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返校后學(xué)生課業(yè)掉隊,學(xué)校緊張應(yīng)對

KAT MCKIM
2021-12-06

許多學(xué)生重回校園時,不僅因為疫情帶來的孤立感和創(chuàng)傷受到影響,也因為超出正常范圍的學(xué)業(yè)差距感到壓力。

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政策制定者準(zhǔn)確預(yù)測到,今秋學(xué)生返校重啟線下課程后,學(xué)校需要應(yīng)對疫情帶來的一系列挑戰(zhàn),為此他們以中小學(xué)緊急救援基金的形式撥付了數(shù)十億美元。

但學(xué)校還缺少一樣至關(guān)重要的東西:時間。

在接受了一年多的線上教學(xué)和線上線下混合教學(xué)后,許多孩子重回校園時,不僅因為疫情帶來的孤立感和創(chuàng)傷受到影響,也因為超出正常范圍的學(xué)業(yè)差距感到壓力。隨著州立考試臨近,部分學(xué)生掉隊卻太過嚴(yán)重,學(xué)校當(dāng)然希望能把每天的時間更多用于教學(xué)和小組輔導(dǎo)。

“(疫情期間的學(xué)習(xí)情況)很糟糕?!狈菭I利組織Cadence learning的聯(lián)合創(chuàng)始人史蒂文·威爾遜說(該組織與全美各地的學(xué)區(qū)和學(xué)校合作,提供暑期補(bǔ)習(xí)項目),“這個問題如果不解決,會對一代人的成長產(chǎn)生長期影響。我們必須采取行動,在找到徹底的解決方案之前,需要有更多高質(zhì)量的學(xué)習(xí)時間?!?/p>

但是,最常被砍掉的課程是藝術(shù)和音樂等素質(zhì)教育課程,而或許正是這些科目能幫助學(xué)校應(yīng)對目前正在著力解決的社會、發(fā)展和情感需求。

教育技術(shù)提供商EVERFI的數(shù)據(jù)顯示,副科對學(xué)生掌握生活技能和實踐知識至關(guān)重要。例如,在上EVERFI的金融知識課程前,只有42%的學(xué)生知道怎么看支票;課程結(jié)束后,該數(shù)字躍升至61%。參加EVERFI心理健康課程的學(xué)生中有70%表示,課程給他們提供了識別和應(yīng)對壓力的工具。如果砍掉這些課程,孩子們可能會對如何面對成人世界里十分重要的一部分準(zhǔn)備不足。

因此,確認(rèn)優(yōu)先級對于學(xué)校而言是個艱難的決定。

杰米·唐斯是YES Prep Southside中學(xué)的校長,這是休斯敦一所公立特許學(xué)校,招收6到12年級的學(xué)生。哪怕是在平時,制訂課程表和課程目錄都是個大難題,但今年,由于德州通過了一項新的法律HB 4545,這個過程變得更加復(fù)雜。

HB 4545通過于2021年6月,要求任何未通過州測試的學(xué)生必須接受30個小時的小組輔導(dǎo),或者接受該州教師激勵項目指定的優(yōu)秀教師授課。但該項目的網(wǎng)站顯示,目前全州只有4617位優(yōu)秀教師——將將超過教師隊伍的1%。

去年度過了困難重重的一個學(xué)年后,毫無疑問,今年返校時學(xué)習(xí)成績較差的孩子必須要接受小組輔導(dǎo)了。但是HB 4545還提出了更多要求。

唐斯說,因為德州要求學(xué)生本人到場考試,去年春天,他的一些學(xué)生因為覺得不安全而沒有參加州考試。根據(jù)HB 4545,這些學(xué)生必須和未通過考試的學(xué)生一樣遵守相同的要求,除非學(xué)校在學(xué)年開始時額外舉辦考試進(jìn)行能力測試。因此,唐斯不得不在課程表里插進(jìn)去更多的輔導(dǎo)。

“我們想讓學(xué)生跟上隊,但感覺像是在用消防水龍頭把知識灌進(jìn)他們的喉嚨里?!碧扑拐f,“我們(在2020年)開啟了網(wǎng)絡(luò)生活,但孩子們并沒有做好準(zhǔn)備。家長們也沒有做好準(zhǔn)備……現(xiàn)在他們已經(jīng)升了兩個年級……但他們的基礎(chǔ)根本沒辦法在(目前)的課程中成功。”

因為線上教學(xué)帶來的種種挑戰(zhàn),比如網(wǎng)絡(luò)連接問題、在家容易分心、老師們不像線下教學(xué)那樣可以提供足夠多的的支持等等,唐斯的一些學(xué)生因為掛掉了一些科目而無法按期畢業(yè),必須在今年重修。

因此,唐斯不得不砍掉了很多選修課,只提供畢業(yè)所需的選修課。

“仍然有選修課,但對一些孩子來說,他們沒辦法上體育課,而是要參加閱讀干預(yù)課程……或者重修去年掛掉的英語課?!碧扑拐f,“我們確實沒辦法,只能把(選修課)減到畢業(yè)要求的最低標(biāo)準(zhǔn)。所以,我們沒辦法提供豐富的美術(shù)課程選擇,只開了一門美術(shù)課……為了確保孩子們畢業(yè),我們必須要有所放棄、有所選擇?!?/p>

