Sunday, May 31, 2015

Blogging in Schools

Reposted from EduDemic

Four reasons for teachers and students to blog, and five tips on how to do it.

Why Teachers and Students Should Blog

Thursday, May 28, 2015

Demand for certifications

Posted: 28 May 2015 09:13 AM PDT
DataDrivenBlogSeriesBy 2018, the U.S. will need at least 4.7 million new workers with postsecondary certificates.[i]

This month’s entry in our blog series on data and research as tools for CTE advocacy highlights the mounting importance of certificates. The above data point estimates the number of new workers with a postsecondary certificate as their highest credential who will be needed by 2018 in order for the United States to meet talent demand. This statistic refers only to new positions in the workforce, on top of the many certificate holders already contributing to the economy. 

As you know, CTE programs provide stackable credentials, including postsecondary certificates, to help students meet their educational and professional goals.  When sharing this statistic with policymakers, media or the public, follow it up with information on certificate earnings in high-wage, high-demand fields and describe CTE’s role in preparing students for those careers.

See more at ACTE Fact Sheets.

[i] Carnevale et al., Help Wanted: Projections of Jobs and Education Requirements Through 2018, Georgetown University Center on Education and the Workforce, 2010

Friday, May 22, 2015

Girls Math Virtual Participation

Participate Virtually

Register Now
Tuesday, June 9, 2015 from 8:30 AM to 4:00 PM (EDT)

We invite you to participate virtually in this unique convening that will bring together a select group of researchers and practitioners in a dynamic working group to define common research goals and priorities around girls’ math identity. The convening will be streamed live online and as a virtual participant, you will also be able to

Monday, May 18, 2015

Art and Math Integration in Arlington

By the Washington Post's  May 17 at 3:43 PM

U.S. Department of Education

Lauren Puttock loves math, but it was in art class where the concept of exponents really sunk in.

She and other Kenmore Middle School students listened as teacher Jeff Wilson and math coach Corinne Magee mixed equations with lessons on surrealist Man Ray, who is famous for integrating math into his work. The students then translated what they learned into multi-tiered hanger sculptures, each successive tier featuring an increasing number of hangers based on escalating exponents — numbers multiplied by themselves.

“I think more graphically,” said Lauren, who is sixth grade at the Arlington school. “Art can really help me learn.”

A miniature version of the sculpture was featured last week at the U.S. Department of Education, where educators and museum directors gathered to highlight how museums can help schools integrate art into their classrooms. Lauren, another Arlington student and a high schooler from Staten Island who participates in a weekend arts program at the Metropolitan Museum of Art were on hand for a ceremonial ribbon-cutting to open the exhibit.

The idea of the partnerships is not just to introduce students to art through one-time field trips but to integrate art into lessons beyond art class. And in the past decade, arts education has transcended its longtime status as a stand-alone subject where students learn to draw or paint.