Schools becoming concerned about electronic communications between teachers and students

Education Week reports:

A new state law requires all Louisiana districts to implement policies requiring documentation of every electronic interaction between teachers and students through a nonschool-issued device, such as a personal cellphone or e-mail account, by Nov.15. Parents also have the option of forbidding any communication between teachers and their child through personal electronic devices.

Similar policies exist in many school districts across the country, and at least one other state has considered such legislation in recent years. But critics question the measures, saying they will likely restrict appropriate communication between teachers and students and discourage the use of new technologies.

“The motivation for the bill was growing problems with [interactions] that started relatively innocently and escalated from there,” said state Rep. Frank A. Hoffman, the Republican who wrote the bill, which Gov. Bobby Jindal signed into law in June. “It’s to head something off before it ever gets started…”

School desegregation: income vs. race

USA Today reports:

Struggling to improve schools that have large populations of poor and minority students and under legal pressure to avoid racial busing, a small but growing group of school districts are integrating schools by income.

More than 60 school systems now use socioeconomic status as a factor in school assignments, says Richard Kahlenberg, a senior fellow at the Century Foundation, which studies income inequality. Students in Champaign, Ill.; Kalamazoo, Mich.; and Louisville have returned this year to income-based assignments.

Scientific literacy in the U. S.

Dan Vergano of USA Today writes:

Science enjoys the best and the worst of times today, celebrated as the secret sauce behind economic growth, but embattled in high-profile areas such as climate change, stem cells and evolution.

“Science is more essential for our prosperity, our security, our health, our environment, and our quality of life than it has ever been before,” said President Obama, in April at the National Academy of Sciences.

At the same time, Obama noted, federal funding of physics and related sciences has fallen by nearly half since the 1980’s, U.S. schools trail in math and science versus Japan, England, South Korea and others. “And we have watched as scientific integrity has been undermined and scientific research politicized in an effort to advance predetermined ideological agendas,” he said.

NEWSWEEK on “The death of handwriting”

NEWSWEEK reports on ‘the death of handwriting’ – as a combination of technological change and standardized testing, among other factors, lead students to spend more time on math and reading and less time on practicing their penmanship, some educators and others worry about the ramifications of poor handwriting skills.

The NEWSWEEK article cites a study published in the February 2009 edition of the Journal of Educational Psychology. That study’s abstract reads as follows:

A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students’ writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%.

The study can be accessed here (subscription required).

Some students paying for unpaid internships

The NY Times reports:

With paying jobs so hard to get in this weak market, a lot of college graduates would gladly settle for a nonpaying internship. But even then, they are competing with laid-off employees with far more experience.

So growing numbers of new graduates — or, more often, their parents — are paying thousands of dollars to services that help them land internships.

Call these unpaid internships that you pay for.

The debate over longer school days

TIME Magazine reports on the debate over lengthening school days and school years.

[US Secretary of Education Arne] Duncan… has repeatedly plugged a longer school day and year. He views today’s standard six-hour, 180-day calendar as way too old school, a holdover from not only 19th century agrarian society but also mid–20th century Donna Reed–style parenting. “Our children are no longer working in the fields,” Duncan says. “And Mom isn’t waiting at home at 2:30 with a peanut-butter-and-jelly sandwich. That just doesn’t happen in many American families anymore.”

Educators have been eyeing more class time for decades. The landmark 1983 federal report A Nation at Risk, which highlighted the growing achievement gap between the U.S. and other countries, recommended that school districts “strongly consider” a seven-hour day and a 200- to 220-day academic year, which would hew more closely to the schedules in higher-performing Europe and Asia. Although the practice has yet to go mainstream, there’s a big push to add school hours in underperforming urban districts…

Ironically, just a year ago, TIME reported in this article on the switch some districts have made to four-day school weeks in an effort, among other things, to save money on transportation and energy costs.

New study adds to evidence that grades depend partially on attractiveness

NEWSWEEK reports:

If you survived high school, or hope to, you probably made your peace with the fact that life is unfair: looks can compensate for a lack of brains and conscientiousness. Or to put it more bluntly, teachers give good-looking kids higher grades than homely ones, all other factors being equal, as numerous studies have found. The phenomenon is so well documented in science it even has a name: the attractiveness effect.

