Released November 2010. In this report, Hanover Research examines scholarship and best practices on utilizing special education assistants. We begin by exploring the current roles of paraprofessionals in inclusion settings, noting the drawbacks to paraprofessionals stepping into the role of instructor and caregiver without the guidance of certified professionals. Next, the report outlines management strategies for teachers and administrators who oversee paraprofessionals, followed by a look at special education as it functions in a modular or block schedule setting. The report ends with a series of case studies detailing different public school districts’ strategies for utilizing paraprofessionals to the benefit of students.
In a previous I&P article in our 21st Century School series, ISM focused on the use of technology to revolutionize the architecture that supports the delivery of education to students. In this article, we expand on the idea of individualizing instruction, and include an example from a student’s point of view. This leads to the fourth characteristic of 21st Century Schools noted in an earlier article—the individualization of the content and delivery of curriculum, meeting the needs and passions of the learner at the rate and speed best suited to that learner, using blended learning.
ISM suggests taking a different tack for students of the 21st Century School, based on two fundamental differences from the 20th Century School—the individualization of instruction and the use of technology to revolutionize the architecture of education delivery.
Released 2010. All 50 States, the District of Columbia, and the U.S. Territories have mandatory child abuse and neglect reporting laws that require certain professionals and institutions to report suspected maltreatment to a child protective services (CPS) agency. Most States recognize four major types of maltreatment: neglect, physical abuse, psychological maltreatment, and sexual abuse. National and State statistics about child maltreatment are derived from the data collected by child protective services agencies through the National Child Abuse and Neglect Data System (NCANDS). The data are analyzed, disseminated, and published in an annual report. Child Maltreatment 2009 marks the 20th issuance of this report. The administration hopes that it continues to serve as an important resource for policymakers, child welfare practitioners, researchers, and other concerned citizens.
The 21st Century School will approach curricula from a different standpoint. The inevitable teaching/coaching/mentoring paradigm will be one of blended learning involving the individual learner, the teacher/coach, and technology. Curriculum, far from being stratified into a rigid scope and sequence determined by grade level, will be far more fluid and determined as much by each learner’s passion as by school fiat. “Standardized” will become a thing of the past.
Released December 2009. Prepared for ISM by the Hanover Research Council, this report draws upon data and literature from numerous sources to track the growth in private school faculty salaries relative to salary gains made by public school teachers and comparably educated workers in private industry. We determined that private school teacher salaries have increased at a higher rate than comparable careers since 1977, but that this growth shows signs of slowing in recent years.
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