Wednesday, June 17, 2015

International rep[orts about education

A new OECD report on youth, skills and employabilty comments on the struggle young people have in gaining entry to the workforce. In some OECD countries, one in four 16-29 year olds is neither employed nor in education or training. Find the report, OECD Skills Outlook 2015, at http://www.oecd.org/education/oecd-skills-outlook-2015-9789264234178-en.htm

A United Nations global survey, MyWorld2015 Analytics, aims to capture people's voices, priorities and views, so world leaders can be informed as endeavor to define global goals. The highest priority, globally, is that everyone has access to a good education. Check the survey results at http://data.myworld2015.org/ You can filter the results by country, gender, education levels and age groups.

Saturday, June 6, 2015

Teens' favorite social media

According to a recent report, among UK and US teens, YouTube is seen as the coolest social network (followed by Instagram, Facebook, Tumblr, and Snapchat). The report was based on data from a survey of 7,890 Internet users in the United States and 8,010 Internet users in the United Kingdom, age 16-64.
GlobalWebIndex. (2015). GWI Social. London: Author.
 http://www.marketingprofs.com/charts/2015/27790/the-coolest-social-network-with-teens#ixzz3cIXsAvNK

Tuesday, May 26, 2015

Smartphone use survey


This survey analyzed teen smartphone usage by site (e.g., Facebook, Instagram and Snapchat are the most popular social media sites) and demographics. 92% of teens go online daily, and a quarter state that they go online, mainly by phone, “constantly.” African Americans were most likely to have a smartphone; of teens who did not have such a phone, only two-thirds went online daily.

Pew Research Center. (2015). Teens, Social Media & Technology Overview 2015: Smartphones Facilitate Shifts in Communication Landscape for Teens. Washington, DC: Pew Research Center. http://www.pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf

Digital learning by teens survey


Based upon a nationwide survey, this annual analysis examines K-12 students’ learning environments: using tablets, learning in blended or online learning environments, and STEM experiences. The researches found that student access to technology tools and resources results in: deeper and more sophisticated learning; higher estimation of technology, greater college-career readiness, and builds self-directed independent learning ethos.

Project Tomorrow. (2015). Digital learning 24/7: Understanding technology-enhanced learning in the lives of today’s students. Irvine, CA: Project Tomorrow. 
http://www.tomorrow.org/speakup/pdfs/SU14StudentReport.pdf

Thursday, May 21, 2015

Digital vs. print media reading and gender

Girls have more firmly embraced digital literacy and formats such as Facebook, email and text message, while boys are more comfortable with traditional printed media such as comics, manuals and newspapers, according to a study published by the National Literacy Trust.
The snapshot – based on responses from 32,000 pupils at more than 130 schools in the UK – found that girls continue to outpace boys in their enthusiasm for reading outside school at all age levels, with black girls in particular showing a prodigious appetite for literature.
Girls studying for GCSEs, for example, were more likely to read emails and social network sites than boys of the same age – and were also more likely to read fiction, suggesting that the growth of digital media has not diminished the popularity of literature.
Boys studying for GCSEs were more likely than girls to read print products such as comics, with 38% saying they read newspapers at least once a month compared with 30% of girls of the same age.
Overall, boys reported lower levels of enjoyment from reading than their female peers, according to the figures compiled by the trust. Boys also tended to read less often and think less positively about reading than girls did.
National Literacy Trust. (2015). Children's and young people's reading in 2014. London: National Literacy Trust.
http://www.literacytrust.org.uk/research/nlt_research/6646_childrens_and_young_peoples_reading_in_2014

Tuesday, April 28, 2015

Washington State study on school library impact

A recent study in the state of Washington showed the wisdom of investing in school librarians. As part of the study, Elizabeth Coker performed a data analysisof a 40-question survey conducted by the Washington State Office of the Superintendent of Public Instruction among 1,486 of the 2,428 K–12 schools in the state. The results  showed that students attending schools with certified teacher-librarians perform better on standardized tests and are more likely to graduate. The reason is that certified teacher-librarians “are far more likely to be directly involved in teaching curriculum-designed around Common Core standards.”
Coker, El (2015). Certified teacher librarians, library quality and student achievement in Washington State public schools. Olympia, WA: Washington Library Media Association. 
https://wala.memberclicks.net/assets/WLMA/Advocacy/wslitreport_final%204_11_15final.pdf

Friday, February 13, 2015

STEM gender gap report

The gender gap in science, technology, engineering, and mathematics may be starting to turn, according to new 2009 data from the National Center for Education Statistics. The data is coming at a time when states and districts are in a big push to get more students—and particularly girls—into STEM careers. By 12th grade, girls in 2009 were more likely than boys to have earned credit in advanced math and science, including Algebra II, chemistry, biology, and health sciences, though boys are significantly more likely to earn credit in computer science and engineering. However, girls continued to underperform in small but persistent ways across several STEM-related parts of the National Assessment of Educational Progress.
U.S. Department of Education. (2015). Gender differences in science, technology,  engineering and mathematics (STEM) interest, credits earned, and  NAEP performance in the 12th grade. 
http://nces.ed.gov/pubs2015/2015075.pdf