Elena Silva - Academia.edu (original) (raw)

Papers by Elena Silva

New America is committed to renewing American politics, prosperity, and purpose in the Digital Ag... more New America is committed to renewing American politics, prosperity, and purpose in the Digital Age. We generate big ideas, bridge the gap between technology and policy, and curate broad public conversation. We combine the best of a policy research institute, technology laboratory, public forum, media platform, and a venture capital fund for ideas. We are a distinctive community of thinkers, writers, researchers, technologists, and community activists who believe deeply in the possibility of American renewal. Find out more at newamerica.org/our-story. About the Education Policy Program New America's Education Policy program uses original research and policy analysis to help solve the nation's critical education problems, serving as a trusted source of objective analysis and innovative ideas for policymakers, educators, and the public at large. We combine a steadfast concern for low-income and historically disadvantaged people with a belief that better information about educat...

This publication was produced as part of a commitment by The Wallace Foundation to develop and sh... more This publication was produced as part of a commitment by The Wallace Foundation to develop and share knowledge, ideas and insights about expanded learning time. This and other resources on expanding learning time, school leadership, after school, audience development for the arts and arts education can be downloaded for free at: www.wallacefoundation.org. The Wallace Foundation commissioned Education Sector, a Washington, D.C.-based independent education think tank, to write this conference report. Elena Silva is senior policy analyst for the organization; Susan Headden is senior writer/editor there. 6 "The current fiscal year (fiscal year 2012) is shaping up as one of the states' most difficult budget years on record. Some 44 states and the District of Columbia projected budget shortfalls totaling $112 billion for 2012.

FORUM, 2001

This Special Issue looks at new developments within an area of practice that FORUM, with its rich... more This Special Issue looks at new developments within an area of practice that FORUM, with its rich history of advocacy for genuinely comprehensive public education, has always been supportive of, namely 'Student Voice'. In the past, we have tended to approach student voice from either the standpoint of young people being given greater responsibility for their own learning through a more imaginative and flexible pedagogy, or we have concentrated on ways in which institutional forms of student engagement, such as school councils, could develop a more authentic collective voice that would lead, if not to a more democratic, then at least to more engaged forms of institutional and personal learning. Those concerns and aspirations remain. What is particularly interesting here is the fact that some of the new developments presented by a range of contributors seem to provide a bridge between the individual/pedagogic and the collective/school council practices that have so often provided the two poles of past student voice work. Now, at least within many of the examples explored and celebrated within this Special Issue, there is a sense in which not only the previously forbidden area of teaching and learning is becoming a legitimate focus of enquiry from the standpoint of students as well as teachers, but also that the roles of teachers and students are beginning to become less exclusive and excluding of each other. Similarly, there is an emerging interconnectedness between and expansion of the arenas of classroom life, the wider contexts of the school as a whole, and community spaces and practices that exist outside the school. The reciprocity between student and teacher, school and community that have always been at the heart of a widely and richly conceived notion of education seems to be expressing itself in new ways and new forms that may hold out much hope for the future We open our Student Voice Special Issue with three articles by young people who have been involved in some of the creative and vibrant developments alluded to above. Pupils at Wheatcroft Primary School in Hertford give a hugely uplifting and inspiring account of Working as a Team; Beth Crane's advocacy of the 'Students as Researchers' initiative as means of Revolutionising School-based Research and her fellow ex-Sharnbrook Upper School student, Chris Harding's, insistence that 'Students as Researchers' is as important as the National Curriculum lay appropriately challenging and exciting foundations for the rest of the Special Issue. Louise Raymond's overview of the groundbreaking 'Students as Researchers' initiative in her Student Involvement in School Improvement: From Data Source to Significant Voice, provides a fascinating case study of how a small but radical student-led initiative can grow into something that has the potential to transform the nature of curriculum renewal and organisational learning. Leora

www.carnegiefoundation.org Carnegie’s community college work is supported by the Foundation’s end... more www.carnegiefoundation.org Carnegie’s community college work is supported by the Foundation’s endowment

To order reports, call 800/225-9998 or visit www.aauw.org AAUW Equity Library J Yes! I want to he... more To order reports, call 800/225-9998 or visit www.aauw.org AAUW Equity Library J Yes! I want to help improve the climate for women in education.

