‘Sex education’ is a much misinterpreted phrase. The idea is not to make children more proficient at sex, the way maths education should make them better at doing sums.

That is why, when Schools Minister Jim Knight launched a review of the subject last week, he referred carefully to ‘relationship education’. The government intends some kind of tuition in ‘personal and social health’ to become compulsory in English schools, taught from the age of five. It is already a mandatory part of the curriculum in Wales and Northern Ireland.

What the precise content of those lessons will be and what right parents will have to exclude their children from them are still open to discussion. But whatever language the government prefers to use, that discussion will really be about sex.

Children already learn the facts of procreation. What worries the government is that, outside the classroom, sex is increasingly seen as a normal form of recreation. Britain has the highest level of teenage pregnancy in Europe. It also suffers from high levels of sexually transmitted infection. According to the Health Protection Agency, people aged 16-24 accounted for half of all diagnosed cases of genital warts and gonorrhoea last year and nearly two-thirds of chlamydia cases.

A poll in today’s Observer reveals one in three has had sex before the age of consent.

According to moral conservatives, this is all symptomatic of a culture of sexual licence that rejects self-restraint and abstinence. By extension, they argue, teaching children about contraception in school legitimises promiscuity and undermines parents who want to impart more traditional values to their children.

There are three problems with that argument. First, the actual content of sex education classes is not licentious. They aim to empower children to resist social pressure to have sex and to understand the risks involved. Second, advocating abstinence is fine, but teenagers still have to understand what it is they are abstaining from. Upholding ‘traditional values’ often means treating sex as taboo altogether. Third, even if it is desirable for parents to teach a responsible approach to sex, many are clearly failing to do so.

It is true that British attitudes to sex are generally permissive, as The Observer poll also shows. There is nothing wrong with that. It is certainly better than a culture of sexual repression. The important thing is not to deny that sex happens, but to teach about all the consequences. It is ignorance, not education, that puts young people at risk.

Source: Guardian Unlimited, UK
http://www.guardian.co.uk/commentisfree/2008/oct/26/sex-education-relationships

Poor parenting is to blame for a major deterioration in the behaviour of primary school pupils over the past five years, a study suggests today.

Many pupils lacked the social skills required to get on in class, said the researchers, commissioned the National Union of Teachers. “Teachers describe ‘highly permissive’ parents who admitted to indulging their children, often for the sake of peace or simply because they had run out of alternative incentives and sanctions,” the authors added.

Examples included a mother who, after great effort, succeeded in getting her five-year-old to bed at 1am instead of 3am, and a boy of seven who smashed his Sony PlayStation in a tantrum, then would not behave for a week until his mother bought him a new one.

Professors Galton and Macbeath were also told of parents who would do anything to shut their children up “just to get some peace”. Their report says schools face “formidable challenges” – particularly in poor areas where there has been “an increase in the incidence of confrontation and conflict”.

The researchers, who visited schools they studied five years ago, added: “There appeared to have been a significant and inimical impact on school life from a rapidly changing social scene.

“Motivating certain children, it was claimed, had become more difficult because by the time they came to school many of these children had become expert in manipulating adults.”

According to Galton and Macbeath, the top five obstacles to teaching are poor pupil behaviour, lack of time for reflection, large class sizes, too many initiatives and an overloaded curriculum. “Children arrive at school knowing too much and not enough,” they said.

Source: Independent, UK
http://tinyurl.com/4yeyje

The class was working peacefully. It was the first lesson of the morning and everyone was a little bleary-eyed.

Joe Smith, I notice was doodling on a text book. ‘Come on Joe. That’s enough of that. Get on with your work please.’

I was new to teaching and trying to be firm but fair. The next minute, Joe grabbed his neighbour’s pencil case and threw it across the floor. When I remonstrated him he told me to ‘f*** off’.

At the end of the lesson I asked him to stay behind. Demanding an apology, I told him I’d be phoning home as well as reporting his behaviour to the head.

Joe simply shrugged. ‘It’s not my fault. I’m ill. I’ve got ADHD. I can’t help it.’

This was the first time I’d heard of Attention-Deficit Hyperactivity Disorder, and I actually laughed. Appalling behaviour an illness? I’d never heard anything so ludicrous.

Now, I can honestly say I don’t think there’s a single class I teach without at least one and often two or three children being medicated with this very powerful class B drug.

Ritalin has unpleasant side effects - including sleeplessness and nausea - and the penalty for selling it illegally is a maximum of 14 years’ imprisonment.

If the answer to these questions is yes, then according to the ‘experts’, the child might well have ADHD. Alternatively, they may simply be a typical boy.

Added to the list of symptoms are, in my experience, extreme rudeness and a dislike of being asked to wear school uniform.

