How Ed-Tech Can Help Leapfrog Progress In Education. Brookings Institution. Emiliana Vegas, Lauren Ziegler, Nicolas Zerbino. November 20, 2019.
This brief is the second in a series of Leapfrogging in Education snapshots that provide analyses of our global catalog of education innovations. (Our first snapshot focused on playful learning.) The catalog and our corresponding research on leapfrogging is explained in depth in CUE’s book, “Leapfrogging inequality: Remaking education to help young people thrive.” Of the nearly 3,000 global innovations CUE cataloged, more than one half involve the use of technology, which suggests strong interest in its use and application in aiding educators around the world. [Note: contains copyrighted material].
[PDF format, 18 pages].
Skilling Up: The Scope of Modern Apprenticeship. Urban Institute. Ervin Dimeny et al. November 19, 2019
The apprenticeship movement is reshaping skills, policies, and programs in the United States at a critical moment in our country’s history. This reader offers a chorus of voices emanating from different countries and populations, echoing commitment to bright, sustainable workforce futures through a well-crafted approach to this talent development model. The collected chapters and vignettes address questions for businesses of all sizes, community-based organizations, and schools looking for a way to build strong pipelines of skilled labor, stimulate economies in struggling regions, provide options for adults seeking career changes, and stimulate engagement for students filled with curiosity about the promise of work-based learning. We endeavored to shatter myths, remove barriers, and erase fears of attempting apprenticeship, particularly for small and medium-size businesses and parents who are naturally concerned about meaningful and gainful career choices for their children. This reader intends to show the possibilities modern apprenticeship affords contemporary societies and to inspire many to reframe the boundaries of traditional thinking. [Note: contains copyrighted material].
[PDF format, 301 pages].
Philadelphia Playful Learning Landscapes: Scaling Strategies for A Playful Learning Movement. Brookings Institution. Jenny Perlman Robinson. October 24, 2019
Playful Learning Landscapes seeks to transform everyday spaces into playful learning opportunities to maximize “the other 80 percent” of time that children spend outside school. It lies at the intersection of the growing Child Friendly City movement and a global development agenda that calls for access to high-quality early childhood education for all. A joint project of Temple University’s Infant and Child Laboratory and the Brookings Institution, Playful Learning Landscapes is a broad umbrella initiative that marries community involvement and learning sciences with placemaking in order to design carefully curated playful experiences in everyday spaces. As it focuses on learning outcomes, particularly for children and families from under-resourced communities, Playful Learning Landscapes offers a new way to involve families in the kinds of experiences that enrich relationships and enhance children’s development. [Note: contains copyrighted material].
[PDF format, 36 pages].
Dos Métodos: Two Classroom Language Models in Head Start. Urban Institute. Carola Oliva-Olson. October 21, 2019
Dual language learners make up an increasing share of preschool students, but they often perform worse than monolingual students on assessments measuring school achievement. This study compares Head Start classrooms implementing either the dual language model or the English with home language support model. The author examines how the models affect gains in English or Spanish oral proficiency over a school year and how classroom organization and quality affect potential proficiency gains. Students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. The difference was even more pronounced among classrooms with low organization. Findings highlight the need for professional development on language model use to ensure consistency in delivery. [Note: contains copyrighted material].
[PDF format, 39 pages].
Realism About Reskilling: Upgrading the Career Prospects of America’s Low-Wage Workers. Brookings Institution. Marcela Escobari, Ian Seyal, Michael Meaney. November 7, 2019.
Every person deserves the opportunity for dignified employment that provides living wages and potential for advancement. However, for many in America today, this is far from reality, as they are caught in a cycle of low-wage work, earning poverty wages and unable to move up in the economy.
Local leaders, firms, and workers need to adapt quickly to keep pace with rapid technological innovation and its transformative impact on the U.S. economy. Using reskilling as a focal point, this report aims to provide policymakers with tools to do so by answering the following questions:
- Who are the nation’s low-wage workers, and what are their prospects?
- Where are the local opportunities for mobility, and how can policymakers expand them and help low-wage workers transition?
How can the reskilling infrastructure adapt to the future, foster inclusion, and address the needs of any worker seeking upward mobility? [Note: contains copyrighted material].
[PDF format, 17 pages].
Training for Jobs of the Future: Improving Access, Certifying Skills, and Expanding Apprenticeship. Urban Institute. Robert I. Lerman, Pamela J. Loprest, Daniel Kuehn. October 3, 2019
Long run labor market trends in the American economy pose significant challenges. Growth in real money wages has been slow, with the most rapid gains taking place among workers at the top of the earnings distribution. Labor force participation and employment rates have been falling. Reduced labor force participation and obsolescence of workers’ skills weigh down GDP growth, with predictable negative repercussions for living standards and federal revenue. These trends suggest a need for a major revamping of policies and programs that prepare people for careers and retrain people who must change careers. The authors focus on three major policy initiatives to maximize worker training to bolster productivity and wages: Improve access to in-demand training; strengthen connections between career and technical education and training and employer needs; and build a robust apprenticeship system that emphasizes learning by doing in a context that involves apprentice contributions to production, and culminates in a respected occupational credential. This new system goes beyond the “academic-only” approach commonly pursued in the US and should match individual interests, aptitudes, and skills to in-demand jobs and make new training investments that are cost effective and valued by employers. [Note: contains copyrighted material].
[PDF format, 41 pages].
Improving Teaching: Strengthening the College Learning Experience. Daedalus. Fall 2019.
An odd feature of the public policy discussion of higher education is the near absence of attention to the quality of teaching. In contrast to K–12, where such conversations are prominent, all agree, teachers and teaching matter. Yet questions about what and how much students are learning and how their learning is related to the quality of instruction they receive tend to take a back seat in postsecondary education.
The Fall 2019 issue of Daedalus, “Improving Teaching: Strengthening the College Learning Experience,” addresses that imbalance with a focus on “what goes on inside the ‘black box’ of teaching and learning that college students actually experience.” This issue of Daedalus advances the first national priority set forth by the American Academy’s Commission on the Future of Undergraduate Education: improving the student educational experience. While ensuring widespread access to affordable college education is vital, as the inconsistent outcomes of today’s students suggest, getting people into college and through their programs is not enough. We have to understand more about how students learn, about how to develop and support effective teaching at the college level, and about how to ensure that we are truly educating students, not just providing them with credentials. [Note: contains copyrighted material].
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