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Join Accredited Online University Degree Programs is a post from: Reference Education Center

An IQ test is not like a test that a student would take at the end of a particular class at school. If that were the case, the test would be fairly useless as a method of determining overall intelligence. At the end of a class, students have studied for those particular questions. Those who take an IQ test arent given a time to prepare for the test. Besides, that would merely be a test of a persons ability to prepare for a test.

The idea behind IQ testing was to find a way to assign a number to a persons intelligence. The IQ tests used to do this are a series of generic questions designed to test general understanding, comprehension and abilities as opposed to specific knowledge. To that end, questions such as What year was the United States Constitution ratified would not be part of an IQ test. That question tests a specific piece of information and its quite possible that even an intelligent person wouldnt know the answer.

Instead, IQ tests require that the subject answer questions and perform simple tasks that anyone of their particular age level should be able to successfully complete.

There are many purposes for IQ testing. Children are often tested to help determine placement in particular classes. Deciding whether a child is in need of special education opportunities can be determined by using IQ tests. Developmentally delayed youngsters and adults can be monitored and placed based on IQ test results.

The results of an IQ test can be a signal of how adults will function in particular positions and situations. Employers sometimes use IQ test results to aid them in placement.

The use of IQ tests came under fire in recent years when opponents of this scale claimed that results were skewed for some subjects. Race, ethnicity and environment made some candidates score poorly on the test, despite their obvious intelligence, opponents said. There have been some efforts to correct those issues, but the fact is theres no way to make a test that will be applicable for every subject.

IQ Test How It Works and Why Its Used is a post from: Reference Education Center

Washington D.C. Schools are eager to begin a new language immersion program at the primary school level. Beginning in August of 2006, pre Kindergarten students of various foreign language backgrounds will join the new language immersion program. In particular, French and Spanish speaking children are needed to start this two way immersion experience. Students participating in the program will receive either French English or Spanish English content classes taught by teachers fluent in the target language. Children born in late 2001 and early 2002 and speak a foreign language are encouraged to enroll.

The Shepard Elementary School program is part of the Washington D.C. Public School Systems ongoing efforts to integrate the International Baccalaureate Program into the elementary school level. Beginning in August 2006, all grade levels at Shepard Elementary school will begin participating in this internationally recognized program.

The Primary Years Program

The Primary Years Program is designed to teach the whole child through a range of interdisciplinary activities. Designed for students aged three through twelve, it involves an overall development of the mind, body, and heart and focuses on the needs of the child in all forms of development, including social, physical, emotional, cultural, and academic. The curriculum is published in English, French, and Spanish. The Primary Years Program is designed to prepare students for the International Baccalaureate Program, a college preparatory program offered at high schools throughout the world, including many locations in the United States. The introduction of the Primary Years Program in Washington, D.C. is in response to the large international community that lives and works in the area.

How Shepard Became an IB World School

In order to teach the Primary Years Program, Shepard had to go through several stages to ensure that the curriculum would reflect an international standard. Washington D.C. schools first entered the Consideration Phase, as they conducted research into the ability for schools like Shepard to meet the rigorous requirements for admission to the program. The district conducted an in depth analysis of the philosophy and curriculum as well as identifying the resources that would be needed to implement the Primary Years Program.

During the Candidate Phase, the school goes through all the necessary procedures for implementing the new program. This involves training teachers to use the new curriculum as well as gathering the resources necessary to deliver the program. Shepard Elementary School then must implement the program for a full school year in order to complete this phase. The Washington D.C. school district will assist Shepard in beginning the program in August of 2006. This trial phase will determine how well Washington D.C. schools are able to handle the rigorous demands of this international school system.

At the end of the trial phase, scheduled for August of 2007 for Shepard Elementary School, a delegation from the International Baccalaureate Organization visits the school. During this visit, the delegation members decide if the school has shown success in implementing the curriculum. If the school does well, the school becomes authorized to offer the program and attains the internationally recognized status of International Baccalaureate World School. The IBO will continue to visit and monitor the schools progress every five years.

Teacher Training

The teachers at Shepard Elementary received special training in order to meet the demands of the internationally recognized curriculum. Before becoming authorized to teach the program, the principal, administrative staff, and the teachers all undergo training of some sort. Some teachers attend IBO workshops. Many of the teachers in the Washington D.C. school district attended school based training organized by the IBO. Teachers are also encouraged to keep up to date using IBOs online curriculum center in addition to attending conferences and workshops.

