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Chapter 4: Is the Game Worth Playing?

Beverly Brown Solution Tree Press ePub

Chapter 4

Is the Game Worth Playing?

IT IS CRITICAL TO MATCH THE RIGHT FUNDER to your project if you want to hit the target the first time in your grant seeking efforts. Remember, you will always need external funding support—the key is to start early by identifying funding partners whose grantmaking areas match your school’s or district’s needs.

GATHERING INFORMATION

Figure 4.1 (beginning on page 33) can be used as a prospect research worksheet for foundations or corporations. Gathering the qualifying information on the worksheets will help you select the grant makers most likely to fund your project.

When you follow up on a funding alert from a foundation or corporation or when you identify these types of funding opportunities using the Internet, you need a way to track your findings and to qualify the funder. In other words, you need to capture the most critical information about the funder in order to determine if it is a strong contender for receiving a grant proposal from your school district.

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Medium 9781942496298

Chapter 2 The Journey From Student Access to Student Success

Eaker, Robert Solution Tree Press ePub

Deep, radical and urgent transformation is required in higher education. The biggest risk is that as a result of complacency, caution or anxiety the pace of change is too slow and the nature of change too incremental. The modes of higher education that marched triumphantly across the globe in the second half of the 20th century are broken. . . .

The mountainside looks solid indeed, but there are changes “under the surface.” They are “rather invisible,” but they are unmistakable. An avalanche is coming. It’s hard, of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education—and to prepare.

—Michael Barber, Katelyn Donnelly, and Saad Rivi

From its earliest colonial days, the United States has been a destination for people from across the globe driven by the hope of a better life, both economically and socially. While pursuing the American dream has meant different things to different individuals and groups at different times in our history, Americans consistently view education as an essential prerequisite to achieving their goals. Even more important, Americans believe education is a cornerstone for a democratic society. Franklin D. Roosevelt (2010) echoed this view in 1938 when he said, “Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education” (p. 17).

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Chapter 4: The Grading Debate

Douglas Reeves Solution Tree Press ePub

Chapter 4

THE GRADING DEBATE

As the preface suggests, establishing areas of common ground should form the beginning of any discussion and debate about grading practices. Sadly, this pursuit of common ground has been lacking in many public discussions and debates.

Starting the Debate: Challenges and Responses

Because the debates about grading policies can be vigorous (and sometimes vitriolic), it is important to identify the challenges and potential responses to critics of grading policies and reforms, as shown in table 4.1 (page 48). It also is important to defuse the debate by identifying what will not change. For example, even with standards-based grading systems, students can still have letter grades, grade point averages, transcripts, and academic honors. In this chapter, we consider how to engage in a meaningful debate about grading policies while maintaining a healthy respect for the critics of these policies.

Part of professional responsibility is not merely rendering a judgment but also using inquiry to investigate what works to improve student results and professional practices. A mere concession to the notion that we must all defer to the professionals in charge would stop any professional endeavor in its tracks, because change in any field—such as education, medicine, or engineering—is difficult, and the early adopters of change are rarely popular.

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Medium 9781934009468

6. Higher-Risk Strategies for High-Trust Cultures

Stephenson, Susan Solution Tree Press ePub

Higher-Risk Strategies for
High-Trust Cultures

A culture of high-trust encourages people to take risks, to step out in a new direction, to fail gloriously as well as succeed beautifully.

—Coral Mitchell

A number of strategies with many activities have been suggested throughout this book. In this high-performing stage of trust, groups often are able to develop their own focusing on what the natural next step should be. Three final strategies are added here for your consideration.

Letting Go of the Past

While the new changes will be highly anticipated and carry their own sense of excitement, people need some help with “letting go” of what is ending as part of the healing process. Review the activity in chapter 4 called “Walk Your Talk” (page 120) with a focus on interpersonal behavior. Pay special attention to the section called “The Difficulty of Transitions.”

Ending Phase

It’s natural to want to stay with the familiar, even if it isn’t working. Feelings of loss of identity and uneasiness are often experienced when phases of our lives come to an end. Sometimes a ritual like burning or burying something symbolic of the old way of doing things will assist in letting go. The metaphor of home renovations is quite appropriate here, with all its stages. Stress what will continue from the past and let people talk about how they feel emotionally. Celebrate with staff what they are ending to formally recognize the value it had in its time and the effort people put into making it work for students. Each person will have varying degrees of ties to the old way of doing things. Ending rituals can be spread out over several weeks or months.

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Chapter 2 Ratios and Proportional Relationships

Edward C. Nolan Solution Tree Press ePub

This chapter transitions the focus on rational numbers in terms of fractions to rational numbers as ratios and proportions. A fraction is a rational number because it describes a ratio of two numbers. In a fraction , the numerator, a, describes the number of equal-size pieces of the whole, and the denominator, b (where b is equal to 0), indicates the number of those pieces needed to make the whole. A rational number that is not a fraction can also be described as ; however, a and b (b ≠ 0) do not describe a part-to-whole relationship. While the focus of rational numbers was on fractions in the previous chapter, ratios are explored in this chapter.

Comprehending ratio and proportionality concepts empowers students to solve problems that include a number of different real-world applications. In providing problems to solve involving ratios and proportions, you support students to develop proportional reasoning (Kilpatrick et al., 2001). Proportional reasoning includes the understanding of the interrelationship of two quantities and how a change in one connects to a change in the other.

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