| Las Vegas: C.P. Squires Elementary |  |
| The C.P. Squires Elementary School meets the needs of english language learners, both in school and out of school. About 90 percent of their student popoulation does not speak english, so reading is the main focus at the school. Teachers reinforce english language skills through a variety of methods, and by first grade, 98% of students demonstrate mastery of letters and sounds. Technology is an important part of the process; each student works on the computer and recieves individualized instruction. There are also many after school and adult programs to enrich the students and their families. |  |
| Las Vegas: Environments | |
| In Clark County, NV, two schools have built unique learning labs with help from community members. One school built a 1 million dollar rainforest biosphere and a second built a replica of a silver mine. Students learn about concepts in history, earth science, geology, etc - all while having a fun, hands-on learning experience. Community members funded and built both labs, and they often volunteer as guides in the labs. | |
| Leadership And Learning With ICT (PDF) | |
| A report from a study funded by the Australian government whose objective was to investigate how educational leadership supports learning with ICT in Australian schools. | |
| Leadership Principles In Technology | |
| An article that provides guidelines and principles for effective leadership in technology integration efforts in schools. | |
| Leadership: Walking The Talk | |
| An article about the ways that leadership roles in schools and districts must expand and change in the face of technology integration. | |
| Learning By Design | |
| The Build San Francisco Institute is a small school which was created through a partnership between the Architecture Foundation of San Francisco and the San Francisco Unified School District. This school targets students who haven't performed well in traditional schools. They come to the Institute three days per week and work on projects there that satisfiy core curricular objectives in math and the arts. They complete design challenges and apply math and art to real-world problems. Seniors also intern with design firms twice a week. The Institute's policy is to not accept second-rate work, because this is unacceptable in the real world. Students report that they have a more positive attitude after working at the Institute, and that they enjoy the collaborative atmosphere. | |
| Learning Facts (PDF) | |
| In just the last ten years, goaded by broad and still unsettled cultural shifts, education practices have changed dramatically. Schools are no longer just recording and analyzing inputs -- dollars spent, number of days of instruction, numbers of students per teacher -- but pushing their data-gathering and analysis efforts into the brave new world of outcomes. Who is dropping out and why? Which students are reading at grade level, and which are not? How are 4th graders doing on fractions and decimals? Today's educators are deciphering, and using, the results of student assessments better than ever. And it is not a reform at the margins. This article from the Winter 2007 issue of Education Next takes a close look at three schools that have integrated data into their instructional decision making: Evelyn S. Thompson Elementary School in Aldine, Texas; Feaster-Edison Elementary School in Chula Vista, California; and Elm City College Preparatory School in New Haven, Connecticut. Each has concluded that the practice has helped improve student achievement. | |
| Learning From Mistakes With School-Based Technology (HTML) | |
| An article outlining the common mistakes of technology planning for schools | |
| Learning Technologies Plan For ACT Government Schools And Preschools 2004-2006 | |
| Transforming the Way We Teach and Learn, The Learning Technologies Plan for ACT Government Schools and Preschools 2004-2006, presents a vision and structured plan for the implementation of learning technologies to improve student learning and school operations. It describes levels of effective use of learning technologies to assist schools to identify progress towards the goals and provides strategic actions for schools and central office. The Learning Technologies Plan provides a framework to move schools forward in the effective use of learning technologies to promote student achievement and learning in a knowledge-based society. | |
| Let's Be Clear | |
| Public schools are often subject to criticism from many stakeholders. Rather than ignore ciriticsm though, schools should promote transparency in an effort to educate critics. In this article, the authors discuss how to promote transparency and what the pitfalls may be. | |