不幸的是,限制選修課會對孩子的發(fā)展、社交和整體幸福感產(chǎn)生實打?qū)嵉挠绊憽?/p>

“大量證據(jù)表明,對音樂和藝術(shù)的參與度會影響青少年的心理健康,”賓夕法尼亞約克學(xué)院的教育學(xué)副教授喬?!さ律5偎拐f。

2019年的一份報告分析了休斯敦1萬多名中小學(xué)生加大藝術(shù)教育的結(jié)果,發(fā)現(xiàn)更多地接觸藝術(shù)(主要是音樂、戲劇、舞蹈和視覺藝術(shù))會使違紀(jì)事件顯著減少、寫作成績和同理心增加。美國疾病控制與預(yù)防中心2010年的一份報告發(fā)現(xiàn),學(xué)生在校期間的體育活動與學(xué)習(xí)行為(如注意力、記憶力、自尊和課堂行為)呈正相關(guān)。

疫情爆發(fā)前,德桑蒂斯關(guān)注到學(xué)校正在加入更多培養(yǎng)學(xué)生心理健康的活動,比如正念練習(xí)和瑜伽等。他希望這一趨勢能繼續(xù)下去,哪怕現(xiàn)在面臨著追趕課業(yè)的壓力。

“(疫情爆發(fā)前)整體的趨勢是用更具同理心、更全面的視角來進(jìn)行兒童教育。”德桑蒂斯說,“現(xiàn)在每個人都明白這一點。我們花更多的時間(在線上課程中)陪伴孩子……我們已經(jīng)看到了,如果學(xué)校不夠人性化,會出現(xiàn)什么后果?!?/p>

斯蒂芬妮·南特爾曾是一名音樂教師,現(xiàn)在是紐約市非營利組織“音樂教育”(Education Through music)的課程和項目主管,該機(jī)構(gòu)主要為資源不足的學(xué)校提供音樂教育。她發(fā)現(xiàn),音樂教育與學(xué)生的社交和情感發(fā)展有著密不可分的聯(lián)系。

“音樂能讓你去感受,”南特爾說?!白屢魳烦蔀槿后w的一部分能讓你有所感悟。音樂天生就能(讓你)接觸自己的情感……我們?yōu)閷W(xué)生提供體驗和學(xué)習(xí)機(jī)會,讓他們用語言表達(dá)(自己的感受)?!?/p>

南特爾還認(rèn)為,素質(zhì)教育課程能讓孩子們強(qiáng)化在學(xué)術(shù)課程中學(xué)到的東西。例如,“音樂教育”課程將聲學(xué)和聲波與三年級學(xué)生的科學(xué)和數(shù)學(xué)課程結(jié)合在一起。

“當(dāng)你在音樂室談起學(xué)生在社會學(xué)科、科學(xué)或數(shù)學(xué)中學(xué)到的東西時,你會看到他們的笑臉被點亮了?!蹦咸栒f,“理解這些聯(lián)系,對提升(他們的)學(xué)習(xí)和在學(xué)校的整體投入有很大幫助?!?/p>

艾利克斯·馬加尼亞是丹佛“燈塔網(wǎng)絡(luò)學(xué)?!保˙eacon Network Schools)的執(zhí)行董事,他發(fā)現(xiàn),學(xué)生們今天秋天返校后,學(xué)業(yè)和軟技能都急劇下降,他認(rèn)為,面對當(dāng)前種種挑戰(zhàn),在學(xué)校里安排時間參加素質(zhì)教育課程至關(guān)重要。

“學(xué)習(xí)成績上的差距變大了,但更重要的是,我們發(fā)現(xiàn)在道德水平和技能方面也出現(xiàn)差距?!瘪R加尼亞說,“我們可以專注于學(xué)習(xí)知識,但我們注意到,學(xué)生們學(xué)習(xí)、規(guī)劃的能力也變差了?!?/p>

馬加尼亞還驚訝地發(fā)現(xiàn),疫情對兒童社會化發(fā)展產(chǎn)生了重大影響。他的許多學(xué)生出現(xiàn)行為爆發(fā)和不成熟行為的頻率都高出正常水平,類似行為本應(yīng)在一到兩個年級前就不再出現(xiàn),他把這種現(xiàn)象歸結(jié)于過去一年半的社會孤立。

“孩子們正在走出教室?!瘪R加尼亞稱,“去年(在線學(xué)習(xí)時),他們可以把我們靜音。嚴(yán)格來說,他們走出教室的時候相當(dāng)于仍然在把我們靜音……這比想象中更具挑戰(zhàn)性?!?/p>

