Archives: February, 2006

What’s your reaction to the recent decision by the Ohio School Board to delete a model lesson that involves science teachers in critiquing the theory of evolution? Should there be a place for “alternate” accounts of the origin and development of the universe and life on earth?

What’s your reaction to the recent decision by the Ohio School Board to delete a model lesson that involves science teachers in critiquing the theory of evolution? Should there be a place for “alternate” accounts of the origin and development of the universe and life on earth?

The Evolution vs. Intelligent Design controversy, currently playing out not only in courtrooms and editorial pages, but also in schools, churches, science organizations and think-tanks around the world, frustrates science teachers and agitates parents and students. What should educators know that might turn this increasingly politicized and polarizing argument into an important foundation for […]

The Evolution vs. Intelligent Design controversy, currently playing out not only in courtrooms and editorial pages, but also in schools, churches, science organizations and think-tanks around the world, frustrates science teachers and agitates parents and students. What should educators know that might turn this increasingly politicized and polarizing argument into an important foundation for teaching and learning? What’s in it for us as educators?

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In the past decade, research has begun to demonstrate the important effects of a new approach to the development of well-adjusted young people: a focus on what is called “developmental assets acquisition”. This approach to working with children and adolescents reverses the way educators have […]

In the past decade, research has begun to demonstrate the important effects of a new approach to the development of well-adjusted young people: a focus on what is called “developmental assets acquisition”. This approach to working with children and adolescents reverses the way educators have perceived intervention and prevention policies for youth by focusing on positive conditions for thriving.
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The Visual Art Model Curricula Development Team, operated by the Ohio Department of Education, has given me the chance to work with nine other art teachers from around Ohio and with Nancy Pistone, the Visual Arts Consultant with the ODE. Together we discuss, explore and dissect lesson development, implementation strategies and alignment with the standards.

Our […]

The Visual Art Model Curricula Development Team, operated by the Ohio Department of Education, has given me the chance to work with nine other art teachers from around Ohio and with Nancy Pistone, the Visual Arts Consultant with the ODE. Together we discuss, explore and dissect lesson development, implementation strategies and alignment with the standards.
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To add to your collection of great books for early readers, here are some capsule descriptions and comments on some texts that take up particular personal and social themes:

1. All the Colors of the Earth. Sheila Hamanaka. Morrow Junior Books. (New
York, 1994)
Describes the many literal and figurative “colors” of humanity, in […]

To add to your collection of great books for early readers, here are some capsule descriptions and comments on some texts that take up particular personal and social themes:

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The Reality: Stories of Our Community’s Children

 
Transitions toward Success in Early Childhood

Amanda Jefferson had enjoyed and thrived in her preschool experience at Head Start as a three-year old but in her fourth year she had not attended any child-care facility.  Her mother had gotten a better job and had lost eligibility; they had moved and […]

The Reality: Stories of Our Community’s Children

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