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DCGEducator: Doing The Right Thing

~ A Teacher Speaks

DCGEducator: Doing The Right Thing

Monthly Archives: October 2015

Oh what a tangled web we weave….

25 Sunday Oct 2015

Posted by David Greene in Uncategorized

≈ 2 Comments

This just in from President Obama:

Unknown

I hear from parents who rightly worry about too much testing, and from teachers who feel so much pressure to teach to a test that it takes the joy out of teaching and learning both for them and for the students. I want to fix that.

The President has made clear he has no intention of scaling back the current federal requirement that all students, from grades 3 through 8, be tested annually in math and reading and that students between grades 10 and 12 be tested at least once. The administration recommends capping at 2 percent the amount of classroom time students spend taking required, statewide, standardized tests.

(http://www.npr.org/sections/ed/2015/10/24/451456267/obama-wants-students-to-stop-taking-unnecessary-tests)

If, according to the Council of Great City Schools, the average amount of time devoted to taking mandated tests during the 2014-15 school year was 2.34 percent of school time for the average 8th grader—the grade with the most mandated testing time, what indeed is the President actually offering?

 A real reduction of .34 percent? Seriously?

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EMAIL RESPONSE FROM SENATOR KIRSTEN GILLIBRAND

23 Friday Oct 2015

Posted by David Greene in Uncategorized

≈ 2 Comments

October 23, 2015
Dear David,

Retouched

Thank you for contacting me regarding the issue of excessive standardized testing in elementary and secondary education. I share your view that there is much more to education than how well a student performs on a standardized test. We must find a balance between ensuring educational equity and providing a well-rounded education for our children.

As a mother of two young children, I know firsthand the critical role education plays in preparing our youth for a lifetime of learning and future success. Few issues that we deal with in Congress are as pressing as the education of our children. When Congress first passed the Elementary and Secondary Education Act in 1965, the purpose was to ensure that all children have an opportunity to reach their full potential. As Congress works to reauthorize the Elementary and Secondary Education Act this year, we must preserve that original intent – of making sure that all students have the opportunity to learn – while at the same time making important improvements to the law on issues like assessments and accountability.

Meaningful assessments can provide valuable information to parents and help teachers support students who are struggling. However, the excessive use of standardized testing serves no one. An overemphasis on testing and test preparation deprives our children of the engaging and enriching educational experiences they need to reach their full potential. It is clear that Congress must address the proliferation of federal, state and local testing, and I will work with my colleagues in the Senate to reign in high-stakes testing while maintaining important measures of educational equity.

Thank you again for writing to express your concerns.
Sincerely,

Kirsten Gillibrand
United States Senator

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Boys, Especially Minorities, Are Severely Hurt By Social, Economic, and “Reform Created”Educational Disadvantages

22 Thursday Oct 2015

Posted by David Greene in Uncategorized

≈ 2 Comments

Tags

@valeriestrauss, achievement gap, boys, common core, economic policy, education, High Stakes Testing, Inner cities, poverty, schools, stereotypes, students

Alone

For many years I have been speaking and writing about the difficulties boys have had in schools. I devoted a chapter on the subject in my book, Doing The Right Thing: A Teacher Speaks. Much of this comes from what I wrote there. In addition, A NYT article dated October 22, 2015 adds a new factor, disadvantage.

A little boy came home from his first day at kindergarten and said to his mother, “What’s the use of going to school? I can’t read, I can’t write, and the teacher won’t let me talk.”

The boy’s mother took him to a psychologist….

The receptionist says: “Doctor, there is a boy here who thinks he is invisible.” 


The Psychologist responds: “Tell him I can’t see him right now.”

And there is the problem. Can we really see boys and their issues?

My son was born in 1990. By the time he was approaching kindergarten, we had to decide if he was to be one of those male kindergarten redshirts, held back a year to “mature.” We decided against it. We felt holding him back would, indeed, hold him back. What happened was eye opening. In preschool and kindergarten, teachers thought he was “hyperactive.” My wife is a clinical psychologist. She and I knew better. He was a boy. He acted differently than our daughter from his earliest moments. Eventually, we were proven right. He did fine in school. He was constantly described as very mature. A top student and athlete, he is a third year medical student at Tulane Medical School as I write this.

