Reviews for Keeping in touch

The average rating for Keeping in touch based on 2 reviews is 4 stars.

Review # 1 was written on 2013-11-23 00:00:00 Juan Perez up to p228 requested from library got it right away. couldn't renew because there are only two copies and there are already several holds. no index and no bibliography this book has to cover certain areas to do what it claims to do: It has to cover sex education, money management. not just STEM. ============================================ Contents Chapter One: Where We Are, and Where We Have to Go Chapter Two: What Each Child Needs Personal Integrity Workplace Literacy Civic Awareness Chapter Three: Where We Do It: The Classroom Caring High Expectations Diverse Approaches to Learning Chapter Four: Connected Schools Chapter Five: What the federal government will have to do National Standards National Assessments Teacher Pay Teacher Certification Universal Preschool Middle school: The Fork in the Road Chapter Six: Demand Parents Hope Needs Help: The Parent Academy Chapter Seven: Money Vouchers Charter Schools Philanthropy Chapter Eight: How To Connect The State: Spreading Success The School System: Keeping all eyes on the Prize School Boards Superintendents The School: All hands pulling The Principle The Teacher Demand parents and the system Demand Parents in the Community The Business Community Institutions of Higher Learning The Faith Community The Service Community ======================================== ref to study on p 134 The 1995 Hart & Risley Study Meaningful Differences in the Everyday Experience of Young American Children describes the remarkable findings of Betty Hart, Ph.D., and Todd R. Risley, Ph.D. Their longitudinal study of parent-child talk in families in Kansas was conducted over a decade. A team of researchers recorded one full hour of every word spoken at home between parent and child in 42 families over a three year period, with children from seven months to 36 months of age. The team then spent six additional years typing, coding, and analyzing 30,000 pages of transcripts. Follow-up studies by Hart and Risley of those same children at age nine showed that there was a very tight link between the academic success of a child and the number of words the child’s parents spoke to the child to age three. Hart and Risley’s Three Key Findings: 1. The variation in children’s IQs and language abilities is relative to the amount parents speak to their children. 2. Children’s academic successes at ages nine and ten are attributable to the amount of talk they hear from birth to age three. 3. Parents of advanced children talk significantly more to their children than parents of children who are not as advanced. •“With few exceptions, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores at age three and later.” •“The data revealed that the most important aspect of children’s language experience is its amount.” •“Differences in the amount of cumulative experience children had ... were strongly linked to differences at age three in children’s rates of vocabulary growth, vocabulary use, and general accomplishments and strongly linked to differences in school performance at age nine.” Betty Hart, Ph.D. and Todd R. Risley, Ph.D. The Authors of Meaningful Differences in the Everyday Experience of Young American Children In the early 1960s, Drs. Hart and Risley demonstrated the power of learning principles influencing young children. Along with a colleague, they introduced parenting techniques such as time-out. Procedures such as shaping speech and language now widely used in special education were also introduced by the team. Meaningful Differences in the Everyday Experience of Young American Children

Review # 2 was written on 2010-12-24 00:00:00 Bob Fuller I enjoy any book that tackles the vast and complex issue of education. However, I never was able to fully understand Rudy Crew's true goals for the education system. It's easy to promote better teacher-parent-student cooperation, but often it sounded as if he imagined a school run as a corporation rather than a center for creative learning. Overall, it wasn't bad insight on the education system and many of his ideas were practical and appealing. However, it's best to err on the side of caution and not become enthralled with someone who may well be envisioning a further hierarchial school system run as a business is.