If asked several times to stop talking over me, children with the ‘illness’ generally swear at me.

When I phone their home, their parents react with the uniform comment: ‘He can’t help it. He’s got ADHD.’

Unsurprisingly, an increasing number of doctors and psychiatrists are expressing the fear that children are being labelled with a mental illness and given drugs for behaviour that in the past would simply have been labelled ‘very naughty.’

And anecdotally, there is plenty of evidence to suggest that schools are pressurising parents to put children who cause mayhem on Ritalin.

As a teacher, I’m secretly relieved when I hear that a particularly difficult child, one who won’t do any work, who chats and texts through the lesson, who sneers and swears at staff without a second thought, has been prescribed Ritalin.

The drug isn’t known as the ‘chemical cosh’ for nothing. If I’m honest, though, I don’t believe that these children are ill. I think they come from insecure, unstable backgrounds where the concept of a bedtime is as fanciful as the fairy tales they’ve never been read.

Of course, having an active, boisterous seven-year-old child is hard work. But it seems to me that far too many mums and dads are happy to have their children labelled with a psychiatric condition and drugged - even if the existence of the disorder is hotly disputed by the experts.

Youngsters might be turned into wide-eyed, slow-witted zombies, but at least they’re not running amok in the playground and inconveniencing their parents by getting suspended.

Ritalin, like Valium, has become mother’s little helper. It relieves parents of the responsibility of actually having to discipline their children. But as a society, we may pay a very high price indeed for drugging a generation of our children.

* Frances Childs is a teacher in a comprehensive school in the South of England.

Source: Daily Mail
http://tinyurl.com/4aqr7v

American taxpayers invest heavily in education. Last year, spending on public K–12 education totaled $553 billion, about 4 percent of gross domestic prod­uct (GDP) in 2006. For each child enrolled in a pub­lic elementary or secondary school, expenditures averaged $9,266 that year—an increase of 128 per­cent, adjusted for inflation, since 1970.

Despite this increase in public spending, student achievement and educational attainment over the last four decades has remained relatively flat. In 2007, a significant portion of students, disproportionately from disadvantaged backgrounds, scored “below basic” in reading and math on the National Assess­ment of Educational Progress (NAEP). Sadly, in many of the nation’s largest cities, fewer than half of high school students graduate.

While academic research has consistently shown that increased spending does not correlate with edu­cational gains, the research does show a strong rela­tionship between parental influences and children’s educational outcomes, from school readiness to college completion. Two compelling parental factors emerge:

2. parents’ involvement in their children’s schoolwork.

Consequently, the solution to improving educa­tional outcomes begins at home, by strengthening marriage and promoting stable family formation and parental involvement.

The Erosion of Family Stability in America

“Perhaps the most profound change in the American family over the past four decades,” writes sociologist Paul Amato, “has been the decline in the share of children growing up in households with biological parents.” In 1960, 88 percent of all children lived with two parents, compared to 68 percent in 2007. In 1960, 5 percent of all children were born to unmarried mothers. That figure rose to 38.5 per­cent in 2006. Demographers have estimated that, overall, one child in two will spend some portion of his or her childhood in a single-parent family.

Studies show that children raised in intact families, i.e., with two con­tinuously married parents, tend to fare better on a number of cognitive, emotional, and behavioral outcomes than children living in other family forms. Not surprisingly, the changes in family structure over the last 40 years have affected child and adoles­cent well-being. In 2002, nearly 7 million children between the ages of 12 and 18 repeated a grade. Based on this figure, Professor Amato estimates that if the share of two-parent fami­lies had remained unchanged be­tween 1980 and 2002, some 300,000 fewer teens would have repeated a grade. Some 750,000 fewer students in 2002 would have repeated a grade if the share of two-parent families remained at the level it was in 1960.

Social science research over the past decades suggests that family structure affects children’s school outcomes, from preschool to college. Some of the variations in school performance could be explained, in part or in whole, by the differences in family resources such as time and money, family dynamics and parental characteristics that are asso­ciated with the various family forms. These are mediating factors, or mechanisms through which family structure affects schooling outcomes. Family structure may also exert a direct influence, inde­pendent of mediating factors. Thus, depending on the outcome, family structure’s total effect may con­sist of one or more mediating influences or a com­bination of both direct and mediating influences.

Though various methodological research issues— e.g., data quality, inconsistent definitions of family structure, the selection effect (e.g., are individuals who possess better parenting qualities more likely to choose marriage and stay married, or does mar­riage per se bolster children’s well-being?)—limit the findings, the evidence, nonetheless, is strong: Fam­ily structure matters.

