BC EDUCATION

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Tracy O'Connell Novick
@TracyNovick 5 years, 6 months ago 781 views

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Okay, #MAEdu, let's talk FY22 and the Student Opportunity Act: https://t.co/o1tgppGy4K

.@MassGovernor Baker says FY22 budget proposal will fully fund the 1st year of the Student Opportunity Act. #mapoli #MassMuni21
— Mass. Municipal Assn (@massmunicipal) January 22, 2021

First up:

The FIRST year, Governor Baker?

This is the second year of SOA implementation: you're missing one.

So, are we going to do this in six years, or are we just going to kick the can ANOTHER year on kids?

Remember, school funding is builds on prior years.

We never get that missing funding back.

Also: what are the base numbers being used?

Is the Governor dropping enrollment, even though we all know that was an artificial drop?

There's a decent chance that a WHOLE bunch of those kindergartner and preschoolers are going to be back this fall if we manage to get kids into buildings, PLUS we'll have the USUAL enrollment of preK and K!

...and less funding than usual?

Next up: low income count.

No, you don't get to up the count of kids and NOT increase the AMOUNT the 1/7th or 1/6th of the way to the goal.
Let's not play that game this year.

There being more kids who are low income doesn't mean that each kid should see less implementation of the full funding needed.

Oh, and do we know how many low income children there are *really* in the Commonwealth right now?

In short: I'm approaching this framing with skepticism, given the past history of the Governor's framing on education funding (and...everything else).

This is absolutely not the time to underfund public education, particularly state-dependent public education, particularly education for the kids hardest hit by the pandemic.

I've been less than impressed with the state's handling of the pandemic already; adding half measures on SOA will only make it all worse.

and with that, we'll await Wednesday...#MAEdu

@threadreaderapp unroll

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Dr Raul Pacheco-Vega
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I have news about online teaching and reading workload, friends.

I have experimented with REDUCING the number of readings I assign for a class. This is hard in overview courses because you always feel like they should have "the lay of the land" and master all that there is.

HOWEVER...

My students have performed BETTER with reduced reading workloads.

Undergrads focus on ONE reading per week, while having 3 more available "if they so happen to have the time to read them" (they often do try to read these extra readings).

Masters' level students have appreciated taking a "let's just take things more slowly" approach.

Doctoral level students felt somewhat weirded out that I wasn't assigning three books a week. Though they appreciated it.

What I have drawn from my experiences:
- Workshops work.

Having a section of the class that is "hands-on, let's get writing/analyzing/thinking/reading" as a workshop fulfills two goals, for me:

1) Cements my students' understanding of the method.

2) Helps them have actual time to think and read and write rather than rush through.

Depth and breadth are issues we need to compromise on.

- Do I want them to read more broadly or more deeply?
- Do I want them to become more expert in a few things or become more generalist-type people?

These choices are malleable, as is our context.

What is NOT malleable:

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An ongoing, continually updated thread 👇🏻

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So - what is the deal with the AntiBlack 'awarding gap' in UK higher education?
@Wonkhe @officestudents @nusuk @UWankings @BantshireUni
#BlackAwardingGap #highered

What do students think about their university experience?
#BlackAwardingGap #highered

A student-deficit approach is a fundamental reason why efforts to eradicate the gap have failed, such that despite ↗️ access to HE for Black students, their experiences, assessment and opportunities remain disproportionately affected (one of the ways in which whiteness works⬇️)

UK higher ed, far from being immune or removed from structural inequalities, often actually reproduces them. In this context, white supremacy is the social structure, and the University the institutional operation.
But what is whiteness? Here's some helpful terms ⬇️

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$Ben Brown \U0001f442$

Ben Brown 👂
@EdRoundtables

Improving Remote Education - A Thread.

Over the last couple of weeks, the discussion has been about what primary schools are offering to their communities and how we can improve on it.

I'm relistening to the sessions, so points may not be in order as I add them... 1/

1. Non-teaching SLT are not experts on remote learning, what can they base any judgement on?

2. Facilitating staff discussion and sharing is likely to be far more effective to develop practice within your school. /2

3. Increasing access to devices/internet is a step towards making offers more equitable, but it is only part of the process.

4. Entertainment and engagement are different things.

5. Pre-recording should not be perfection, perfection wastes time and energy.

6. It is scary being beamed into someone's home, but having your home on show is also stressful. (perhaps something for Ofsted to consider, we are guests in other people's homes)

7. Giving over staff meetings to staff discussion and sharing is probably a better use of the time than other stuff you have planned.

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