馬加尼亞認(rèn)為,保持連貫性很重要,他本打算在本學(xué)年為學(xué)生提供與疫情前相同的課程選擇。但他被迫將選修課的天數(shù)從每周4天減少到2天,為了能給學(xué)習(xí)騰出時間,讓孩子們可以接受小組輔導(dǎo)、進(jìn)行輔助閱讀,或者有更多時間完成作業(yè)。

許多州在2020年都暫停了州立考試,一些州也暫停了2021年的考試,但本學(xué)年可能會全部恢復(fù)。與全國多數(shù)學(xué)校的領(lǐng)導(dǎo)一樣,馬加尼亞對此十分重視。他贊成通過州立測試確保學(xué)??梢蕴峁└哔|(zhì)量的學(xué)術(shù)教育,但基于去年春季的樣本數(shù)據(jù),他預(yù)計州測試分?jǐn)?shù)將大幅下降。

“我們接受州立測試?!瘪R加尼亞表示,“能了解本校的表現(xiàn)水平十分必要,因為我們是在為孩子們提供服務(wù)……我們有義務(wù)確保孩子們?nèi)〉煤贸煽儭!?/p>

在州立考試中取得好成績的壓力,以及學(xué)校隨之為此做出權(quán)衡,并不是什么新鮮事。德桑蒂斯認(rèn)為,美國人對學(xué)生成績的焦慮可以追溯到上世紀(jì)80年代,以及發(fā)表報告《風(fēng)險中的國家》(A Nation at Risk)之時。這份報告詳細(xì)介紹了美國教育體系的差距,認(rèn)為美國學(xué)生的學(xué)業(yè)表現(xiàn)與其他國家的學(xué)生相比處于劣勢。

“從國防角度來看,我們的學(xué)校體系引發(fā)了大量焦慮?!钡律5偎拐f,“這引發(fā)了20世紀(jì)80年代初的測試運(yùn)動。”

德桑蒂斯回憶了20世紀(jì)90年代教育政策的變化,當(dāng)時人們的關(guān)注點從考試轉(zhuǎn)向了學(xué)生的幸福感,學(xué)校增加了每天非學(xué)術(shù)性的咨詢時間,也增加了咨詢師的比例。

然而,這種思潮只是一時的。2002年,“不讓一個孩子掉隊”(NCLB)政策出臺,對“1965年中小學(xué)教育法”進(jìn)行了更新,要求學(xué)校為所有學(xué)生的學(xué)業(yè)進(jìn)步負(fù)起責(zé)任,引發(fā)了人們對標(biāo)準(zhǔn)化考試的重新關(guān)注。

除此之外,NCLB還要求所有州對3到8年級學(xué)生的閱讀和數(shù)學(xué)進(jìn)行年度評估。該法案還給學(xué)生的進(jìn)步設(shè)定了基準(zhǔn)線,未能達(dá)標(biāo)的學(xué)校將面臨相應(yīng)后果。不管NCLB的出發(fā)點多好,它強(qiáng)烈地刺激了人們對于數(shù)學(xué)和閱讀的關(guān)注,而把其他科目排除在外。

“最極端的情況是,[學(xué)校說,如果]孩子們數(shù)學(xué)成績不好,我們會把他們學(xué)數(shù)學(xué)的時間翻倍,給他們五分鐘的時間用于社會研究和科學(xué)?!钡律5偎拐f。“這導(dǎo)致了疫情前青少年心理健康危機(jī)就已存在。”

德桑蒂斯希望,即使標(biāo)準(zhǔn)化考試仍將繼續(xù)存在,決策者和學(xué)校管理者在考慮結(jié)果時也能更具同理心。

“(州測試)只是一個窄帶快照,只能狹隘地反映某一天是否在某個領(lǐng)域足夠聰明?!彼f,“(疫情或許)帶來了一線曙光,讓政策從懲罰性轉(zhuǎn)向支持性?!?/p>

Cadence Learning的威爾遜認(rèn)為,學(xué)??梢酝瑫r兼顧學(xué)業(yè)和學(xué)生的幸福與快樂,而不是讓教育政策淪為二者之間的對立拉鋸。他的答案是?提供高質(zhì)量的、可以啟發(fā)人心智的學(xué)術(shù)課程,同時特意安排時間提升孩子們的歸屬感、群體意識和共同價值觀。

威爾遜承認(rèn),過去20年以標(biāo)準(zhǔn)考試為基礎(chǔ)的改革在很大程度上可以視為一次失敗。然而,他以馬薩諸塞州為例,說明也有成功案例可以為我們指明前進(jìn)方向。

NCLB賦予各州自行制定學(xué)生考試標(biāo)準(zhǔn)的自由,因此產(chǎn)生了一系列內(nèi)容和嚴(yán)格程度各異的標(biāo)準(zhǔn)。威爾遜認(rèn)為馬薩諸塞州的標(biāo)準(zhǔn)對于學(xué)識的考查內(nèi)容豐富,對學(xué)生十分有吸引力;在之后的十多年里,該州也成為全美成績最拔尖的州之一。

