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Humanist(electronic seminar)

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Everything in the article seems to be relevant to the topic. The article addresses what Humanist represents and what purpose it holds. It also discusses who Humanist is grouped/affiliated with. There is no information that I see as distracting.

It says the article itself needs to be updated. I think that more information on the purpose and actions/ effect on the community could be included. I think that the article is lacking in recent data and that it should include more recent dated information.

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Yes, the article neutral. The article is purely informative and there doesn't seem to be any biased statements. I think the meaning of Humanist is underrepresented.

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Yes, the links are working. Also the sources were supporting the info in this article. The articles are informative; they don't seem to have any biased content.

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https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

No Child Left Behind Act

Quality of education[edit]

 * Increases the quality of education by requiring schools to improve their performance
 * Improves quality of instruction by requiring schools to implement "scientifically based research" practices in the classroom, parent involvement programs, and professional development activities for those students that are not encouraged or expected to attend college.
 * Supports early literacy through the Early Reading First initiative.
 * Emphasizes reading, language arts, mathematics and science achievement as "core academic subjects."[34]
 * Student performance in other subjects (besides reading and math) will be measured as a part of overall progress.

Instructors can better prepare themselves mentally and also get more familiarized with the curriculum that they need to teach. The instructors could also provide a pretest during the first class session in order to determine what students know, believe, and expect to learn. 

Teaching with vision

Cornbleth, Catherine, and Sleeter E. Christine. Teaching with Vision. New York and London,

Teachers College Press, 2011.

Summary: This book provides advice on what teachers can do to better prepare themselves for

teaching. Next, it moves on to expressing how important it is for the instructors to access the wants, needs, and knowledge of students. Then, it includes ways to keep students motivated and eager to complete assignments.

Attention to minority populations[edit]

 * Seeks to narrow the class and racial achievement gap in the United States by creating common expectations for all. NCLB has shown mixed success in eliminating the racial achievement gap. Although test scores are improving, they are not improving equally for all races, which means that minority students are still behind.[ citation needed]
 * Requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of "major racial and ethnic subgroups".[75] Each state is responsible for defining major racial and ethnic subgroups itself.[75] Many previous state-created systems of accountability measured only average school performance—so schools could be highly rated even if they had large achievement gaps between affluent and disadvantaged students.
 * Schools should consider the possibility that racial discrimination may have a part in the lack of equal academic achievement between all races. If this is the case schools may look creating environments that are specialized to boost the academic productivity of disadvantaged children..

Racism and Anti racism

Gillborn, David. Racism and Antiracism in real schools. Philadelphia, Open university press,

1995.

Summary: This book addresses a problem that is still going on in the American schooling

system, and that is racism. It discusses what racism is and how to identify it. It then brings up the topic of antiracism and how to effectively create this type of environment throughout the classroom and community. It then provides input from students on the topics of racism and antiracism.

Proposals for reform
The Commission's goals are:


 * Have effective teachers for all students, effective principals for all communities
 * Have a supportive and effective school board, that creates innovative strategies to boost academic success.
 * Accelerate progress and achievement gaps closed through improved accountability
 * Move beyond status quo to effective school improvement and student options
 * Have fair and accurate assessments of student progress
 * Have high standards for every student in every state
 * Ensure high schools prepare students for college and the workplace
 * Drive progress through reliable, accurate data
 * Encourage parental involvement and empowerment

Schools, conflict, and change

Milestein, M. Mike. Schools, Conflict, and Change. New York and London, Teachers College Press. 1980.

Summary: The text first addresses conflicts found in the educational system. Then brings up that there is fear of change and then goes into detail as to why people are resistant and hesitant to change. It introduces a way to attempt to push for change and then discusses what the impact change could have. It discusses how organizations within in the school could develop depending on the negative or positive repercussions of change. Finally, the text includes ways to carry out bringing change to schools.

Improvement over local standards[edit]
=== Many argue that local government had failed students, necessitating federal intervention to remedy issues like teachers teaching outside their areas of expertise, and complacency in the face of continually failing schools.[31] According to Patti and Edward, a good leadership foundation is necessary within the schooling system. Some local governments, notably that of New York state, have supported NCLB provisions, because local standards failed to provide adequate oversight over special education, and NCLB would let them use longitudinal data more effectively to monitor Adequate Yearly Progress (AYP).[32] States all over the United States have shown improvements in their progress as an apparent result of NCLB.For example, Wisconsin ranks first of all fifty states plus the District of Columbia, with ninety-eight percent of its schools achieving No Child Left Behind standards.[33]   === Educational leadership and organizational behavior

Chance L. Patti, and Chance W. Edward. Educational Leadership and Organizational Behavior.

New York, Eye of Education, 2002.

Summary: The book gives a review of the theoretical foundations, which are what the theories

of leadership are founded upon. It then states the fundamentals of leadership that defines the schooling system. It then moves on to provide the key benefits of a good leadership foundation.