Now sociologist Michael T. French of the University of Miami and his colleagues have discovered yet another reason for plain kids with less-than-winning personalities to feel that the deck is stacked against them. In a paper on “Effects of Physical Attractiveness, Personality and Grooming on Academic Performance in High School“, to be published in the August issue of Labour Economics, they find that the three factors in their title indeed affect students’ GPA in high school. (Attractiveness, personality and grooming might affect grades in K-8, as well as college, too, but the researchers looked only at high school.) Physical attractiveness, they conclude, “has a positive and statistically significant impact on GPA for female students,” as other studies have found (the effect also exists for males, but not in a statistically significant way—that is, it may be due to chance). But in a departure from past studies, they find that personality and grooming can boost GPA even more than beauty.

Fighting social stereotypes with the aid of video games

Note: this is cross-posted with my Cognitive Science Blog

Science Daily reports:

Social problems like bullying and stereotyping involve thoughts, feelings and reactions that resist change. New research shows that when students play active roles in virtual dramas their attitudes and behaviour can change.

In 2006, a group of European educators, psychologists and IT specialists realised that emotionally driven problems, such as bullying, stereotyping and scapegoating demanded emotionally compelling interventions.

The researchers set out to create virtual worlds with characters that children could interact and empathise with powerfully enough to change their own attitudes and behaviour.

The EU-funded research project eCIRCUS (Education through Characters with emotional-Intelligence and Role-playing Capabilities that Understand Social interaction) has now produced two programs – FearNot! and ORIENT – that give students helpful roles in interactive virtual worlds, where they can learn to change their thoughts, feelings and actions.

Finding new ways to resolve such problems is important, says eCIRCUS coordinator Ruth Aylett, because they are pervasive, hurtful, and can cause lasting psychological damage.

“Knowledge-based interventions don’t necessarily succeed,” says Aylett. “If we’re able to reduce victimisation, we’re giving people a way to get out of a very painful situation and improve the quality of their lives.”

FearNot! – help for bullied children

The eCIRCUS researchers first focused on primary school children who were the victims of bullying. They drew on recent psychological theories that highlight the importance of feelings for changing how people treat each other.

“Emotion is an essential part of human interaction,” says Aylett, “so education about human social interaction must include feelings.”

The theories led them to expect that if they could get children to empathise with and try to help victims of bullying in a virtual world, the children could try out different strategies, experience the results, and develop better ways to deal with bullying in their own lives.

The researchers used a computer program, called FearNot! (Fun with Empathic Agents to Achieve Novel Outcomes in Teaching), that had been developed as an initial small prototype by an earlier European research effort called VICTEC.

The eCIRCUS team made FearNot! much richer in content and more open-ended. For example, they provided virtual bullying victims with the ability to remember strategies that they have tried. Those memories allow the virtual characters to reject approaches that have failed and ask the children who are helping them in the simulation to come up with better ideas.

“We are the first people to produce software for dealing with bullying that is not pre-scripted,” says Aylett. “We’ve produced something that is genuinely interactive to the individual responses of each child.”

To test the effectiveness of FearNot!, the eCIRCUS team tried it out with close to 1000 students in 30 primary schools across Germany and the UK.

The researchers tested FearNot! by comparing a group of users and a control group of non-users, similar to the method used for testing medical treatments.

Students in selected classes spent a total of 1.5 hours playing FearNot! over the course of three weeks.

The results were encouraging. “It definitely reduces victimisation in the short term,” says Aylett. “It has a significant positive effect even at this low exposure.”

Although further work is needed to demonstrate long-term effects, Aylett is confident that if all the children in a school experienced FearNot! over a longer term, and as part of a social learning curriculum, bullying and victimisation would be reduced.

“FearNot! has achieved its objectives very well,” says Aylett. “You’d need a games or educational software company to take it further.”