“(有)觀點認(rèn)為,學(xué)習(xí)是一件需要忍受和忍耐的事情,而不是一種可以讓人感受到深度快樂和興奮的東西?!蓖栠d說,“孩子們是很聰明的。學(xué)業(yè)上的成功會讓他們感覺良好,這在情感上是無可替代的。”(財富中文網(wǎng))

譯者:Agatha

政策制定者準(zhǔn)確預(yù)測到,今秋學(xué)生返校重啟線下課程后,學(xué)校需要應(yīng)對疫情帶來的一系列挑戰(zhàn),為此他們以中小學(xué)緊急救援基金的形式撥付了數(shù)十億美元。

但學(xué)校還缺少一樣至關(guān)重要的東西:時間。

在接受了一年多的線上教學(xué)和線上線下混合教學(xué)后,許多孩子重回校園時,不僅因為疫情帶來的孤立感和創(chuàng)傷受到影響,也因為超出正常范圍的學(xué)業(yè)差距感到壓力。隨著州立考試臨近,部分學(xué)生掉隊卻太過嚴(yán)重,學(xué)校當(dāng)然希望能把每天的時間更多用于教學(xué)和小組輔導(dǎo)。

“(疫情期間的學(xué)習(xí)情況)很糟糕?!狈菭I利組織Cadence learning的聯(lián)合創(chuàng)始人史蒂文·威爾遜說(該組織與全美各地的學(xué)區(qū)和學(xué)校合作,提供暑期補(bǔ)習(xí)項目),“這個問題如果不解決,會對一代人的成長產(chǎn)生長期影響。我們必須采取行動,在找到徹底的解決方案之前,需要有更多高質(zhì)量的學(xué)習(xí)時間?!?/p>

但是,最常被砍掉的課程是藝術(shù)和音樂等素質(zhì)教育課程,而或許正是這些科目能幫助學(xué)校應(yīng)對目前正在著力解決的社會、發(fā)展和情感需求。

教育技術(shù)提供商EVERFI的數(shù)據(jù)顯示,副科對學(xué)生掌握生活技能和實踐知識至關(guān)重要。例如,在上EVERFI的金融知識課程前,只有42%的學(xué)生知道怎么看支票;課程結(jié)束后,該數(shù)字躍升至61%。參加EVERFI心理健康課程的學(xué)生中有70%表示,課程給他們提供了識別和應(yīng)對壓力的工具。如果砍掉這些課程,孩子們可能會對如何面對成人世界里十分重要的一部分準(zhǔn)備不足。

因此,確認(rèn)優(yōu)先級對于學(xué)校而言是個艱難的決定。

杰米·唐斯是YES Prep Southside中學(xué)的校長,這是休斯敦一所公立特許學(xué)校,招收6到12年級的學(xué)生。哪怕是在平時,制訂課程表和課程目錄都是個大難題,但今年,由于德州通過了一項新的法律HB 4545,這個過程變得更加復(fù)雜。

HB 4545通過于2021年6月,要求任何未通過州測試的學(xué)生必須接受30個小時的小組輔導(dǎo),或者接受該州教師激勵項目指定的優(yōu)秀教師授課。但該項目的網(wǎng)站顯示,目前全州只有4617位優(yōu)秀教師——將將超過教師隊伍的1%。

去年度過了困難重重的一個學(xué)年后,毫無疑問,今年返校時學(xué)習(xí)成績較差的孩子必須要接受小組輔導(dǎo)了。但是HB 4545還提出了更多要求。

唐斯說,因為德州要求學(xué)生本人到場考試,去年春天,他的一些學(xué)生因為覺得不安全而沒有參加州考試。根據(jù)HB 4545,這些學(xué)生必須和未通過考試的學(xué)生一樣遵守相同的要求,除非學(xué)校在學(xué)年開始時額外舉辦考試進(jìn)行能力測試。因此,唐斯不得不在課程表里插進(jìn)去更多的輔導(dǎo)。

“我們想讓學(xué)生跟上隊,但感覺像是在用消防水龍頭把知識灌進(jìn)他們的喉嚨里。”唐斯說,“我們(在2020年)開啟了網(wǎng)絡(luò)生活,但孩子們并沒有做好準(zhǔn)備。家長們也沒有做好準(zhǔn)備……現(xiàn)在他們已經(jīng)升了兩個年級……但他們的基礎(chǔ)根本沒辦法在(目前)的課程中成功。”

因為線上教學(xué)帶來的種種挑戰(zhàn),比如網(wǎng)絡(luò)連接問題、在家容易分心、老師們不像線下教學(xué)那樣可以提供足夠多的的支持等等,唐斯的一些學(xué)生因為掛掉了一些科目而無法按期畢業(yè),必須在今年重修。

因此,唐斯不得不砍掉了很多選修課,只提供畢業(yè)所需的選修課。

“仍然有選修課,但對一些孩子來說,他們沒辦法上體育課,而是要參加閱讀干預(yù)課程……或者重修去年掛掉的英語課?!碧扑拐f,“我們確實沒辦法,只能把(選修課)減到畢業(yè)要求的最低標(biāo)準(zhǔn)。所以,我們沒辦法提供豐富的美術(shù)課程選擇,只開了一門美術(shù)課……為了確保孩子們畢業(yè),我們必須要有所放棄、有所選擇?!?/p>