During the 1990s, a great deal of emphasis was placed on improving the education of girls. We worked hard on that reform and changed classroom behaviors to allow girls to be more assertive and improve their work. It was all good.

As part of that movement I was one of three Scarsdale Schools staff members to go to a conference on boys held at Wellesley College. Of the three, I was the only teacher. While in one workshop I heard volumes about the problems of female students being harassed and bullied and intimidated by aggressive boys who needed to be “fixed.” A bit nervous about presenting a different view, I stood up and recited a summary of what I had learned over the previous years of investigation in my school and from additional research. After much criticism and claims I must be fabricating evidence, I was summarily dismissed.

What had I found? In my classes, the boys’ final grades were anywhere from three to five points lower than the girls’. Overall, that meant the difference between a B- and B or B+. I followed the class of 2002 and found that from grades 9-12 approximately two-thirds of the bottom third of the class were boys and two-thirds of the top third were girls. This corresponded to the almost 3:1 ratio of girls to boys as valedictorians and salutatorians in the county of Westchester, NY.

Obviously something was up.

IN 2008: 137 women graduated college for every 100 men and 130+ women earned master’s degrees for every 100 men

(National Center for Education Statistics)

IN 2010: 185 women graduated from college for every 100 men

(The Bureau of Labor Statistics)

IN GENERAL:

  • Boys are greatly outnumbered in every extracurricular activity outside of sports.
  • By twelve years of age, boys are almost twice as likely to have repeated at least one grade.
  • Boys comprise the majority of permanent high school drop- outs.
  • Boys are approximately three times as likely to be diagnosed with ADHD or ADD and are ten times as likely to be referred for possible ADHD/ ADD as girls.
  • Boys are more than twice as likely to be suspended from school.
  • Boys are more than three times as likely to be expelled from school.

Researchers concluded that because of changes in the educational system, the average boy of fifty to seventy-five years ago would have been very likely diagnosed with ADHD today, especially if they were bored and gifted boys.

Overall changes in educational format and curricula as a result of NCLB and RTTT have been especially detrimental to boys’ learning. Among these are: more reading and writing at earlier ages, less physical and nonlinear learning, and the disappearance of gym and recess. The evidence shows that more schools have become less and less oriented to these boy strengths.

Verbally structured classrooms tend to decrease motivation and performance of boys. These results were especially found in middle and high schools with boys who had higher IQ scores and had earlier successes in elementary school. (Hey…that was I, grades nine to eleven!) Often too, the boredom of bright boys is misdiagnosed as ADHD.

Other researchers point more directly at early academics in K-2. Boys are not as reading/writing ready as girls. This has led to higher stress and failures, therefore diminishing boys’ motivation.

All the research points to the fact that boys simply learn better through experiential learning (“Kenntnis”) than learning about something through reading, whether print or computer-screen based (“Wissen- schaft”). Historically, boys’ learning has gone from physical apprenticeships, action, and practice to sitting in verbal/ written learning environments. The result is that normal fidgeting and physical movement, once necessary and normal, are now liabilities.

There are ways of reforming schools to take these issues into account, but they are not part of the No Child Left Behind, Race to The Top, Common Core and Standardized Testing “reform”. Over the years, even math problems have become more word oriented, for which girls’ brains are believed to have an advantage. ELA is theme based and often revolves around character feelings. Boys are more analytical and think more in terms of plot and action. Although the basic drilling for elementary reading skills works through fourth grade, the ELA curricula and practices in grades four through twelve have contributed to poorer boys’ results in those grades. In fact, although the test results of fourth-grade boys had improved, the twelfth grade results show that one in four boys does not read at a basic level of proficiency, as opposed to one in sixteen girls.

My son was stereotyped from an early age. Boys get the message that “typical boy behavior—loud, competitive, and physical–is bad, and that they need to become more like girls— quiet, cooperative, and gentle”. “Typical boy behavior” is often misdiagnosed as ADHD.

This occurs especially when the teacher first suggests ADHD testing. That occurs because most classroom settings are not boy-friendly enough; most teachers (predominantly female in the early grades) are not fluent in the needs of boys; and, especially now, too many K-1 classrooms are inappropriately, academically advanced.