School Readiness. A number of early-childhood outcomes contribute to children’s eventual school readiness. The evidence suggests that potentially important early-childhood outcomes vary by family structure. One study, analyzing 1,370 mothers in the Fragile Families and Child Wellbeing Study who were continuously married or in cohabiting rela­tionships from the child’s birth to age three, found that three-year-olds born to cohabiting mothers tended to exhibit more aggressive, withdrawn, and anxious or depressive behavior than children born to married mothers. For aggressive and with­drawn behaviors, the association was explained by income differences. For anxiety and depressive symptoms, even controlling for income, the cohab­itation effect remained.

Studies show that reading to young children aids their literacy development. Toddlers and preschool-age children in married-parent families are read to more often than peers in non-intact families. One study of 11,500 kindergartners living with two par­ents orparent figuresreported that, accounting for parental education and income, children living with married parents averaged higher reading achieve­ment test scores than peers living in cohabiting or stepparent families.

Elementary and Secondary Education. The research on family structure and elementary and secondary educational outcome is extensive. Studies have reported that:

1. First-graders whose mothers were married when they were born are less likely to engage in dis­ruptive behavior with peers and teachers than those whose mothers were single or cohabiting at the time of their birth.

2. Children aged three to 12 who live in intact fam­ilies have higher average math scores than peers whose mothers live in cohabiting relationships.

3. The association between family structure and nine-year-olds’ science and math achievement appears to be cross-national.

4. Children aged seven to 10 who live in continu­ously intact families tend to score higher on read­ing tests than peers who have lived in other family structures.

5. Children aged six to 11 who live in intact fami­lies tend to be more engaged in their schoolwork than peers in other family structures.

6. Eighth-graders in two-parent families perform, on average, better on math and science tests than peers in single-parent or stepparent families.

7. The predominant family structure of a school’s student population appears to be linked to the individual science and math scores of eighth-graders.

8. Ninth-graders whose mothers were married when they were born are more likely to complete an algebra course than are peers whose mothers were single when they were born.

9. Middle school and high school students who expe­rience a parental divorce tend to suffer declines in their grade point averages and are more likely to fail a course one year later compared to peers of married parents; the evidence suggests a causal link.

10. Among middle school and high school students, the portion of childhood spent in a single-parent family is associated with declines in GPAs over time; and living in a single-mother family with a cohabiting partner is associated with a greater likelihood of suspension or expulsion from school at a later time.

Finally, studies have also shown a robust link between family structure and high school dropout or graduation rates, and the evidence suggests that the relationship may be causal.

Higher Education and Educational Attainment. The impact of family structure on educational out­comes appears to last into young adulthood. Throughout the college entrance process, students from non-intact families tend to fall behind their peers from intact families. The gap increases when the process involves selective college admission. Overall, children from intact families complete more years of schooling and achieve higher educational attainment than do peers from other family forms.

One study, analyzing two nationally representa­tive data sources, reported that longer durations in single-parent or blended families during child­hood appear to have a negative impact on college attendance and graduation. Though family income and parental education explained the association between single-parent families and lower college attendance and graduation rates, the disparities in these outcomes between children in intact families and those in blended families persisted.

Similarly, another study showed that, accounting for family income and estimated financial aid, an average student from a non-intact family was 5 per­cent less likely to attend a four-year college and 6 percent less likely to graduate from college than an average student from an intact family.

Parental Involvement

Parental involvement emerges as another robust influence on educational outcomes. It is multi-dimensional. Examples include monitoring chil­dren’s activities outside home and school; setting rules; having conversations about and helping chil­dren with school work and school-related issues; holding high educational expectations; discussing future planning with children and helping them with important decision making; participating in school-related activities such as meeting with teach­ers and volunteering in the classroom; and reading to children or engaging in other enrichment or lei­sure activities together.

A meta-analysis of 77 studies, consisting of 300,000 elementary and secondary students, found that parental educational expectations are a particu­larly important aspect of parental involvement. Parenting style, reading to children, and, to a lesser extent, participation in school-related activities appeared to be influential as well. Furthermore, parental involvement is associated with multiple measures of student achievement, for the entire stu­dent population as well as for minority and low-income student populations. Overall, “the academic advantage for those parents who were highly involved in their education averaged about 0.5–0.6 of a standard deviation for overall educational out­comes, grades and academic achievement.”

Parental Involvement and Family Structure. The level of parental involvement varies by family structure, and the relationship between parental involvement and educational outcomes depends on the family context as well. One study, for exam­ple, found that compared to high school students from intact families, those from single- or step­parent families reported less parental involvement in their school work, supervision, and parental educational expectations, which, in turn, affected school outcomes.