不幸的是,限制選修課會對孩子的發(fā)展、社交和整體幸福感產(chǎn)生實打?qū)嵉挠绊憽?/p>

“大量證據(jù)表明,對音樂和藝術(shù)的參與度會影響青少年的心理健康,”賓夕法尼亞約克學(xué)院的教育學(xué)副教授喬?!さ律5偎拐f。

2019年的一份報告分析了休斯敦1萬多名中小學(xué)生加大藝術(shù)教育的結(jié)果,發(fā)現(xiàn)更多地接觸藝術(shù)(主要是音樂、戲劇、舞蹈和視覺藝術(shù))會使違紀(jì)事件顯著減少、寫作成績和同理心增加。美國疾病控制與預(yù)防中心2010年的一份報告發(fā)現(xiàn),學(xué)生在校期間的體育活動與學(xué)習(xí)行為(如注意力、記憶力、自尊和課堂行為)呈正相關(guān)。

疫情爆發(fā)前,德桑蒂斯關(guān)注到學(xué)校正在加入更多培養(yǎng)學(xué)生心理健康的活動,比如正念練習(xí)和瑜伽等。他希望這一趨勢能繼續(xù)下去,哪怕現(xiàn)在面臨著追趕課業(yè)的壓力。

“(疫情爆發(fā)前)整體的趨勢是用更具同理心、更全面的視角來進(jìn)行兒童教育?!钡律5偎拐f,“現(xiàn)在每個人都明白這一點。我們花更多的時間(在線上課程中)陪伴孩子……我們已經(jīng)看到了,如果學(xué)校不夠人性化,會出現(xiàn)什么后果?!?/p>

斯蒂芬妮·南特爾曾是一名音樂教師,現(xiàn)在是紐約市非營利組織“音樂教育”(Education Through music)的課程和項目主管,該機(jī)構(gòu)主要為資源不足的學(xué)校提供音樂教育。她發(fā)現(xiàn),音樂教育與學(xué)生的社交和情感發(fā)展有著密不可分的聯(lián)系。

“音樂能讓你去感受,”南特爾說?!白屢魳烦蔀槿后w的一部分能讓你有所感悟。音樂天生就能(讓你)接觸自己的情感……我們?yōu)閷W(xué)生提供體驗和學(xué)習(xí)機(jī)會,讓他們用語言表達(dá)(自己的感受)?!?/p>

南特爾還認(rèn)為,素質(zhì)教育課程能讓孩子們強(qiáng)化在學(xué)術(shù)課程中學(xué)到的東西。例如,“音樂教育”課程將聲學(xué)和聲波與三年級學(xué)生的科學(xué)和數(shù)學(xué)課程結(jié)合在一起。

“當(dāng)你在音樂室談起學(xué)生在社會學(xué)科、科學(xué)或數(shù)學(xué)中學(xué)到的東西時,你會看到他們的笑臉被點亮了?!蹦咸栒f,“理解這些聯(lián)系,對提升(他們的)學(xué)習(xí)和在學(xué)校的整體投入有很大幫助?!?/p>

艾利克斯·馬加尼亞是丹佛“燈塔網(wǎng)絡(luò)學(xué)校”(Beacon Network Schools)的執(zhí)行董事,他發(fā)現(xiàn),學(xué)生們今天秋天返校后,學(xué)業(yè)和軟技能都急劇下降,他認(rèn)為,面對當(dāng)前種種挑戰(zhàn),在學(xué)校里安排時間參加素質(zhì)教育課程至關(guān)重要。

“學(xué)習(xí)成績上的差距變大了,但更重要的是,我們發(fā)現(xiàn)在道德水平和技能方面也出現(xiàn)差距。”馬加尼亞說,“我們可以專注于學(xué)習(xí)知識,但我們注意到,學(xué)生們學(xué)習(xí)、規(guī)劃的能力也變差了?!?/p>

馬加尼亞還驚訝地發(fā)現(xiàn),疫情對兒童社會化發(fā)展產(chǎn)生了重大影響。他的許多學(xué)生出現(xiàn)行為爆發(fā)和不成熟行為的頻率都高出正常水平,類似行為本應(yīng)在一到兩個年級前就不再出現(xiàn),他把這種現(xiàn)象歸結(jié)于過去一年半的社會孤立。

“孩子們正在走出教室?!瘪R加尼亞稱,“去年(在線學(xué)習(xí)時),他們可以把我們靜音。嚴(yán)格來說,他們走出教室的時候相當(dāng)于仍然在把我們靜音……這比想象中更具挑戰(zhàn)性?!?/p>

馬加尼亞認(rèn)為,保持連貫性很重要,他本打算在本學(xué)年為學(xué)生提供與疫情前相同的課程選擇。但他被迫將選修課的天數(shù)從每周4天減少到2天,為了能給學(xué)習(xí)騰出時間,讓孩子們可以接受小組輔導(dǎo)、進(jìn)行輔助閱讀,或者有更多時間完成作業(yè)。