In another example of stereotyping, African-American students, use of the sub-cultural “call and response” style of many inner-city males; physically active, loud, engaged, and enthusiastic learning is often perceived as angry and hostile. Most upper-middle-class secondary schools (where many teachers come from) stress higher, critical-thinking skills, conceptual thinking, and applications, while most lower-socioeconomic, secondary schools, stress safety, class management, and rote learning to achieve success on basic skills, as shown on national standardized tests.

The Common Core, Standardized Test, DOE, NCLB, RTTT reform movement, as it now stands, simply makes the situation regarding the education of boys even worse. The result is a lack of practice in the deeper understanding of material and the underlying skills for advancement, both to and in college. Today’s “reforms” have led to “more competent mediocrity”  and the growth of the “school to prison pipeline” in inner-city schools.

Today, Clair Miller adds, “Boys are falling behind. They graduate from high school and attend college at lower rates than girls and are more likely to get in trouble, which can hurt them when they enter the job market. This gender gap exists across the United States, but it is far bigger for poor people and for black people. As society becomes more unequal, it seems, it hurts boys more.”

New research from social scientists offers one explanation: Boys are more sensitive than girls to disadvantage. Any disadvantage, like growing up in poverty, in a bad neighborhood or without a father, takes more of a toll on boys than on their sisters. That realization could be a starting point for educators, parents and policy makers who are trying to figure out how to help boys — particularly those from black, Latino and immigrant families.

By the time boys from poor neighborhoods start kindergarten, they are already less prepared than their sisters. The gap keeps widening: They are more likely to be suspended, skip school, perform poorly on standardized tests, drop out of high school, commit crimes as juveniles and have behavioral or learning disabilities.

Boys tend to have more discipline problems than girls over all. But the difference is much bigger for black and Latino children — and more than half of the difference is because of poverty and related problems, the researchers found. For instance, while boys in well-off families have almost the same test scores as their sisters, the gap is more than three times as large in the most disadvantaged families, the study found. While well-off boys are 3.1 percentage points less likely than their sisters to be ready for kindergarten, the most disadvantaged boys are 8.5 percentage points less likely.

Problems in elementary school have long-term effects. Early suspensions are strongly correlated with not graduating from high school. The modern economy relies on skills like cooperation, empathy and resilience — and many boys are entering the work force poorly equipped to compete.

Though disadvantaged children are more likely to be in underperforming schools or neighborhoods with drugs and violence, this alone does not explain the gender gap, the researchers said. Even in the same neighborhood and schools and for children of the same race, the gender gap is wider in less-advantaged families.

Can we learn from all the research and institute real reform, not the “reformer style” we are currently engulfed by?

A few years ago, I heard Dr. Yolanda Sealey-Ruiz of Teacher’s College give a talk entitled “Using Culturally Responsive Pedagogy With Our Male Students.” She firmly stated that the approach to teaching boys, especially minority boys had to start with these HABITS OF MIND firmly established.

We must:

  • Recognize boy culture, especially minority street culture. If we dismiss their culture we dismiss them.
  • Use boys’ experiences positively to think of new ways to reach them.
  • Empower boys intellectually, socially, and politically by using specific cultural references to positively impact knowledge, skills, and attitudes.
  • Encourage the use of their boy based learning styles.

And we must:

  • Teach the whole child. Every child.

The “Reforms” of education we have had thrown down our throats have ignored the research. It is time we used the research and matched schools and classrooms with the findings.

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DERRICK’S STORY

22 Thursday Oct 2015

Posted by David Greene in Uncategorized

≈ Leave a comment

Tags

@anthonycody, @valeriestrauss, education, technology

http://www.edcircuit.com/derricks-story/Aaron-Tech-Image-1-1

The other night I had dinner with a couple I’ve known for a long time. Let’s just say that one of these people is not named “Derrick,” but that’s the name I will use. It will be easy to understand why as I tell this story. The facts are correct, but I will not identify him nor identify the school so that I don’t put Derrick in a bad spot.

Derrick is a retired high school teacher who was recently hired as a substitute in an upper-middle class suburban high school whose population is 80 percent white with less than ten percent of students considered to be economically disadvantaged. Approximately 70 percent of students take AP courses. Almost all meet ELA and math proficiency standards.