Shepard Elementary has taken the first steps to bring Washington D.C. public education to an international level by entering these first phases of the International Baccalaureate Primary Ye

International Baccalaureate Primary Years Program Comes to Washington D.C. Schools is a post from: Reference Education Center

A study by Donna Baumbach, professor and director of the Instructional Technology Resource Center at the University of Central Florida, has found there is a direct link between professionally-staffed libraries and the number of Florida schools students reading at grade level or above.

The year long study analyzed more than 1,700 Florida schools libraries and found that well-stocked libraries had a direct correlation to better students FCAT (Florida Comprehensive Assessment Test) scores. The elementary schools had increased FCAT reading scores of nine percent. The middle schools improved by three percent, and the high schools by 22 percent. The study also showed that FCAT scores were even higher at Florida schools with certified media specialists running the libraries.

The study found two aspects to a good library (1) A well-stocked library with current selections, and (2) a certified media specialist in charge.

Need for Newer Books

A few years ago, the Orlando Sentinel did a story on the shape of Florida schools libraries. Their findings were gloomy at best. They found that most Florida schools libraries were full of antiquated collections of books and run by untrained clerks. The publicity gave the libraries a tremendous boost in unexpected funding. Generally, half of a school librarys annual budget comes from book fairs, parent organizations, candy sales and profits from school supply sales.

Though state funding of Florida schools libraries remained at its previous $15 million, the Sentinel story encouraged Florida community groups, businesses, charities and churches to donate hundreds of thousands of dollars for library improvement across the state.

Yet, the Florida schools libraries still have fewer books per student than the national average. The state buys more books than the national average, but the Florida schools are not keeping up with the influx of new students each year.

The counties of Orange, Lake, Volusia and Polk have one out-of-five books published before 1980. Osceola County had the best book collection with 11 percent published since the year 2000.

Baumbachs study indicates a desperate need for fresh library resources for the Florida schools.

Need for More Certified Media Specialists

The second half of the equation is the need for more certified media specialists. The study showed that Florida schools libraries with these professionals had more books per student and more subscriptions to newspapers and periodicals. They had more students using the libraries, a greater circulation of books, and more computers per student.

Certified media specialists bring to their positions knowledge and experience that Florida schools libraries with part-time help, teachers and clerks cannot provide. These specialists can actually supplement library funding by applying for grants. They take the books to the students by rotating books among classrooms, rather then leaving them sit on the shelves. They create reading incentive programs and provide multimedia instruction. They can even work with teachers to assess student test scores and determine areas of reading where some students may need further assistance.

The counties of Seminole and Volusia, however, have decreased these professionals over the past few years. The counties of Osceola, Polk, Brevard, Lake and Orange have shown an increase.

Florida schools are making improvements to their libraries, but not all Florida schools are equal. If you are determining which school is right for your child, be sure to take a look at the school library before making your final decision.

Improvement in Florida Schools Libraries Boosts FCAT Scores and Students Reading Abilities is a post from: Reference Education Center

And most of the wailers miss the point. Underlying the political agendas, funding battles, culture wars, and the simultaneous disrespect for and outrageous expectations of teachers, there is a much deeper failure.

Think of a moment in your life when you were completely caught up in learning something. In that moment, learning wasnt about facts, tests or grades, succeeding or failing. Instead, it was an all-consuming, joyful burst of energy and pleasure at finally discovering something. Of understanding something. To borrow from Shakespeare, it was an instance of god-like apprehension, comprehension of our place as partners in a creative universe.

How often have you had a moment like that in your educational process? If youre like most people, pretty rarely. Somewhere along the line, education became a consumerist contest of amassing skills and factoids and spewing them back to the world like game show geeks. But when we become glorified databases, we lose the analytical abilities that keep us from being engulfed by systems (be they political, religious, societal, or media) without bothering to ask if they should exist at all. We have all of the pieces out of the puzzle box and arrayed on the table, but we dont have a picture to follow.

And thats what were missing: the picture. The image. The imagining. Our failure is a failure of imagination, both in what we teach and how we teach it, but also, far more importantly, a failure to understand that education is ultimately about imagination itself.

When we become imaginal learners, we move beyond passive collectors of information into creators. We find the enchantment, the poetics of learning, and we can imagine entire universes into being. Learning becomes a spiraling generative process that invites us to continue to learn and to shape ourselves and our worlds.

So what would an imaginal education look like? Part of its beauty, and admittedly, its complexity, is that there isnt one answer. It is an invitation for each learner to understand herself and the world around her as a classroom. It is about inviting wonder to be your partner, and continually asking why and how and what if about everything and everyone that crosses your path.