Early Childhood. Studies show that a sensitive, warm, and respon­sive type of parenting and engaging in play activities with young children bolster their social and emotional development, communication skills, and ability to focus. Doing arts and crafts with children, reading to them, showing them how to write words, and using a more complicated vocab­ulary around them also aid their liter­acy and language development. One study reported a link between these types of parental engagement and a range of school readiness out­comes such as “children’s motivation to learn, attention, task persistence, and receptive vocabulary and…fewer conduct problems.”

Frequent contact between parents and their children’s preschools as well as parent participation in school-related activities, such as volunteering in the classroom or meeting with a teacher, appear to benefit children on a num­ber of dimensions, including classroom performance and social interaction with peers and adults. One study reported that children whose teachers per­ceived more parental involvement tended to exhibit fewer problems and higher language and math com­petencies compared to children whose teachers per­ceived less parental engagement. The evidence also suggests that parental school involvement’s pos­itive influences buffer against some of the negative effects of poverty.

Elementary Education. Parental involvement during elementary school affects children’s school­ing outcomes as well. The quality of the parent-child relationship is significant. Middle school stu­dents who received sensitive, supportive parenting from their mothers during kindergarten tend to per­form better in school. Children of parents who frequently praise and show affection to them are less likely to require classroom attention for behavior and socio-emotional issues.

Studies also show that parental involvement in school-related activities during elementary school is associated with long-term educational gains. One study reported that among low-income African-American families, children of highly involved par­ents during elementary school were more likely to graduate from high school. In the same study, children of parents who were involved in school-related activities for three or more years completed more years of schooling compared to peers of less involved parents. Involvement, specifically by fathers, is significant as well. Children of fathers who visit their classrooms and meet with teachers tend to fare better in school than peers whose moth­ers are the only involved parent.

Reading with children and the way in which par­ents read to their children affect children’s reading ability. The research shows a distinction between reading storybooks to children, which contributes to their literacy development, and teaching children to read and write, which aids their language devel­opment. Both types of activities affect third- and fourth-grade performance.[50] Furthermore, parents’ use of vocabulary and their attitude toward home­work appear to influence corresponding outcomes in their children. Not surprisingly, children of parents who provide appropriate help with their homework tend to fare better in school.

The home environment in which children are raised plays a role in schooling outcomes. For ex­ample, in a study of middle-class families, elemen­tary students whose parents offered them math and science learning materials showed greater incli­nation toward and interest in math and science activities. Finally, parental expectations of achieve­ment, particularly adolescents’ perceptions of such expectations, appear to strengthen their actual mo­tivation and ability in school.

Secondary Education. Parent-child relation­ship quality continues to be an effective factor in schooling outcomes throughout adolescence. For example, in one study, youths who felt bonded to their parents and enjoyed good communication with them tended to have higher grades and physical well-being. In another study, among low-income youths, those whose parents encouraged individual decision making in their children during early ado­lescence were more likely to graduate from high school and attend college. Beyond academics, teens who receive more support from their parents are more likely to participate in structured after-school activities, which, in turn, are positively corre­lated with achievement and social competence.

During adolescence, parental monitoring to the extent to which parents know their children’s activ­ities outside of home and school, plays a crucial role in adolescent outcomes, particularly when children and adolescents perceive genuine care from their parents. Parental monitoring is associated with fewer school problems, less substance use, and reduced delinquency. Moreover, parental monitor­ing is positively linked to social development, school grades, and school engagement, such as pay­ing attention in class and being motivated to do well in school. The evidence also suggests that paren­tal monitoring may have different effects on boys and girls.

Not only does parental involvement in their chil­dren’s school-related activities send a positive mes­sage to students and teachers, such involvement is also related to high school completion. The research also suggests that minority students benefit from their parents’ participation in formal leader­ship roles at the school district level. The effects of parental involvement, however, may vary by par­ents’ education. One study showed that involve­ment from more-educated parents was associated with fewer behavioral problems in students, which, in turn, affected achievement and aspirations. Among students whose parents are less educated, parental involvement was related to student aspira­tions but not achievement.

At the secondary education level, high parental expectations continue to yield significant schooling benefits. In one study of high school seniors, “parental expectations for achievement stand out as the most significant influences on [their] achieve­ment growth, high school credits completed, and enrollment in extracurricular academic high school programs.” High parental educational expecta­tions are also associated with math and reading scores, interest in school, academic self-discipline, future planning, and motivation for school work. In one study of African-American families, when parents taught that success originates from effort rather than surpassing peers, their expectations had a strong effect on eighth- and ninth-grade math grades. Overall, parental expectations appear more influential than peer effects.

Finally, discussions with parents about the future and pursuing further education support teens’ aspi­rations and college preparation. One study of high-achievement Latino college students found that their parents imparted strong encouragement and values that emphasized education as a means to escape poverty.

