High Schools That Work: Best Practices for CTE Essay example -- Educat

High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44. High Schools That Work: Best Practices for CTE Essay example -- Educat High Schools That Work: Best Practices for CTE High Schools That Work (HSTW), a school improvement initiative of the Southern Regional Education Board (SREB), has documented achievement gains by career and technical education (CTE) students at participating sites (Bottoms and Presson 2000). At HSTW sites participating in 1996 and 1998 assessments (Frome 2001), CTE students showed math and science achievement equal to the national average of all high school students—and exceeded the national average of CTE students in math, science, and reading. One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to w ork together. HSTW Curriculum Standards The curriculum recommended by HSTW (Bottoms and Presson 2000) calls for a challenging program of study with two components. First, an upgraded academic core ... ...Students. Atlanta, GA: SREB, 1995. (ED 404 540) Southern Regional Education Board. 1996 Outstanding Practices: Effective Strategies in Raising the Achievement of Career-Bound High School Students by Replacing the General Track. High Schools That Work. Atlanta, GA: SREB, 1996. (ED 404 541) Southern Regional Education Board. New Partnerships and a National Network to Improve High School Education. Atlanta, GA: SREB, 1999. <http://www.sreb.org/programs/hstw/background/brochure.asp> Southern Regional Education Board. High Schools That Work in Kentucky: A Progress Report. Atlanta, GA: SREB, 2000. <http://www.sreb.org/programs/hstw/publications/state_reports/KYstateprofile.pdf> Winterburn, P. "Learning to Trust. On the Treasure Coast, Tech Prep Proves a Trove for Educators Long Divided." Vocational Education Journal 70, no. 4 (April 1995): 28-29, 44.

Shall I Compare Thee To A Summer’s Day Reflection

In Shakespeare’s sonnet, â€Å"Shall I Compare Thee to a Summer’s Day,† Shakespeare compares a warm summer’s day to the woman he loves. In the beginning two lines of the poem, he makes his first comparison saying â€Å"Shall I compare thee to a summer’s day? Thou art more lovely and more temperate,† meaning Shakespeare is not sure if he should compare the woman he loves to a summer’s day because she is more lovely and more constant.He explains in the next two lines about how summer has flaws like the rough winds shake the beloved buds of may and that summer is to short, and he makes the point that the woman should not be compared to a summer’s day because in his eyes, she has no flaws. After, Shakespeare also explains how everything beautiful will loose beauty eventually due to nature’s course.In the two lines following to those above, he explains how her beauty and youth will never fade because he will always find her be autiful, no matter what effects nature’s course has on her. Showing his love for this woman, Shakespeare elaborates in his poem that Death will never claim her for ‘his’ own because she will always be his. Notice how Shakespeare makes death look like another person and how he explains how no one else could ever have her.That’s a perfect example of his unique figurative language. With the final couplet, â€Å"So as long as men can breathe and eyes can see, So long lives this and gives life to thee,† Shakespeare shows his true affection and his declaration of love for the woman he loves. It changes the pace of the poem by explaining that she can never die because she will live on forever in this poem, not comparing her to a summer’s day.

Examine Different Sociological Views on Changes in the...

Many sociologists see childhood as socially constructed; as something created and defined by society. Many argue that what people mean by childhood, and the position that children occupy in society, is not fixed but differs between different times, places and cultures. It can be seen that by comparing the western idea of childhood today with childhood in the past and other societies. It can be determined by many sociologists that there have been many changes in society that have affected children over the last 50 years, however there are several there are several different sociological views on whether these changes have been beneficial to children or not. Functionalist sociologists have the â€Å"March of progress† view, as they believe†¦show more content†¦March of progress sociologists further argue that the family has become child centred. Children are no longer to be â€Å"seen and not heard†, as they were in Victorian times. Instead they are now the focal point of the family, consulted on many decisions as never before. Parents invest a great deal in their children emotionally as well as financially, and often have high aspirations for them to have a better life and greater opportunities than themselves have had. Furthermore many functionalist sociologists believe that it is not just the family that is child based that it is society as a whole. Marxists and Feminists dispute the â€Å"March of progress† view. They argue that society is based on a conflict between different social groups such as social classes or genders. They additionally argue that the â€Å"March of progress† view of modern childhood is based on a false and idealised image that ignores important inequalities. They criticise the â€Å"March of progress† view on two grounds; that there are inequalities among children in terms of the opportunities and risks they face, many today remain unprotected and badly cared for, another criticism is that th e inequalities between children and adults are greater than ever as children today experience greater control, oppression and dependency, not great care and protection. Furthermore, Marxists argue that not all children share the same status or experiences. For example, children of differentShow MoreRelatedSociology5053 Words   |  21 Pagesmany different ways. Parsons describes the division of labour in the traditional nuclear family in terms of an expressive role and an instrumental role. However, this traditional arrangement may have changed as families have changed, and many feminists use the term ‘dual burden’ to describe the woman’s role in the family today. 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