許多州在2020年都暫停了州立考試,一些州也暫停了2021年的考試,但本學(xué)年可能會全部恢復(fù)。與全國多數(shù)學(xué)校的領(lǐng)導(dǎo)一樣,馬加尼亞對此十分重視。他贊成通過州立測試確保學(xué)??梢蕴峁└哔|(zhì)量的學(xué)術(shù)教育,但基于去年春季的樣本數(shù)據(jù),他預(yù)計州測試分?jǐn)?shù)將大幅下降。

“我們接受州立測試?!瘪R加尼亞表示,“能了解本校的表現(xiàn)水平十分必要,因為我們是在為孩子們提供服務(wù)……我們有義務(wù)確保孩子們?nèi)〉煤贸煽?。?/p>

在州立考試中取得好成績的壓力,以及學(xué)校隨之為此做出權(quán)衡,并不是什么新鮮事。德桑蒂斯認(rèn)為,美國人對學(xué)生成績的焦慮可以追溯到上世紀(jì)80年代,以及發(fā)表報告《風(fēng)險中的國家》(A Nation at Risk)之時。這份報告詳細(xì)介紹了美國教育體系的差距,認(rèn)為美國學(xué)生的學(xué)業(yè)表現(xiàn)與其他國家的學(xué)生相比處于劣勢。

“從國防角度來看,我們的學(xué)校體系引發(fā)了大量焦慮?!钡律5偎拐f,“這引發(fā)了20世紀(jì)80年代初的測試運(yùn)動。”

德桑蒂斯回憶了20世紀(jì)90年代教育政策的變化,當(dāng)時人們的關(guān)注點從考試轉(zhuǎn)向了學(xué)生的幸福感,學(xué)校增加了每天非學(xué)術(shù)性的咨詢時間,也增加了咨詢師的比例。

然而,這種思潮只是一時的。2002年,“不讓一個孩子掉隊”(NCLB)政策出臺,對“1965年中小學(xué)教育法”進(jìn)行了更新,要求學(xué)校為所有學(xué)生的學(xué)業(yè)進(jìn)步負(fù)起責(zé)任,引發(fā)了人們對標(biāo)準(zhǔn)化考試的重新關(guān)注。

除此之外,NCLB還要求所有州對3到8年級學(xué)生的閱讀和數(shù)學(xué)進(jìn)行年度評估。該法案還給學(xué)生的進(jìn)步設(shè)定了基準(zhǔn)線,未能達(dá)標(biāo)的學(xué)校將面臨相應(yīng)后果。不管NCLB的出發(fā)點多好,它強(qiáng)烈地刺激了人們對于數(shù)學(xué)和閱讀的關(guān)注,而把其他科目排除在外。

“最極端的情況是,[學(xué)校說,如果]孩子們數(shù)學(xué)成績不好,我們會把他們學(xué)數(shù)學(xué)的時間翻倍,給他們五分鐘的時間用于社會研究和科學(xué)?!钡律5偎拐f。“這導(dǎo)致了疫情前青少年心理健康危機(jī)就已存在?!?/p>

德桑蒂斯希望,即使標(biāo)準(zhǔn)化考試仍將繼續(xù)存在,決策者和學(xué)校管理者在考慮結(jié)果時也能更具同理心。

“(州測試)只是一個窄帶快照,只能狹隘地反映某一天是否在某個領(lǐng)域足夠聰明?!彼f,“(疫情或許)帶來了一線曙光,讓政策從懲罰性轉(zhuǎn)向支持性?!?/p>

Cadence Learning的威爾遜認(rèn)為,學(xué)??梢酝瑫r兼顧學(xué)業(yè)和學(xué)生的幸福與快樂,而不是讓教育政策淪為二者之間的對立拉鋸。他的答案是?提供高質(zhì)量的、可以啟發(fā)人心智的學(xué)術(shù)課程,同時特意安排時間提升孩子們的歸屬感、群體意識和共同價值觀。

威爾遜承認(rèn),過去20年以標(biāo)準(zhǔn)考試為基礎(chǔ)的改革在很大程度上可以視為一次失敗。然而,他以馬薩諸塞州為例,說明也有成功案例可以為我們指明前進(jìn)方向。

NCLB賦予各州自行制定學(xué)生考試標(biāo)準(zhǔn)的自由,因此產(chǎn)生了一系列內(nèi)容和嚴(yán)格程度各異的標(biāo)準(zhǔn)。威爾遜認(rèn)為馬薩諸塞州的標(biāo)準(zhǔn)對于學(xué)識的考查內(nèi)容豐富,對學(xué)生十分有吸引力;在之后的十多年里,該州也成為全美成績最拔尖的州之一。

“(有)觀點認(rèn)為,學(xué)習(xí)是一件需要忍受和忍耐的事情,而不是一種可以讓人感受到深度快樂和興奮的東西?!蓖栠d說,“孩子們是很聰明的。學(xué)業(yè)上的成功會讓他們感覺良好,這在情感上是無可替代的。”(財富中文網(wǎng))

譯者:Agatha

Policymakers accurately predicted that schools would need to address a maelstrom of pandemic-related challenges as students returned to school in person this fall, and they allocated billions of dollars—in the form of the Elementary and Secondary School Emergency Relief Fund—to do just that.