Policy Implications

Social science research over the last few decades indicates a strong relationship between family struc­ture, parental involvement and children’s educa­tional outcomes, with enduring influences from early childhood to young adulthood. The empirical evidence points to several policy implications:

* Family policy intersects critically with education policy. Fortifying the intact family structure may lead to improvements in individual student out­comes as well as the American education system as a whole.

* Policies that strengthen healthy marriage and stable family formation may bolster child well-being, including school outcomes, both at the individual and aggregate levels.

* Conversely, policies and laws that facilitate fur­ther family breakdown may have adverse impacts on children’s educational outcomes and provide additional stress on the education system.

* In education reform efforts, greater emphasis on parental involvement and parental choice could yield significant gains in student achievement and attainment. Importantly, the research shows consistent benefits of high parental involvement for minority and low-income students, which deserves serious consideration in light of the achievement gap.

* On the other hand, education initiatives that dis­regard the importance of families and parental involvement, instead focusing on strategies such as increased expenditures, are likely to continue to prove less effective or ineffective altogether.

Conclusion

American taxpayers invest heavily in education, with annual public education spending totaling $553 billion. The average annual expenditure per child enrolled in a public school amounts to $9,266. Though per-pupil expenditures have increased dra­matically over the past few decades, student achieve­ment has remained relatively flat. A significant portion of students attending public schools score “below basic” in reading and math on the National Assessment of Educational Progress. In some of the most disadvantaged central cities in America, fewer than half of high school students graduate.

While numerous education reforms over the last quarter century have demonstrated little impact on overall student achievement, the research clearly shows that the intact family structure and strong parental involvement are significantly correlated with educational outcomes, from school readiness to college completion. Instead of favoring proven ineffective education policies, policymakers seeking effective education reform should consider policies that strengthen family structure in America and bol­ster parental involvement and choice in education.

Christine C. Kim is Policy Analyst in the Domestic Policy Studies Department at The Heritage Foundation.

Source: Heritage.org
http://www.heritage.org/Research/Education/bg2185.cfm

The addition of Sonic the Hedgehog and Super Mario Brothers to the ranks of Robert Burns and Robert Louis Stevenson is helping Scottish schoolchildren become enthused about learning and reaping ground-breaking educational results, according to researchers and teachers.

Experts say in games-based learning, using technology such as the Nintendo Wii and Nintendo DS in the classroom, Scotland leads the world.

According to the Consolarium, the Scottish centre for games and learning which is funded by Learning and Teaching Scotland, the number of pilot schemes around the country has grown exponentially. Last year 10 local authorities were using games-based learning. At the start of the new school term, 27 are investigating its possibilities.

As further evidence of growth, Derek Robertson, head of the Consolarium, points to this week’s Scottish Learning Festival at the SECC in Glasgow. With titles ranging from Thinking Out of the Xbox to Scotland’s Got Game: How Scotland Has Embraced Games-Based Learning, there are 10 seminars sharing examples of how classrooms are using computer games. Last year there were only four related talks.

“I don’t think there is any other place in the world that has done what LTS did,” said Robertson. “I’m continually asked who does my job in England, and there isn’t anyone. For LTS it was a risk, a maverick idea from the left field that has moved into the mainstream. It’s even mentioned in the Curriculum for Excellence. That’s the impact we’ve had.”

The world is now looking to Scotland. Robertson has been asked to speak in Germany, Australia the US. He has already advised the Singapore government. A section of the influential Handheld Learning Conference in London will be given over to what is happening in Scotland.

“People recognise that Scotland is a place that is keen to integrate these things into the curriculum,” said Robertson.

Teachers are reporting that by using games such as Mario and Sonic at the Olympics, Guitar Hero, Wii Sports and Endless Ocean, pupils’ motivation, attendance, personal skills and academic performance have improved, particularly among young boys and hard-to-reach children.

Meldrum Primary school in Aberdeenshire employed the game Endless Ocean as a hook for cross-curricular project for its P7 class. After playing the game on the Wii, which involves controlling a diver exploring a seascape, the pupils learned about bio-diversity, wrote stories and staged a debate about developing the a section of the ocean for tourists.

“It got so heated the person acting out the part of the tourist development person was in tears,” said Kim Aplin, the deputy-head teacher. “The quality of the learning that took place was tremendous. There is no doubt at all it improved their academic ability.”

Other examples around the country include West Lothian nurseries and primary schools using dance mats as a way to develop early-years phonics and reading skills, with “huge success”, according to Laura Compton, the authority’s information and communications technology development officer.

In Elrick and Banchory primary schools in Aberdeenshire, P2 pupils learned how to be responsible for looking after a pet using the Nintendogs game on the Nintendo DS.

In Clepington Primary School in Dundee, Jo-Anne Bell used Mario and Sonic at the Olympics on the Wii as a hook to teach her P6 class about the solar system. Pupils were placed into teams named after planets, wrote stories about the creatures that would live there, and competed against each other every morning on the Wii.