It is a town similar to several NYC suburban towns. The estimated median household income was about $90,000, which is $30,000 higher than the New York state median. More than half of the town’s population has at least a bachelor’s degree, while more than a quarter has a graduate or professional degree.

In short, this is not your average high school in your average suburban town.

Derrick started by saying he has been learning a great deal of new technology while on this job. Great, I thought, but then he went on.

His story soon morphed into a version of “The Walking Dead” or a parallel of the story of Clarisse McClellan, an unorthodox teacher, in the film and stage version of “Fahrenheit 451” — fired for not believing in Ray Bradbury’s fictional, high tech, book-burning, future society she lives in.

Derrick began to describe how he had to learn the Smart Board, specific tablet apps, Infinite Campus, and Pearson-created, computer-directed curricula for his courses. He was forced to implement a rigid, computer-directed classroom where all students worked in groups, listened to a Kahn Academy-like lecture, followed computer-programmed procedures outlined on the Smart Board, and did assignments on their tablets. Lesson plans were only to be followed, not created, and rigidly broke the period down into timed sections.

Derrick was told not to use the Socratic Method or any kind of class participation where he did anything more than monitor student progress on their work. He became a glorified babysitter. A cog in a machine. An automaton.

A technician, rather than a teacher.

Coincidentally, the next morning I read a New York Times piece related to this issue. Entitled, Lecture Me. Really., it told the tale of a college American history prof who inspected her new classroom and was pleased to see all the new technology there, but was surprised that there was no lectern for her to place her notes. She managed to get one after weeks of telephoning and emailing.

Although she defended lecturing in her piece, of which I am not a fan, the tale is still important to this discussion.

The point is that even if this room was used for a student-centered Socratic classroom, the emphasis was solely on the non-human technology. We need to combine active learning (which can easily be done via low or high tech tools) and the kinds of teaching tools that allow students to “keep students’ minds in energetic and simultaneous action and… a rare skill in our smartphone-app-addled culture: the art of attention, the crucial first step in the “critical thinking” that educational theorists prize.

To quote the author, Molly Worthen, “Technology can be a saboteur. Studies suggest that taking notes by hand helps students master material better than typing notes on a laptop, probably because most find it impossible to take verbatim notes with pen and paper. Verbatim transcription is never the goal: Students should synthesize as they listen.”

Derrick’s story, on its own, is scary indeed, but we also know that this is happening all across the country where school districts, even relatively wealthy ones such as his, are buying into the high tech trend regardless of what it does to the quality of teaching and learning.

All districts want to upgrade their technology, so when giants like Pearson, Apple, or Microsoft tell them they will install everything and provide all students with tablets, many jump at the chance to sell their souls to “the devil.” The “devil” corporations or foundations give districts the hardware and software, but they are locked in to using their curricula and lesson plans.

The result? Instead of technology creating great teaching tools for teachers, teachers become the tools of technology!

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Economics Education, Reaganomics Legacy, Public Policy, and Americans.

17 Saturday Oct 2015

Posted by David Greene in Uncategorized

≈ Leave a comment

Tags

@dianeravitch, @valeriestrauss, economic policy, politics

6855692607_d6be476a0f_mRonald Reagan’s policies (or those written for him) created the supply side, trickle down, ass backwards, form of “freestyle” capitalism we have had for 40 years. They have led to the downfall of the middle class and the destruction of Public Education.

Obviously, economic policies have far-reaching effects.

Too many Americans have too little knowledge of economics other than the crap they are sold by mostly Republican and Democratic propagandists,  bought by corporate and financial world interests. 

And what do Americans know to combat that propaganda? Not much.