ORIENT – empathising with newcomers

While FearNot! has younger children interacting with cartoon-like characters in a simple world, ORIENT immerses older students in a much more vivid and complex virtual world, where they learn to empathise with and accept newcomers from other cultures.

In ORIENT, three students are equipped with various handheld control devices and “beamed down” as a team to save the planet Orient.

Planet Orient is populated by aliens called Sprytes, who look rather like large bipedal tree frogs and who have their own language and customs. Students have to learn a lot about the Sprytes and empathise with them in order to help them.

“We wanted users to feel adrift in this alien culture,” says Aylett. “How can you empathise with new people in your own culture if you’ve never experienced being adrift yourself?”

The software that shapes what happens as students interact with the Sprytes acts like the director of an improvisational drama. The software starts and ends scenes, chooses which characters appear, and can impose challenges such as a storm.

Each Spryte has its own goals, feelings and memories that control what it does and that can change based on experience. The interaction between the Sprytes and the students produces an unpredictable “emergent narrative”.

“There’s no fixed plot,” says Aylett. “Our characters are acting autonomously, making up their minds as they go.”

According to Aylett, students standing in front of a large screen and interacting with these psychologically believable aliens soon respond as if they were real. “ORIENT produces the feeling of really being there,” she says.

Although ORIENT needs further development and testing, Aylett believes it has the potential to help solve a major social problem by spurring students to change their attitudes toward students from other cultures.

“It’s the attitudes of the host community that can either make new students welcome or make their lives miserable,” she says.

Social problems like bullying and stereotyping involve thoughts, feelings and reactions that resist change. New research shows that when students play active roles in virtual dramas their attitudes and behaviour can change.

In 2006, a group of European educators, psychologists and IT specialists realised that emotionally driven problems, such as bullying, stereotyping and scapegoating demanded emotionally compelling interventions.

The EU-funded research project eCIRCUS (Education through Characters with emotional-Intelligence and Role-playing Capabilities that Understand Social interaction) has now produced two programs – FearNot! and ORIENT – that give students helpful roles in interactive virtual worlds, where they can learn to change their thoughts, feelings and actions.

The eCircus Web site is here.

Closure of Denver’s Manual High School offers lessons, warnings for districts and families

Under NCLB, the ultimate sanction faced by a school that fails to make adequate yearly progress is closure. The Denver Post reports on the aftermath of one such closure – that of Denver’s Manual High School, a predominatly minority high school, in 2006.

[In] 2006 [Denver Public Schools] district officials announced [Manual High] school would close at the end of the school year because of lagging test scores and plummeting enrollment — forcing 558 students to find a new school.

Nearly a third of those students are now classified by the district as withdrawn. They are either dropouts, have moved to a different state or their whereabouts are unknown. One student has died, and 94 transferred out of Denver Public Schools. Their progress is no longer tracked.

Of those who remain in DPS, 70 will graduate this month, joining 175 other former Manual students who went on to get diplomas from other schools. Another 11 are on track to graduate later this year, and 40 more are still in DPS, but not yet ready to graduate.

President Barack Obama recently said he would like to see the nation’s 5,000 lowest-performing schools close and reopen as robust institutions of learning over the next five years.

Ben Kirshner, assistant professor of education at CU who led the Manual study, said districts must be careful.

“I don’t think the message is never close a school,” Kirshner said. “The message is slow down. Think about what happens to these students when they close. Our data suggests students on the whole did not benefit, and many experienced setbacks.”

Disclosure: Dr. Ben Kirshner, primary investigator on the study referenced in the article, is my graduate advisor and co-chair of my dissertation committee.

Mayor seeks to raise funds by taxing students at local private colleges and universities

The AP (via Huffington Post) reports:

The mayor of Providence wants to slap a $150-per-semester tax on the 25,000 full-time students at Brown University and three other private colleges in the city, saying they use resources and should help ease the burden on struggling taxpayers.

Mayor David Cicilline… said the fee would raise between $6 million and $8 million a year for the city, which is facing a $17 million deficit.

If enacted, it would apparently be the first time a U.S. city has directly taxed students just for being enrolled.