local district oversight. In California, they are run by nonprofit organizations with self-elected boards. (For-profit charters are outlawed.)
Their supporters and operators—who make up the vast majority of the 1,300-plus attendees at this year’s Summit—say the model offers the flexibility needed to introduce, test and adopt new curriculum, tools and pedagogical approaches that could better serve students, particularly in low-income and minority communities.
Rocketship Education was an early showcase for blended learning, where students rotate between working on computers and in small groups with teachers. Summit Public Schools, a network of charters that now claims a nationwide footprint, promotes project-based learning assisted by an online learning platform.
But charters have also attracted an increasingly vocal opposition, who charge them with funneling students, teachers and funds from traditional district schools. Aside from raising teacher salaries, a sticking point in the recent California teachers’ strikes in Los Angeles and Oakland has been stopping the growth of charter schools.
Detractors can point to fully-virtual charters, run by for-profit companies, that have been fined for misleading claims and graduating students at rates far below those at traditional schools. At the same time, research suggests that students attending charter schools in urban regions outperform their peers in traditional school settings.
While the first decade of this century saw double-digit percentage increase in the number of such schools, it has almost entirely plateaued (at 1 percent growth) in the 2017-2018 school year, according to data from the National Alliance for Public Charter Schools.
Launched in 2000 as a project of the OECD, the PISA is administered every three years to nationally representative samples of students in each OECD country and in a growing number of partner countries and subnational units such as Shanghai. The 74 education systems that participated in the latest PISA study, conducted during 2009, represented more than 85% of the global economy and included virtually all of the United States’ major trading partners, making it a particularly useful source of information on U.S. students’ relative standing.
The United States’ historical advantage in terms of educational attainment has long since eroded, however. U.S. high-school graduation rates peaked in 1970 at roughly 80% and have declined slightly since, a trend often masked in official statistics by the growing number of students receiving alternative credentials, such as a General Educational Development (GED) certificate.
in many respects the U.S. higher education system remains the envy of the world. Despite recent concerns about rapidly increasing costs, declining degree completion rates, and the quality of instruction available to undergraduate students, U.S. universities continue to dominate world rankings of research productivity. The 2011 Academic Rankings of World Universities, an annual publication of the Shanghai Jiao Tong University, placed eight U.S. universities within the global top 10, 17 within the top 20, and 151 within the top 500. A 2008 RAND study commissioned by the U.S. Department of Defense found that 63% of the world’s most highly cited academic papers in science and technology were produced by researchers based in the United States. Moreover, the United States remains the top destination for graduate students studying outside of their own countries, attracting 19% of all foreign students in 2008. This rate is nine percentage points higher than the rate of the closest U.S. competitor, the United Kingdom.
Abel, H. (1959). Polytechnische Bildung und Berufserziehung in internationaler Sicht. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l’Education, 5(4), 369–382. https://doi.org/10.1007/BF01417254
Peterson, P., Woessmann, L., Hanushek, E., & Lastra-Anadon, C. (2011). Are U.S students ready to compete? The latest on each state’s international standing.(feature). Education Next, 11(4), 50–59.
At one time it was left to teachers and administrators to decide exactiy what level of math proficiency should be expected of students. But, increasingly, states, and the federal government itself, have established proficiency levels that students are asked to reach. A national proficiency standard was set by the board that governs the National Assessment of Educational Progress (NAEP), which is administered by the U.S. Department of Education and generally known as the nation’s report card.
a crosswalk between NAEP and PISA. The crosswalk is made possible by the fact that representative (but separate) samples of the high-school graduating Class of 2011 took the NAEP and PISA math and reading examinations. NAEP tests were taken in 2007 when the Class of 2011 was in 8th grade and PISA tested 15-year-olds in 2009, most of whom are members of the Class of 2011. Given that NAEP identified 32 percent of U.S. 8th-grade students as proficient in math, the PISA equivalent is estimated by calculating the minimum score reached by the top-performing 32 percent of U.S. students participating in the 2009 PISA test. (See methodological sidebar for further details.)
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CAO perspectives: The role of general education objectives in career and technical programs in the United States and Europe
by Schanker, Jennifer Ballard, Ed.D., National-Louis University, 2011, 162; 3459884
the Timesreported that such evidence exists, it has just not been openly published.
Joy Tan, Huawei’s chief global communicator, told methat “the assumption that the Chinese government can potentially interfere in Huawei’s business operation is completely not true. Huawei is a private company. The Chinese government does not have any ownership or any interference in our business operations.”
The CIA has now directly refuted this.
Tan insisted that “China does not have any law to force any company or business to install a back door. Premier Li Keqiang said that openly several weeks ago, the Chinese government would never do that, make any company spy.”
