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Dangerously Irrelevant

Dangerously Irrelevant
I am rereading Teaching As a Subversive Activity, which is a phenomenal book if you haven’t read it. About halfway through the book, Postman and Weingartner discuss ‘closed’ versus ‘open’ systems of knowledge: A closed system is one in which the knowables are fixed. Examples of this kind of system would include any in which most of its answers are either yes or no, right or wrong, clearly and without any other possibility. (p. 116)…Open systems may be thought of as situations in which there are degrees of ‘rightness,’ and in which a right answer today may well be a wrong answer tomorrow. (p. 117)

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100 Useful Tips and Tools to Research the Deep Web By Alisa Miller Experts say that typical search engines like Yahoo! and Google only pick up about 1% of the information available on the Internet. Building the Culture of an Empowered Mindset Towards Technology Innovation I have been having an incredible year of learning in my half-time role with Parkland School Division, along with speaking and consulting for other schools/districts. I have learned a lot from both positions and I feel that it is very valuable to be able to look at school cultures within your organization, while also looking at what other schools do from an outsider’s perspective. In this work, I have realized how truly important the role of principal is in building, not only in creating a positive culture, but an innovative one. These schools continuously strive to understand the changes happening in our world to not only catch up, but to lead the way in providing amazing learning opportunities for our students. Often times, as the principal goes, so does the culture of the school.

Amazing Audiobooks Skip to main content Search form a Division of the American Library Association Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis Few ideas about teachers' professional growth resonate with me more than those of Richard Elmore, professor of educational leadership at Harvard, who has gone as far as to argue that school structures make learning for adults unlikely at best and nothing short of impossible at worst. In a 2002 report for the Albert Shanker Institute, Elmore wrote, As expectations for increased student performance mount and the measurement and publication of evidence about performance becomes part of the public discourse about schools, there are few portals through which new knowledge about teaching and learning can enter schools; few structures or processes in which teachers and administrators can assimilate, adapt, and polish new ideas and practices; and few sources of assistance for those who are struggling to understand the connection between the academic performance of their students and the practices in which they engage. Changing Times, Changing Tools Reading Blogs

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