Since it is so vast, let me try to sketch out an example from a very small, prosaic beginning point: the number 32. I have a painful memory of standing in a classroom with flashing cards and spots before my eyes, trying to spit out multiplication tables. But in spite of that (mostly because I count on my fingers), I know that eight times four is thirty-two.

In an imaginal learning context, the flash cards are gone. The walls of the classroom are gone, replaced by a hillside on a quiet night where the stars seem made for counting, and infinity has a tangible and richly mythic presence. So I lie on my back, and imagine a life for the number 32. A combination of eight (a sideways symbol of infinity) and four (of the four elements) make up the sinuous and stable combination of thirty-two. I imagine its colors, its own suggestion of infinity when turned sideways like three mountains and the beginnings of a fourth.

And then I begin to count. Eight constellations, each of four stars. Sixteen pairings of two. I remember the stories of the constellations. I make up poems with four stanzas of eight lines each, and drum out rhythms in 4/4 and 2/4 time. And then I explore 32 as a leaping point into other thoughts, other disciplines, awareness of myself and those around me. For example, in the Buddhist tradition, there are 32 body parts. How many can I count? And what lies underneath a philosophy that identifies the body this way? Or, I look to language. Balagts Tagalog, one of the indigenous languages of the Philippines that is being replaced by a state sanctioned combination of Filipino and English, has 32 letters. What letters would I add to the English alphabet? And can I understand the despair of losing my language and the identity that goes with it?

As philosopher and mathematician Gaston Bachelard writes, imagination is a voyage into the infinite. Education is the most powerful when its goal isnt overtly focused on what it will achieve for us, but instead when it is an open process that seduces us into searching for what weve not been able yet to see. It helps us not only to fit the puzzle pieces together, but to turn the pieces into the image that we have created.

In that voyage, we become infinite ourselves. And education stops being a metaphorical key to a brand new refrigerator and dining set that you vie for because you want to be a good consumer, but instead truly becomes something that is good for the entirety of the soul.

Imagine That! Defining an Imaginal Education is a post from: Reference Education Center

Established in 1998, the I KNOW I CAN organizations seeks to ensure that every qualified Columbus Public School student who wants to go to college has the opportunity to do so. Part of the mission is to encourage children to find out what resources are available to them in order to overcome student and parent fears about financial and informational decisions relating to a college education.

The I KNOW I CAN plan has four missions. The first is to motivate students to stay in school and pursue college. The second is to advise students and parents how to apply for college and access financial aid. The third mission is to fund students with the Last Dollar Grant and find additional sources of financial aid for needy students. Finally, the organization promises ongoing support for students in college to help ensure that they complete their degrees.

Early Awareness Programs

The Columbus Schools offers children a long term program for attending college. Beginning in second grade, all Columbus Public School children receive a free I KNOW I CAN motivational childrens book in order to show children that college is possible and affordable for people from all walks of life.

At the middle and high school level, the Summer Scholars Program helps academically talented students attend summer enrichment programs at college campuses across the nation. Columbus Public School students receive financial and application help to attend these programs and gain the necessary exposure to what life is like on a college campus.

High School Workshops

Academic and financial advising for all high school students, with a particular focus on high school seniors, is another way in which the I KNOW I CAN organization helps Columbus Public School students prepare for college. Volunteer advisors help Columbus Public School students by arranging college awareness fairs and a variety of activities that bring students to college campuses and help them understand the various strategies that they can use to gain admission, including exam preparation as well as enrolling in college preparation courses while still in high school.

Every February, the I KNOW I CAN hosts Financial Aid workshops in conjunction with the Columbus Public Schools. These workshops help parents and students complete all the necessary forms for applying for federal and state financial aid. These workshops pair volunteers with parents and students to ensure the one on one attention for each Columbus Public School student interested in applying for college financial aid.

Last Dollar Grants

After ensuring that every Columbus Public School student has received all the financial help possible from federal and state sources, the I KNOW I CAN organization helps to arrange additional funding, up to $1,200 per academic year for those students who need extra money to fill the gaps in their financial aid package. The organization guarantees financial aid assistance to every qualified graduate in the Columbus City School District. The grants are available for up to five years and must be re applied for every year that the student attends university.

I KNOW I CAN helps Students in Columbus Schools Attain Their College Dreams is a post from: Reference Education Center

1. Skim through all titles and headings before reading the first paragraph. This will give you an idea regarding the material covered in the chapter or section and help you create a mental picture of the material as you read.