The basic course in economics given in High School (in those states that require it) is usually taught through textbooks with tables of content that look like this:

Fundamental Economics

Decision Making and Cost-Benefit Analysis
Division of Labor and Specialization
Economic Institutions
Economic Systems
Incentives
Money
Opportunity Cost
Productive Resources
Productivity
Property Rights
Scarcity
Technology
Trade, Exchange and Interdependence

Macroeconomics

Aggregate Demand 
Aggregate Supply
Budget Deficits and Public Debt
Business Cycles
Economic Growth
Employment and Unemployment
Fiscal Policy
GDP
Inflation
Monetary Policy and the Federal Reserve
Real vs. Nominal

Microeconomics

Competition and Market Structures
Consumers
Demand
Elasticity of Demand
Entrepreneurs
Government Failures/Public-Choice Analysis
Income Distribution
Market Failures
Markets and Prices
Price Ceilings and Floors
Producers
Profit
Roles of Government
Supply

International Economics

Balance of Trade and Balance of Payments
Barriers to Trade
Benefits of Trade/Comparative Advantage
Economic Development
Foreign Currency Markets/Exchange Rates

Personal Finance Economics

Compound Interest
Credit
Financial Markets
Human Capital
Insurance
Money Management/Budgeting
Risk and Return
Saving and Investing

http://www.econlib.org/library/Topics/HighSchool/HighSchoolTopics.html

All of that is supposed to be done in a 15 week, all breadth, no depth course.  As a result here is almost always NO attempt to show the effects of economics or economic policy affects the American public except as consumers or workers. (And even this is very biased in favor of the system.)

Of course there are some schools (i.e. teachers) who say,”Bull Shit, I’ve got to get my kids to see the repercussions and consequences of economic policy.” but those are  too few. Most have been too restricted by district policies.

Ask 1000 Americans if they took economics in High School.

Ask those who said yes if they liked it or remember anything they learned.

Ask those if they learned how government economic policies like”Keynesian” or “Reaganomics” actually affect their lives or how economic inequality has become worse than ever in our history, including the “Gilded Age” and “Roaring Twenties”.

It doesn’t take much asking to see that present and future citizens of voting age know very little know about the effects of public economic policy and therefore cannot grasp how their political force can turn the Reagan Legacies around.

If they did, the American public would be in a better economic place than they are after 40 years of Reaganomics, Bush 1 Voodoo economics, “Clintonian” triangulation economics, Bush 2 Voodoo economics, and even Obama style economic change economics.

Let’s remember what Clinton’s 1992 campaign said, “It’s the economy Stupid!

5257379639_ITS20THE20ECONOMY20STUPID20OBAMACARTOON_xlarge

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Pasi Sahlberg: Teacher Autonomy Matters More than School Autonomy

09 Friday Oct 2015

Posted by David Greene in Uncategorized

≈ 1 Comment

This has been done and is still being done here where communities allow it by either fighting against top down control or by those districts wealthy and education oriented enough not to worry about what Governors like Andrew Cuomo might threaten.

Diane Ravitch's blog

Pasi Sahlberg, who is currently a visiting fellow at the Harvard Graduate School of Education, but has previously been director general of the Finnish Ministry of Education in Helsinki, writes here about the importance of teacher autonomy.

He compares teachers in Finland to teachers in the U.S.

When visitors tour Finnish schools, they are struck by the autonomy of teachers.

After spending a day or sometimes two in Finnish schools, they were puzzled. Among other things they said was the following: the atmosphere in schools is informal and relaxed. Teachers have time in school to do other things than teach. And people trust each other. A common takeaway was that Finnish teachers seem to have much more professional autonomy than teachers in the United States to help students to learn and feel well.

Teachers in Finland spend fewer hours teaching each week than teachers in the U.S.

We do know…

View original post 373 more words

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A Wise Transition to College and Beyond

02 Friday Oct 2015

Posted by David Greene in Uncategorized

≈ Leave a comment

Professional development often addresses different approaches to pedagogy. High school teachers have unique needs in this area as they prepare their students for the academic and life challenges that lie ahead. An approach to consider is one that offers individualized experiential learning. Students can use what they’ve learned in the classroom as they enhance life skills to prepare to transition into the “real world.” Veteran educator David Greene explains more about this idea and one group (www.wiseservices.org) that is creating that kind of learning experience for high school seniors.

by David Greene
TWENTY years ago, kids from preschool through first and second grade spent much of their time playing: building with blocks, inventing, solving problems, drawing or creating imaginary worlds.

