The prospect of being shut down has left educators in Harlem's public schools anxious.
But her gift left educators asking: How was a teacher able to save so much money?
Fig. 11 Understanding of science, evolution, and religiosity indexes of New England general faculty (Gen Fac, white circles, left), educators of prospective teachers (Edu, black circles, center), and college students (Stu, white circles, right).
Gen Fac, n = 216; Edu, n = 48; and Stu, n = 695 Fig. 7 Percentage of New England general faculty (Gen Fac, white bars left), educators of prospective teachers (Edu, black bars center), and college students (Stu, white bars right) who think evolution is: a definitely true and b probably true.
Error bars are standard errors Fig. 12 Association between understanding of science, evolution, and religiosity indexes of New England general faculty (Gen Fac, white circles, left), educators of prospective teachers (Edu, black circles, center) and college students (Stu, white circles, right).
Fig. 1 Percentage of New England general faculty (Gen Fac, white bars left), educators of prospective teachers (Edu, black bars center), and college students (Stu, white bars right) who consider one of the following explanations about the origin and development of life on Earth should be taught in science classes: a evolution and b equal time to evolution, creationism, intelligent design.
It leaves educators freedom to find the best ways to offer good teaching and learning to all children.
The standards specify which concepts students should grasp by grade level – like the greenhouse effects of gases like carbon dioxide and methane – but don't provide curriculums, leaving educators to find or create lessons themselves.
Across the nation, a decade of well-intentioned efforts to bring education into the information age has filled many schools with computers and hooked them into the Internet, only to leave educators struggling to support and maintain their hodgepodge of high technology.
Both issues often leave educators frustrated and disillusioned.
Letting educators teach the new standards to other educators keeps the standards relevant and leaves educators on the same page.