But there’s one critical thing schools don’t have more of: time.

Many kids have returned to school both reeling from pandemic-induced isolation and trauma and staggering under the weight of larger-than-normal academic gaps after more than a year of virtual and hybrid instruction. With state tests once again looming and some kids further behind than ever, schools are understandably eager to add more time into the school day for academic subjects and small-group tutoring.

“[Pandemic learning loss] was bad,” said Steven Wilson, cofounder of Cadence Learning, a nonprofit that partners with districts and schools across the country to offer accelerated learning summer programs. “If it’s not addressed, it will have long-term developmental consequences for a generation. We have to act, and…until we invent a radical solution, we need more quality learning time.”

But the subjects most often on the chopping block to make additional time for academics are enrichment classes like art and music—the very subjects that might help address the panoply of social, developmental, and emotional needs that schools are currently contending with.

Data from education technology provider EVERFI show that enrichment subjects are also critical to the development of students’ life skills and practical knowledge. For example, only 42% of students felt able to read and understand a paycheck before taking one of EVERFI’s financial literacy courses; that number jumped to 61% post-course. And 70% of students who took an EVERFI course about mental wellness said it gave them tools to recognize and cope with stress. Cut down on courses like these, and kids may be hugely underprepared to navigate essential parts of the adult world.

It’s against this backdrop that schools are having to make tough decisions about what to prioritize.

Jamie Downs is the principal at YES Prep Southside Secondary, a public charter school serving grades 6 through 12 in Houston. Creating a school’s schedule and course catalog can be a daunting puzzle in the best of times, but this year, Downs’ decisions were further complicated by the passage of a new Texas law, HB 4545.

Passed in June 2021, HB 4545 requires that any student who failed a state test must receive 30 hours of small-group tutoring. The mandate can also be met if students are taught by a high-performing teacher as designated by the state’s teacher incentive program, but according to the program’s website, there are currently only 4,617 such teachers across the state—just over 1% of the teacher workforce.

After the enormous challenges of the past school year, there’s no doubt that small-group tutoring is a necessity for kids who are returning this year with big academic gaps. But there’s more to HB 4545.

Downs reports that a number of his students opted out of the state test last spring because Texas required students to test in person, and they felt unsafe doing so. Under HB 4545, those students are subject to the same requirements as students who failed, unless the school administers an additional exam to test their proficiency at the beginning of the school year. This leaves Downs with even more tutoring to jigsaw into the school day.

“We’re trying to catch [students] up, but it’s like a fire hydrant of information down their throats,” Downs said. “We started to adapt to life online [in 2020], but kids were not prepared for that. Parents were not prepared for that…Kids are now two grades higher…and they don’t have the foundational skills to be successful in [their current] courses.”

Given the challenges of virtual instruction—internet connectivity issues, distractions at home, teachers unable to provide as much support as they otherwise could have in person, to name just a few—a number of Downs’ students also failed classes that are required for graduation and must retake them this year.

In response to the hugely increased academic need, Downs was forced to cut back on elective courses and can now offer only those electives required to graduate.

“They still get electives, but for some kids, rather than going to PE, they’re going to a reading intervention…or retaking the English class [they] failed last year,” Downs said. “We’ve really had to cut [electives] down to what’s required for graduation. So rather than having robust fine art offerings, we have one fine arts class…We’ve had to pick and choose our battles to make sure kids graduate.”

Unfortunately, the difficult choice to limit electives can have real consequences for kids’ development, socialization, and overall well-being.

“There’s a lot of evidence to suggest that youth mental health is impacted by kids’ ability to engage with music and the arts,” said Josh DeSantis, an associate professor of education at York College of Pennsylvania.

A 2019 report that analyzed the effects of increased arts education for over 10,000 elementary and middle school students in Houston found that more exposure to the arts (primarily music, theater, dance, and visual arts) led to a significant decrease in disciplinary incidents and an increase in writing achievement and students’ compassion for others. And a 2010 CDC report found a positive connection between physical activity in the school day and academic behaviors, such as concentration, memory, self-esteem, and classroom behavior.

Before the pandemic, DeSantis saw schools incorporating more practices to nurture students’ mental health, such as mindfulness and yoga, and he’s hopeful that the trend will continue, even in the face of pressure to catch students up academically.

“There had been a [pre-pandemic] movement toward a more empathetic, whole view of children,” DeSantis said. “Now everybody understands this. We’ve all spent more time with our kids [in virtual school]…and we’ve seen what the consequences are if we don’t humanize school.”

Stephanie Nantell, a former music teacher and the director of curriculum and programming at Education Through Music, a New York City nonprofit that provides music instruction to under-resourced schools, has seen that music education is inextricably linked to students’ social and emotional development.