2. Quickly read through the material in the section the first time to pick out the basic concepts. Do not try to remember or write down specific details yet. Just get an idea of what is discussed in the reading.

3. Re-read the section carefully and take notes as you read. Read a paragraph or even a few sentences if the paragraphs are complicated, stop, and think about what you read. This is the RST method. Read, Stop and take a few minutes to digest the material and Think about what you read. Paraphrase the material. Put it in your own language; what does it mean to you? You may even want to recite what you read out loud. A lot of students find the Thinking part easier when they actually get their thoughts down on paper. Do not try to write everything, just little phrases to remind yourself of what you just thought about.

4. Be sure to look at figures, diagrams, and inserts. One picture or graph may contain the same amount of information found in a lengthy paragraph and be much easier to decipher. Be sure to read all captions.

5. Record all boldfaced words and their meanings in your own words in your notes. They must be important if the textbook authors and publishers went out of their way to boldface them!

6. Once you are finished reading, summarize what you just read out loud. Your ability to discuss this will serve as a true test to determine whether or not you understood what you just read.

7. Skim through the text a few more times, especially prior to and after lectures that compliment the material in the text.

8. Try to organize all of your notes to create the big picture. Add information from your class notes to your text notes and/or add information from your text notes to your class notes. This combination is easily accomplished if you type over your notes, leaving yourself with a neat, organized and thorough copy of everything you need to know for that chapter/unit.

Go to www.live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

How Too Read Your Text Book Efficiently And As A Result, Get Better Grades is a post from: Reference Education Center

1. Create a timeline. Once you determine the day of the test work backwards. Budget a specific amount of time every day. Consider other homework, projects and time needed to study for other classes as you create your schedule.

2. Review a little each night. Do not wait until a test is announced to begin preparing for your test. Consider what would be easier reviewing for 5-10 minutes a night or cramming for three hours the night before a test and only remembering a fraction of what you studied?

3. Don’t just re-read notes or the text. Ask questions. Create flash-cards. Redo assignments. Create time-lines. Play games. Re-write your notes. Get someone to quiz you. Find websites online that review the same material. Make up questions that you think will be on the test. Create new outlines of the material by writing some specific topics and filling in the details from memory. Studying should be an active process, not just time spent re-reading something.

4. Ask the teacher what the format for the test will be. Will it contain multiple choice, true-false, short answer, essay, diagrams, graphs, equations, etc.? Will any information such as a periodic table or equations be provided for you on the day of the test? Do you need to bring a calculator?

5. Visit your teacher or tutor for extra help. Bring questions that you may have or ask for ideas regarding the best way to study for a particular assessment.

Go to www.live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

How Too Prepare For Tests And Guarantee Yourself An A is a post from: Reference Education Center

1. If possible, try to sit near the front to eliminate distractions. Teachers will probably not have a problem accommodating you if you ask them to sit you in a specific location in order to help you focus.

2. Avoid distractions such as chatting with friends, looking around the room, doodling, dozing, and daydreaming. Keep busy by participating in the discussion, asking or answering questions, and taking notes.

3. Contribute to classroom discussions. Raising your hand and offering your thoughts or ideas will help the discussion progress, make the teacher notice that you are actively taking a role in your education, and finally, help you sort out what you do and don’t know or fully understand. Try not to feel intimidated about raising your hand and answering questions. Start offering answers to questions or topics that you feel comfortable with and eventually this will become a habit. Eventually you will build enough confidence to contribute on a regular basis.

4. Listen not only to what the teacher is saying but to what your classmates are contributing to the discussing. You can learn a lot by listening to your peers.

Go to www.live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

How Too Get The Most Out Of Class is a post from: Reference Education Center

1. Pre-read material in your text before class. Having some exposure to the material will make it much easier to follow along with what the teacher says.

2. Review past material. Understanding what you did in previous classes will make it much easier to make connections to new material.

3. Make a list of questions that you may have from the previous day’s activities or homework. Try to get all questions resolved before moving on.

4. Do your homework. At least try each and every problem and make notes when you don’t understand something. At least the teacher will know that you tried.

5. Stay organized. Punch holes in all of your papers and keep them in the binder.

6. Come to class prepared with the appropriate materials such as your text, loose-leaf paper, and something to write with. You wouldn’t want to miss part of the class because you are busy looking around for a pencil!

Go to http://www.live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

How Too Be Fully Prepared For Class is a post from: Reference Education Center