After last year’s trial involving a Dundee primary school class using Dr Kawashima’s Brain Training on the Nintendo DS for 20 minutes a day, which sparked a 10% improvement in their basic arithmetic, the project was rolled out to 16 other schools. The results will be revealed on Thursday at the Scottish Learning Festival.

The head teachers’ organisation, School Leaders Scotland, said while it welcomed the rise of Nintendo and Sony consoles in the classroom, it had reservations.

“It’s a great extra resource, a great motivational tool, but it has resource implications and you have to keep it in perspective of the other things that you really need to do in terms of education,” said Ken Cunningham, the general secretary. “The projects are product-dependent and not readily available to everyone all the time. They have to balance all that with all the more traditional style of teaching, the interpersonal skills. So it’s about getting the balance right.”

Source: Sunday Herald
http://tinyurl.com/42tzq2

“Helicopter parents” who hover around private schools pestering teachers have become so annoying that they are being asked to sign behaviour contracts.

Gene Batiste, from the US National Association of Independent Schools in Washington, DC, raised the issue, which has become a serious concern for his NSW counterparts.

In Sydney for the opening of a leadership centre for the Association of Independent Schools of NSW, Mr Batiste said some parents had taken on adversarial roles with teachers and school administrators.

“Helicopter parents is the growing issue of parents hovering over schools,” he said. “They are just around too much.

“It is putting on tremendous negative pressure, primarily on the classroom teacher and secondarily on administrators.

“Not only are teachers having to focus on lessons and teaching but they have this cloud of negativity when the parents come and demand so much of the teacher beyond what he or she is doing in the classroom.”

Not only were parents second-guessing the approach teachers took with the curriculum, some were making special appointments to see teachers to view their resumes and verify the teacher’s qualifications.

In the US some schools were asking parents to sign behaviour contracts.

“A lot of our schools are having parents sign, as part of the contractual agreement for admission, parents’ behaviour contracts,” Mr Batiste said. “Parents sign this covenant that they will behave in a way that is appropriate.”

Consequences of breaching the contract could range from a reprimand to the school’s refusal to re-enrol a child.

Geoff Newcombe, the executive director of the Association of Independent Schools of NSW, said that while schools were not introducing the American-style covenant here, NSW parents were required to sign enrolment contracts that outlined their responsibilities to the school.

“I think it is really important that schools have very clear enrolment contracts that clearly articulate the responsibilities of both parties, particularly the parents,” Dr Newcombe said.

“The expectations of parents have increased considerably and, depending on the school, some parents want to become overly involved in the workings of the school.

“I don’t think that is a good thing for the school or the parents. I think we are seeing more of that than we ever have before.”

The President of the Federation of P&C Associations of NSW, Dianne Giblin, said all parents had high expectations for their children.

“Parents are equal partners with schools and there should be ongoing dialogue between the home and the school,” Mrs Giblin said.

The NSW Greens MP John Kaye said: “Independent schools can’t have it both ways. On the one hand they ask for parents to fork out tens of thousands of dollars in fees each year and on the other hand expect them to have no say in the running of the school.”

Source: Sydney Morning Herald
http://tinyurl.com/3v88wv

Is school breaking our boys? Accumulating evidence says yes:

* Boys are kicked out of preschool at 4.5 times the rate of girls.
* Boys lag behind girls in reading and writing in elementary school, a lag that gets bigger in middle school and high school.
* Teenage boys are four times as likely to commit suicide as girls.
* Girls are doing so much better than boys at academics that by 2016 only 40 percent of college undergraduates are expected to be men.

I saw the roots of this miserable trend up close and personal last week when I visited my daughter’s elementary school lunchroom. The girls sat quietly talking and eating. The boys were jumping up, poking each other, spilling juice, running around the table, smooshing their pb&js into a ball. The lunchroom ladies’ response: Sit down and zip your lip. Yikes! These are 5-year-olds we’re talking about here, and this was their first break after a morning of literacy and math lessons. In kindergarten. Is it any wonder boys might conclude that school is not for them?

So I feel lucky to have come across The Trouble With Boys, a new book by Peg Tyre. Peg’s my kinda gal, a former investigative reporter for Newsweek who doesn’t take anyone’s word for it. She’s also the mother of two sons. When she heard that even at fancy New York private schools the struggling students were almost all male, she decided to investigate, looking for solid data as to why. What she found isn’t pretty. Among her findings:

• Teachers and principals know that boys are struggling but feel it’s politically incorrect to suggest that the curriculum needs to be changed to help boys.

• Schools have cut recess and gym and increased classroom time to boost test scores, but the lack of exercise is actually making it harder for boys (and girls) to learn.