“Music makes you feel,” Nantell said. “Making music as part of a community makes you feel something. Innately, music [puts you] in touch with your emotions…We provide experiences and learning for students so that they can put words to [their feelings].”

Nantell also believes that enrichment classes offer powerful opportunities to reinforce what kids are learning in academic classes. For example, Education Through Music incorporates lessons about acoustics and sound waves that tie into their third grade students’ science and math curriculum.

“When [you take] something that students are learning in social studies or science or math, and you talk about it in the music room, you see their faces light up,” Nantell said. “Understanding those connections does so much to increase [their] learning and overall investment in school.”

Alex Maga?a, executive director of Beacon Network Schools in Denver, has seen a sharp drop in students’ academics and soft skills upon returning to school in person this fall, and he knew that keeping time in the school day for enrichment classes was crucial in light of these challenges.

“The academic gap is wider, but more importantly, we’re seeing a gap in work ethic and skill sets,” Maga?a said. “We can focus on knowledge, but we’ve noticed that skill sets like how to study and how to be organized have [also] fallen down.”

Maga?a was also surprised to see the extent of the pandemic’s impact on kids’ social development. A number of his students are having more behavioral outbursts and displaying immature behaviors that they normally would have outgrown one or two grades prior, a phenomenon he attributes to the social isolation of the past year and a half.

“Kids are just walking out [of the classroom],” Maga?a said. “Last year [in online learning] they could just mute us. They’re technically still muting us when they walk out…It’s more challenging than we planned for.”

Maga?a believes that consistency is key, and he came into this school year committed to providing the same opportunities and classes that his schools had offered pre-pandemic. But he was forced to cut the number of days electives are offered from four days per week to two, in order to make time for accelerated learning blocks, where kids can receive small-group tutoring, support in reading, or more time to complete assignments.

State testing, which was suspended in many states in 2020 and in some states in 2021, will likely return in full this academic year. As is the case with many school leaders across the country, it’s on Maga?a’s mind. He supports state testing as a means to ensure that schools are providing quality academic instruction, but he anticipates a sizable drop in state test scores, based on sample data from last spring.

“We accept state testing,” Maga?a said. “We feel strongly that we need to know how we’re doing because we’re serving our kids…We’re obligated to ensure that our kids are performing well.”

The pressure to perform well on state tests and the ensuing tradeoffs schools make to do so is nothing new. DeSantis traces the national anxiety over students’ academic performance back to the 1980s and the publication of A Nation at Risk, a report that detailed gaps in the American education system and unfavorably compared American students’ academic performance with that of their international peers.

“There was tons of anxiety from a national defense lens about our school system,” DeSantis said. “That brought about the testing movement in the early 1980s.”

DeSantis traces the pendulum swing of education policy through the 1990s, when focus shifted away from testing and toward student well-being, with the addition of nonacademic advisory periods to the school day and a higher proportion of counselors in schools.

That ethos was short-lived, however. In 2002, No Child Left Behind (NCLB)—an update to the Elementary and Secondary Education Act of 1965 that aimed to better hold schools responsible for all students’ academic progress—ushered in a renewed focus on standardized testing.

Among other things, NCLB mandated that all states administer yearly assessments in reading and math to all students in grades 3 through 8. The law also set benchmarks for student progress—benchmarks that were accompanied by consequences for schools that failed to meet them. However well-intentioned NCLB may have been, it also strongly incentivized a focus on math and reading to the exclusion of other subjects.

“The most heavy-handed reaction is [schools saying, ‘If] our kids didn’t do well in math, we’ll double the amount of minutes they spend in math and have five minutes for social studies and science,’” DeSantis said. “That contributed to the youth mental health crisis that existed before the pandemic.”

DeSantis is hopeful that even if standardized testing is here to stay, policymakers and therefore school administrators might move toward more empathy when considering the outcomes.

“[State testing] is just a narrow snapshot of one narrow band of one way to be smart on one day,” he said. “Maybe [the pandemic has brought] some daylight for policy to move more from punishment to support.”

Rather than viewing education policy as a dichotomous tug of war between academics and student well-being and joy, Wilson of Cadence Learning suggests that it’s possible for schools to have both. His answer? High-quality, intellectually exciting academic classes combined with intentional time built into the school day that promotes a sense of belonging, community, and shared values for kids.

Wilson acknowledges that the standards-based reforms of the past two decades are seen as a failure for the most part. However, he calls out pockets of success that could point the way forward, offering Massachusetts as an example.

NCLB gave states latitude in developing the standards on which students would be tested, resulting in a wide array of standards that varied in content and rigor. Massachusetts developed standards that Wilson characterizes as intellectually rich and engaging for students; they subsequently became one of the top-performing states in the country for more than a decade.

“[There’s a] belief that academic learning is something to be suffered and endured, as opposed to something that can be deeply joyful and exhilarating,” Wilson said. “Kids are smart. What they’re going to feel good about is academic success, for which there will be no emotional substitute.”

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