Journal of Staff Development, Dec 1, 2011

Education Sector, Jul 1, 2012

Dinner talk, or dinnertime conversations, have been investigated and studied by many scholars suc... more Dinner talk, or dinnertime conversations, have been investigated and studied by many scholars such as Blum-Kukla (1997) Ochs (1995), Haesook (2006), Arcidiacono (2009), and Herot (2002). Dinnertime conversations are the locus of family interactions and language socialization (Ochs 1986) in that they represent recurring activities or speech events in which all or most family members participate. Conversations at the dinner table serve as a daily (or near daily) forum for family members to interact and converse with each other and in so doing, instantiate their identities as parents, siblings, and children and express their stances. While dinner talk has been studied in families from various cultural and linguistic backgrounds, no study to date has looked at dinner talk in Chicano families. In this thesis, I studied how participants at a family dinner table use mainstream American English, Chicano English and code-switching to index their stances, familial and cultural roles and identities (Ochs 1992, 1996; Ochs & Taylor 1995) in this communicative event (Blum-Kulka 1997). I expect that this study will contribute to the growing body of literature on Chicano studies in general, and more specifically, to the scholarship on Chicano linguistics, and Multilingualism as it shows a Chicano family use Mainstream English, Chicano English and code-switching all in one conversation. v TABLE OF CONTENTS

This document presents step-by-step guidelines to help communities and organizations implement yo... more This document presents step-by-step guidelines to help communities and organizations implement youth-led research, evaluation, and planning (Youth REP) as a way of empowering youth to participate in community development and social transformation. The guide offers an overview of youthled research and evaluation project stages and critical insights from project facilitators, youth evaluators, and community members who have used the Youth REP approach to address a wide range of issues such as enhancing public health, strengthening after-school programs, reforming the juvenile justice system, and improving public schools. The introduction explains the conceptual foundations of Youth REP. Part 1 offers guidance on assessing organizational readiness to take on youth-led projects and gives advice from youth evaluators and their host organizations. Part 2 provides a detailed overview of the Stepping Stones process for youth-led research or evaluation and discusses the following steps that an organization might take to develop and implement a program: getting ready; orientation and team building; research/evaluation design; skill development; data collection and documentation; data analysis; final report, presentation, and celebration; and developing and implementing an action plan. Part 2 also includes sample activities and "snapshots" of past Youth in Focus-coached projects. Appendices provide information on other resources and examples of youth led research and evaluation project budgets and timelines. (MN) Reproductions supplied by EDRS are the best that can be made from the ori inal document.

American Association of University Women Educational Foundation, Apr 19, 2005

provided valuable comments. Special thanks to Vicky Lovell, Institute for Women's Policy Research... more provided valuable comments. Special thanks to Vicky Lovell, Institute for Women's Policy Research, for technical assistance. The American Association of University Women promotes equity for all women and girls, lifelong education, and positive societal change. The AAUW Educational Foundation provides funds to advance education, research, and self-development for women and to foster equity and positive societal change.

Education Sector, Nov 1, 2011

New Directions for Youth Development, 2010

Strengthening partnerships between schools and community providers will increase learning opportu... more Strengthening partnerships between schools and community providers will increase learning opportunities, keep students engaged in learning, and improve student outcomes.

Education Sector, 2008

The Joyce Foundation provided funding for this project. The findings and conclusions are those of... more The Joyce Foundation provided funding for this project. The findings and conclusions are those of the authors alone and do not necessarily represent the opinions of the foundation. The authors would like to thank all of the teachers who participated in the focus groups and completed the survey. ABOUT THE AUTHORS ANN DUFFETT and STEVE FARKAS are the two principals of FDR Group, a nonpartisan public opinion research firm (www. thefdrgroup.com). They have conducted dozens of surveys on education, including Stand By Me: What Teachers Really Think about Unions, Merit Pay and Other Professional Matters (Public Agenda, 2003).

for sharing their expertise in feedback on an earlier draft. Terminology This paper uses the term... more for sharing their expertise in feedback on an earlier draft. Terminology This paper uses the term English learner (EL) to refer to students between the ages of 3-21 enrolled in the PreK-12 educational system who have a native language other than English and are in the process of developing their academic English language proficiency. This definition aligns with that used in a recent consensus report by the National Academies of Sciences, Engineering, and Medicine, Promoting the Educational Success of Children and Youth Learning English: Promising Futures. About New America New America is committed to renewing American politics, prosperity, and purpose in the Digital Age. We generate big ideas, bridge the gap between technology and policy, and curate broad public conversation. We combine the best of a policy research institute, technology laboratory, public forum, media platform, and a venture capital fund for ideas. We are a distinctive community of thinkers, writers, researchers, t...

Education Sector, Mar 1, 2012

My appreciation to the many people who spoke to me about their programs, schools, and districts, ... more My appreciation to the many people who spoke to me about their programs, schools, and districts, and to those who took the time to review an earlier draft of this report. Thanks also to Scott Baumgartner and Taryn Hochleitner, who provided valuable research assistance on this project. This report was funded by the Charles Stewart Mott Foundation. Education Sector thanks the foundation for its support. The views expressed in the paper are those of the author alone.

Carnegie Foundation For the Advancement of Teaching, 2015