CALLING IT A “generational business shift,” textbook publishing giant Pearson announced Tuesday that all future updates to its 1,500 U.S. titles will occur digitally, a move company officials say will push the academic publishing industry into the 21st century and save students money by ending lengthy and expensive print revisions.
“The history of this business is as a college textbook publisher, and really over the last 20 years, like many of the other industries like newspapers and music publishing, we’ve seen a gradual shift from digital where over time digital time has become a more important part of the offering,” John Fallon, CEO of Pearson, says. “We’ve really reached a tipping point.”
London-based Pearson, the $8.5 billion company, is the largest provider of college textbooks in the U.S. It now has more than 10 million digital registrations each year coming from the company’s current offering of about 1,500 titles that cover all major course offerings at colleges and universities.
Debbie Baker thought she qualified for a federal program that helps teachers such as her, as well as nurses, police officers, librarians and others. The Department of Education program forgives their federal student loans if they make their payments for 10 years and work in public service.
For 10 years, Baker, who was a public school teacher in Tulsa, Okla., checked in with loan servicing companies and was told she was on track.
“I said, ‘I’m qualifying for public service loan forgiveness,’ and they said, ‘OK, great,’ ” she says.
But it turns out that her $76,000 in student loans didn’t get forgiven. Baker was finally told she was in the wrong type of loan. If she’d known that at the beginning, she could have switched loans and ended up qualifying. But she says nobody ever told her.
WASHINGTON — In support of the recommendations from the Federal Commission on School Safety’s (FCSS) final report, the U.S. Department of Education announced today it is now accepting applications for three fiscal year 2019 grant competitions that support locally tailored approaches to school safety.
PROJECT PREVENT GRANT PROGRAM
This program helps Local Education Agencies (LEAs) enhance their ability to identify, assess and serve students exposed to pervasive violence. Funds from this $10 million grant competition can be used to provide mental health services for trauma or anxiety; support conflict resolution programs; and implement other school—based violence prevention strategies. The deadline to apply is July 15, 2019.
SCHOOL CLIMATE TRANSFORMATION GRANT PROGRAM
This $40 million grant competition provides funds to LEAs to develop, enhance, or expand systems of support for schools implementing strategies to improve learning conditions and promote positive school culture for all students. The deadline to apply is July 22, 2019.
THE U.S. SUPREME COURT agreed to hear oral arguments this fall concerning a decision by Montana’s Supreme Court to halt the operation of a tax credit scholarship program that allowed students to enroll in private schools, including private religious schools.
The announcement Friday breathed new life into the private school choice movement, which has made little to no headway at the federal level despite a tax credit scholarship being the No. 1 agenda item of Secretary of Education Betsy Devos, herself a private school choice supporter.
Private school choice advocates cheered the decision by the high court to review Espinoza v. Montana Department of Revenue, saying they’re hopeful the court will provide a definitive answer on the constitutionality of directing public money or aid to private religious schools.
Emotional outbursts. Lost sleep. These are signs that your kids are spending too much time with digital devices. Here’s what you can do about it.
1. Pay attention to your children’s emotional relationship with screens, not just how much time they are spending with them.
The Problematic Media Use Measure is a questionnaire you can use to help determine if your school-age child has a problem with screens. It asks about issues such as preoccupation (“Screens are all my child seems to think about”) and deception (“My child sneaks using screens”).
2. Don’t just make technology rules based on time.
Parental controls and posted schedules can be useful, but they don’t work without getting buy-in from your kids. That takes talking — and listening.
TEACHERS IN THE U.S. work longer hours and spend more time during the school day teaching than teachers in other parts of the world. And while the majority are satisfied with their jobs, only a fraction believes American society values their profession.
The topline findings of the Teaching and Learning International Survey, an international study published Wednesday by the National Center for Education Statistics, showcase the grievances at the heart of the wave of educator unrest that’s prompted strikes, protests and walkouts in nearly a dozen states and school districts across the U.S.
“They are working a lot of hours, relatively speaking,” Peggy Carr, associate commissioner for assessment at NCES, the Department of Education’s data arm, said. “They do spend a lot of hours teaching. I think we need to think about that and what that means. Teachers love their jobs all across the globe, but our teachers, not unlike teachers elsewhere, feel as though we don’t value their profession. There’s a message there I think we need to think about.”
Are black and Hispanic students identified for special education too often, or not often enough?
For several years, that question has been the focus of a simmering policy debate. Federal regulations require districts to guard against greatly overidentifying minority students with disabilities—also known as “significant disproportionality” in the regulations of the Individuals with Disabilities Education Act. Nationally, 14 percent of white students ages 3-21 are in special education; for black students it is 16 percent and for Hispanic students, 13 percent.
In recent years, however, other research has shown that black and Hispanic students are actually less likely to be placed in special education than white peers who have similar academic and behavioral backgrounds. That could potentially leave them at risk of not getting the help they may need to succeed.
MASSACHUSETTS EDUCATION Commissioner Jeffrey Riley announced earlier this year that he had brokered an agreement with the mayor of New Bedford, home to one of the state’s worst performing school districts, and a charter school there to allow the school to open a new campus in the city as long as it enrolls students like a traditional neighborhood public school.
The deal garnered a lot of interest for potentially paving the way for other states and school districts looking to grow their charter sector in a politically fraught environment. But earlier this month, Massachusetts state legislators used rare procedural maneuvers to block the legislation needed to give the project a green light, preventing it from ever being introduced in committee and thus ever allowing lawmakers to vote on it.
In the Bay State, where voters said, “No, thank you,” just two years ago to expanding charter schools, critics of the New Bedford deal argue that they don’t want a two-tiered public school system, and anything that smacks of emboldening charter advocates – like a back-door deal to open a charter school – sets a dangerous precedent, even if it’s blessed by the mayor and state education commissioner.
To be an effective K-12 technology leader, knowing your way around a server closet is no longer enough.
“I feel like one of my chief roles is being a translator,” said Phil Hintz, the director of technology for Illinois’ Gurnee School District 56. “I speak geek, but I also speak education.”
That sentiment was a recurring theme at the annual conference of the Consortium for School Networking, a professional organization for school tech leaders, held earlier this year in Portland, Ore. Technical expertise should be a given, leader after leader said. What truly separates the most valuable chief information and technology officers is everything else—from understanding classroom dynamics, to smart budgeting, to knowing how to say “no” and deliver bad news without making enemies.
Most teachers intrinsically understand the need to motivate their students, experts say, but teaching on intuition alone can lead to missteps in student engagement.
A study released in May by the Mindset Scholars Network, a collaborative of researchers who study student motivation, found most teacher education programs nationwide do not include explicit training for teachers on the science of how to motivate students.
That’s why some teacher education programs are exploring ways to help teachers learn how to engage their students in deeper ways.
“Everyone has a gut sense of the importance of a student’s relationship with a teacher. … It’s not a scholarly understanding but a human understanding,” said Mayme Hostetter, the president of the Relay Graduate School of Education, one of the few programs nationwide with formal courses for teachers on student motivation.