New York Post PhotoMy second grade teacher knew the secret to successful education almost 60 years ago. She knew that learning had to be fun and had to include playful exploration. I have often told teaching colleagues how we learned about the solar system by building and hanging one from our South Bronx ceiling, or about civil rights by writing letters to President Eisenhower during the Little Rock Arkansas incident. We even received a reply and were quoted in the New York Times.

“Nevertheless, many educators want to curtail play during school,” says David Whitebread, a psychologist at Cambridge University. [Children] need to learn to persevere, to control attention, to control emotions. Kids learn these things through playing.”

What is true for 4-5 year olds is as true for 17-18 year olds. As kindergarten is a transitional year from pre-school to formal school, senior year in high school is a transition to the more advanced learning of college and life. High school seniors also “need to learn to persevere, to control attention, to control emotions.” Seniors learn these things through experiences about which they are most passionate…Play of a different sort.

We know that to succeed in college high school seniors must manage their own time, balance responsibilities, set priorities, and apply what they have learned to new situations or to solve new kinds of problems. There is no better way to transition from the authoritarian, schedule based, adult controlled, fact acquiring world of high school to the more flexible, student based, problem solving world of college than through experiential learning; what “play” was in kindergarten.

An individualized passion-driven project with a mentor’s support develops traits a successful student needs to succeed in college and beyond. In Paul Tough’s New York Times 2011 article “What If the Secret to Success Is Failure?” Angela Duckworth, of the University of Pennsylvania, states: “People who accomplished great things … often combined a passion for a single mission with an unswerving dedication to achieve that mission…” That can only be done experientially.

Imagine a high school senior’s project entitled “Under the Scars.” She says to a public audience, “The people who smile the most are the ones that cry themselves to sleep. I was the light of my high school.  I was always ‘happy’.”

The public presentation of her project was “a very emotional, amazing experience.  I made some people cry.  I moved some people.  My dad got emotional.  I did, too.  Many people came up to me after.”

This project gave her the opportunity to explore depression, something she suffers from, and a subject she is passionate about. It motivated her to improve her grades from 60’s – 70’s to 80’s, 90’s and 100! She is now in college and pursuing a degree in psychology, with the goal to become a psychotherapist that works with people suffering from depression.

As a result of her project she learned “There are a lot of kids in school that are depressed and no one knows” and that “WISE is a really good way to get your word out.  It gives you a place for self-expression.”

That is an example from the 42-year-old WISE Program. Schools working with this non-profit organization have always known that every student’s future is at risk unless we can address their deeply personal and unique need for an individualized learning experience—one that will provide the opportunity to explore and expand those essential character traits for success.

logoOver 40,000 WISE seniors of all ability levels have created individualized real-world experiences exploring their passions outside the traditional classroom.  They have learned to work independently and develop organizational, research, writing, and presentation skills necessary for college success as they ignite a lifetime of personal growth. More significantly, they have developed the openness, perseverance, courage, resilience, optimism, confidence, and creativity necessary for future success.

raise the roof inside copyPerhaps twenty years from now we can smile and say we realized the importance of play and experience as learning tools, both for 4-5 year olds and 17-18 year olds.

http://connectededucators.org/a-wise-transition-to-college-and-beyond/

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Profile

David Greene has spent 58 of his 66 years in Public Schools. He taught high school social studies and coached football for 38 years. He was an adjunct and field supervisor for Fordham University mentoring new teachers in the Bronx and formertreasurer of Save Our Schools. He is presently a program consultant for WISE Services. David Greene’s book, DOING THE RIGHT THING: A Teacher Speaks is a result of his experiences and his desire to pay forward what he has learned over the years as he continues to fight for students and quality education in PUBLIC schools. His essays have appeared in Diane Ravitch's website, Education Weekly, US News and World Report, and the Washington Post. He wrote the most responded-to Sunday Dialogue letter in the New York Times entitled, “A Talent For Teaching”. He has appeared on radio, local TV, Lo-Hud newspaper articles, and has given several talks about Common Core, APPR, TFA, teacher preparation, the teaching profession, and other issues regarding education. Most recently he appeared on: The growing movement against Teach For America, December 11, 2014 11:00PM ET, by Lisa Binns & Christof Putzel He is presently a contributor to Ed Circuit: Powering The Global Education Conversation.

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