• Most reading curricula are based on narrative fiction that turns off boys. How many boys want to read Little House on the Prairie?

There’s a lot of misinformation out there on how boys learn, Tyre found. She cites the example of Michael Gurian, who tells teachers at his popular workshops that neuroscientists have identified a “boy brain” that is less adept at staying focused than is a “girl brain.” At first, Tyre thought this made sense. But then she took the next step and asked the neuroscientists who did the research Gurian cites if this is true. They all said, no way do we know enough about the brain to say there’s a “boy brain.” “When we talk about gender, we’re talking about something that’s pretty complicated,” Tyre told me. “It’s not just nature. It’s not just nurture.” And there will be no simple solutions. But there are smart parents, smart teachers, and smart principals out there who are trying their own experiments to help boys, and getting good results. Tyre’s reporting provides solid information that parents can act on now:

• Boys do much better at reading and writing when the subject matter matches their interests. Savvy parents offer nonfiction books and stories with action and don’t cringe when their darling wants to write about Pokémon or Star Wars. Who cares if the kid’s reading Captain Underpants or The Day My Butt Went Psycho, as long as he loves to read?

• Dads can encourage their sons to read by reading to them on topics they both love. One smart school invited uniformed police officers (macho male ones) to come read to the kids each day.

• Find out how much PE and movement time your child gets, and advocate for more. Research unequivocally shows that all kids do better in school when they get plenty of time to run, jump, and play, and boys need time for tag and other rambunctious games. When you have your kids at home on the weekend, Tyre notes, you don’t keep them locked inside from 8 to 3 because you know they’ll turn into screaming meemies if you do.

All parents want their children to grow up to be happy and successful. Wouldn’t it be wonderful if reading The Gas We Pass: The Story of Farts helped boys get there?

Source: U.S. News & World Report
http://tinyurl.com/6movp5

Parents know more about their phone bills and bank balances than how well their child is doing at school, research suggests.

A poll of almost 1,500 parents found that only 16% receive monthly or weekly information about their child’s progress.

More than eight in 10 (85%) said they received information just four times a year at the most, with a similar amount (81%) saying they were informed of their child’s progress at parents’ evenings. And a massive 81% said they would like more feedback from their child’s school.

In contrast, almost three quarters (71%) of parents said they monitor their bank balance either online or by phone once a month, and 67% receive information from their mobile phone company on a monthly basis, via the internet or text messaging.

The survey, commissioned by the government technology agency Becta, found that parents want schools to adopt a similar updating system.

It found that almost seven in 10 (68%) want schools to use text messaging and emails to communicate with them on a regular basis. As it stands, only 8% currently receive information about their child this way.

Becta is encouraging parents to talk to schools about more effective ways of communicating regularly.

Niel McLean, spokesman for Becta’s Next Generation Learning Campaign, said: “Engaging parents is key to a child’s success at school. Yet it appears parents and schools are not talking as much, or as frequently, as parents would like.”

In July, the Government’ top adviser on behaviour in schools, Sir Alan Steer, called for schools to use new technology to update parents, including sending text or email alerts if a child fails to turn up to lessons.

TV parenting expert Tanya Byron said: “I think that parents are right to be asking to have greater and more regular access to information relating to their child’s development at school. Using a variety of digital platforms, such as the internet and text, will enable schools

Source: The Press Association
http://ukpress.google.com/article/ALeqM5g4dF3tUrGnRxCYCKoXiMBth-UDHQ

For teachers, parents, and most youngsters, it’s back to school time. But for 400,000 children, it’s an even more important occasion - starting school for the first time.

Most of them are ready for school, and, years later, most of them and their parents will look back fondly on their first few weeks.

Sadly, about one-third of the children who are starting school aren’t ready. Many of these youngsters will still be behind by the time they reach third grade.

Many may never be able to catch up with what their schools - and our society - expect them to learn and be able to do.

This is a problem - and there is a solution.

Taking the long view from early childhood to young adulthood, there is increasing interest in creating a more “seamless” system of learning that begins early and assures that students can successfully finish school and move on to higher education or job training and, eventually, into the work force.

In the New Economy, where Americans must compete with workers from throughout the world and keep adapting to changing technologies, “seamless learning” - and, indeed lifelong learning - is essential for everyone.

Looking at the early years of education - from age 3 through third grade - our preschools and elementary schools need to address four fundamental realities.

Reality 1: The early years before children start kindergarten are crucial for student achievement.

Neuroscience demonstrates that the brain’s development is nearly 90 percent complete by the time a child is 5 years old and that the years from birth to age 3 represent the most rapid brain development.

Economists tell us that investments made in the early years will bring large returns in the form of fewer drop outs and grade retentions, increased graduation rates and ultimately increased adult productivity.