According to the Times source, “only the most senior U.K. officials are believed to have seen the intelligence, which the CIA awarded a strong but not cast-iron classification of certainty.” But the newspaper also reports a separate U.S. course as saying that there is a view within the U.S. intelligence community that “the Chinese ministry of state security — its principal security and espionage organization — had approved government funding for Huawei.”
Figure 29: Are your research publications and/or products freely available online through your institution’s repository, a disciplinary repository (such as arXiv, SSRN, etc.), or available elsewhere online (such as your personal webpage)? For each type(s) of scholarly work(s) listed below, please select all hosting sources that apply. Of the respondents that make each of the following types of publications and/or products freely available online, the percent who indicated their research is hosted in each of the following.
Table 8
Which of the following statements best describes your role in deciding what textbooks and other course materials will be used in the courses you teach? Percent of respondents who selected each item.
a tech catalog for students to explore and choose from, partially based on Georgetown’s enterprise suite, including a learning management system (Canvas), blogging (WordPress or other), student-run web domains, web annotation (Hypothesis) https://web.hypothes.is/, collaborative writing (Google Suite), discussion boards (Discourse), and videoconferencing (Zoom).
Before there were podcasts, there was pirate radio, rogue broadcasters flinging unusual sounds over borders and adding new music to cultures. And before that there was the “theater of the mind,” harnessing radio’s deep power to inspire listeners’ imaginations.
Then we advanced to podcasting’s second wave—the one we’re enjoying now—the one sparked by Serial’s massive success in 2014. When you consider audiobooks in the mix, it’s clear how varied and mainstream portable digital audio is today.
Digital video has taken the world by storm. Netflix is busy changing television and movies. YouTube may be humanity’s largest collaborative cultural project, aggregating an astonishing amount of user-generated content. The Google-owned service is widely used that it may already soak up more than a third of all mobile traffic.
Unsurprisingly, we increasingly learn from digital video. The realm of informal learning is well represented on YouTube—from DIY instruction to guerrilla recordings of public speakers. Traditional colleges now rely on digital video, too, as campuses have established official channels and faculty regularly turn to YouTube for content. And new kinds of educational institutions have emerged, like the nonprofit Khan Academy,
We also explored the rise of teaching via live video. More colleges are using it for online learning, since it can make students and instructors more present to each other than most other media. We also saw videoconferencing’s usefulness in connecting students and faculty when separated by travel, illness or scheduling challenges.
Date: Wednesday, April 3rd Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 3 Streamed session Lead Presenter: Brian Kane (General Design LLC) Track: Research: Designs, Methods, and Findings Location: Juniper A Session Duration: 45min Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models. new narratives; get out of the sci fi movies.
narrative generators:
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
Date: Thursday, April 4th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Streamed session Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab) Track: Experiential and Life-Long Learning Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++
Date: Thursday, April 4th Time: 9:45 AM to 10:30 AM Conference Session: Concurrent Session 5 Streamed session Lead Presenter: Maikel Alendy (FIU Online) Co-presenter: Sky V. King (FIU Online – Florida International University) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++
Date: Thursday, April 4th Time: 11:15 AM to 12:00 PM Conference Session: Concurrent Session 6 Streamed session Lead Presenter: Kristin Bushong (Arizona State University ) Co-presenter: Heather Nebrich (Arizona State University) Track: Effective Tools, Toys and Technologies Location: Juniper C Session Duration: 45min Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++
Date: Thursday, April 4th Time: 1:15 PM to 2:00 PM Conference Session: Concurrent Session 7 Streamed session Lead Presenter: Katie Linder (Oregon State University) Co-presenter: June Griffin (University of Nebraska-Lincoln) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++
Date: Thursday, April 4th Time: 3:45 PM to 5:00 PM Streamed session Lead Presenter: Manoush Zomorodi (Stable Genius Productions) Track: N/A Location: Adams Ballroom Session Duration: 1hr 15min Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday
Date: Friday, April 5th Time: 8:30 AM to 9:30 AM Streamed session Lead Presenter: Michael Caulfield (Washington State University-Vancouver) Track: N/A Location: Adams Ballroom Position: 2 Session Duration: 60min Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++
Date: Friday, April 5th Time: 10:45 AM to 11:30 AM Conference Session: Concurrent Session 10 Streamed session Lead Presenter: Laurie Daily (Augustana University) Co-presenter: Sharon Gray (Augustana University) Track: Problems, Processes, and Practices Location: Juniper A Session Duration: 45min Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++
Date: Friday, April 5th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 11 Streamed session Lead Presenter: Katrina Rainer (Strayer University) Co-presenter: Jennifer M McVay-Dyche (Strayer University) Track: Teaching and Learning Practice Location: Cottonwood 2-3 Session Duration: 45min Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.
