Archive for the ‘News’ Category

Selnnet News, June 2003: Composed by Elizabeth Manning

June 25, 2003


The Evidence
Studies in at least three states have linked participation in service-learning to gains on student achievement tests. The largest of these studies took place in California, where students in more than half of the schools with high-quality service-learning programs showed a moderate to strong gain on achievement tests in language arts and/or reading (Weiler, LaGoy, Crane and Rovner, 1998). A study in Indiana found that service-learning students had higher test scores on the state assessments in grades 3 and 8 in English and mathematics (Civic Literacy Project, 2000). In Michigan, students who participated in service-learning scored higher on state tests in mathematics and reading for comprehension (Billig, 2000).


Lab for Learning Environments by Lee Burch

August 13, 2002


Laboratory for Learning Environments at Texas A&M University
Submitted by Lee Burch

The Principal’s Center in the College of Education at Texas A&M has initiated the creation of the Laboratory for Learning Environments. This entity will concentrate it’s efforts on the collection and dissemination of research regarding school design and construction.


Science Instruction in Oregon and Washington

April 1, 2002


I am sorry to report that in the dozens of Oregon schools I have visited in the past four years, the actual teaching of science in grades K-5 is not a lot different from that reported in California. Grades K-2 rarely reported any regular science instruction at all. The norm in grades 3-5 was two 1/2-hour sessions per week (alternating with social studies). The nature of the curriculum was almost universally fact-oriented content while instruction was primarily reading from texts.

What’s Worth Knowing, and What Role Can Inquiry Play? (Notes for Wenatchee Keynote)

March 28, 2002


To answer the question in the title, we will examine some of the major societal trends and the educational needs created if these trends continue into the future. A brief look at the domains of learning will be followed by a review of what we know about how we learn and some models that seem to be compatible with this view. Of those discussed, we will focus on Science Inquiry as a tool that can be used by science and math teachers to empower their students in their roles as life-long learners.

Service Learning Featured in ASCD Update

January 19, 2002

The December 2001 ASCD Update included a message from ASCD Executive Director Gene Carter regarding service learning. In the message entitled “Service Learning: A Powerful Way to Engage Students in Learning” Carter made the point that in a rapidly changing world students need a new kind of education, one that includes “meaningful community work.” He concludes “service learning must become a widespread and permanent feature of the educational landscape.”

Service-Learning in the New ESEA Legislation

January 9, 2002

Subject: Service-Learning in the new ESEA legislation

This recently came from SeaNet, the association for state service-learning

Using Technology to Teach

November 30, 2001

Welcome to Using Technology to Teach. Our intent is to provide a forum for teachers and others who have experience using various forms of technology in their instruction to trade ideas and resources. We hope to attract novices, as well, to share their frustrations and triumphs. In the beginning we will merge all of these ideas together, but as the collection grows we can separate them by grade level, subject matter, or whatever works. Now we need your input.

How Futuristic are You?

September 5, 2001

The following was found in FUTURE UPDATE NEWSLETTER:

The Vision Center for Futures Creation in Goteborg, Sweden, has developed an online test of your “futures” personality.

The Futures Styles Inventory is a tool for helping individuals assess their beliefs and actions “when it comes to handling fast-paced change and the future,” says director Natalie Dian.

Respondents score their level of agreement or disagreement with such statements as “I do not rush into the future”; “I act against changes that are a threat to my world and me”; “I realize how important it is to focus on future questions”; “I have a clear vision of my own future”; and “I want to work with the big picture in the projects with which I am involved.”