Educational research shows us that children who have opportunities to participate in quality early care and education programs are well prepared for school and do better when they get there.

Reality 2: The transition from early learning into kindergarten is important and can impact later school success. What’s needed: Communication and cooperation among schools, communities and families.

When children feel safe and prepared for kindergarten and families understand and value what happens in school, then issues like persistent absence and lack of parental involvement are not problems.

When children come to school regularly and parents support learning at home, children succeed.

When kindergarten and early education teachers can exchange information or visit each other’s classrooms they are better able to coordinate children’s experiences across the two systems - and children do better.

Reality 3: The positive effects of high quality early care and education may dissipate for some children unless they are followed by consistent and high quality teaching in kindergarten through third grade.

These early elementary grades are critical for later school success because the foundation skills that children will need to have in place in order to meet school expectations going forward - must be established by grade 3. Without this foundation children will not be equipped to handle the higher level academic challenges they will encounter.

Reality 4: When children’s learning experiences before and after they start school are coordinated - or aligned - then the first component of a “seamless” learning system is in place. In other words, children will succeed when what they experience, how they are taught, and what they are expected to know is high quality and linked across the early years and the early grades.

Creating these links is not easy. It will require two groups of people who usually aren’t used to working together - early childhood educators and K-12 educators - to find ways to connect their two systems.

Because this is a vitally important but challenging task, the W.K. Kellogg Foundation and the Education Commission of the States are teaming up with Governors in five states to convene meetings that bring together education leaders and policy makers to explore ways that states can create more coherent and connected systems of learning across early learning and the early grades.

The “Linking Ready Kids and Ready Schools” Governor’s state forums are helping to raise awareness of these issues and will jumpstart efforts to link early care and education and the early grades so all children will be ready to succeed by grade three.

By working together, leaders from pre-school education, elementary education, and public policymaking can make sure that, when back to school time rolls around again, more children will be well on their way to completing a successful educational journey.

Mimi Howard is early learning program director for the Education Commission of the States, a Denver-based non-partisan public policy institute.

Source: San Angelo Standard Times, tx
http://www.gosanangelo.com/news/2008/sep/07/curb-early-learning-problems/

Parents who teach their children at home could have twice the impact on raising their child’s performance at school compared to a good nursery education, a new study suggests.

There have been rising concerns about the relatively low numbers of children taking up science and mathematics at the secondary level and evidence is published today that parents could have a much bigger impact on raising standards later on than preschool education, by a Government backed project following more than 3000 children.

Ten-year-olds who have attended “high quality” preschool tend to score higher on mathematics tests than those who haven’t, reports Prof Edward Melhuish of Birkbeck, University of London, and colleagues from the Effective provision of Preschool and Primary Education (EPPE) project.

He said they were surprised by the degree to which early experience both in the preschool and home were so influential later in the child’s life.

“For the average child who went to a particularly effective or high quality preschool their maths scores would be boosted by around 27 per cent,” says Prof Melhuish.

However, the project revealed that the education of the parents - particularly the mother- still has the greatest influence, having twice the effect and thus boosting maths scores even more.

What parents did at home mattered too. “The effects of the early home learning environment were very strong, much stronger than people had anticipated.”

“An ideal home learning environment would be rich in stimulation and very responsive to the child’s communications and activities,” says Prof Melhuish.

“Parents would talk to their children frequently, read to them, maybe visit library to increase range of books for child, provide opportunities to draw, paint, learn songs and rhymes, dance and physical activities, play with numbers and shapes.

The important thing is that the home provides lots of learning opportunities, The fact that learning is taking place is more important than the actual content of the learning. This provides the child with the mental structures needed to learn new things.”

The team calls in the journal Science for countries such as America to adopt universal preschool, which might cost up to £5000 per child, of the kind adopted in Britain since 2004.

Whereas much of the previous research on preschool’s long-term effects focused on disadvantaged children, the researchers followed children from throughout England, from ages three and four through to age 10, and is still studying them at secondary school.

“This detailed data allows us to examine the effects of various factors while allowing for the differences in the other factors and backgrounds of children,” says Prof Melhuish.

“Our study is the first to show that preschool shows advantages across the whole population, while being able to allow for other confounding factors.”

The home environment is the most important; five years of “effective” primary school is next most important but is closely followed by 18 months of preschool experience in terms of relative size of effects.

As for what parents should look for when chosing a preschool, he says: “A play-based curriculum that offers lots of learning opportunities that cover reading and play with numbers and shapes and some time in individual, one-to-one activities as well as small group work”.

Starting “between two and three can be very beneficial, particularly for children from disadvantaged homes.”

Source: Telegraph.co.uk, United Kingdom
http://tinyurl.com/5jevbu