Difference between revisions of "OneVille's principles"

(Created page with 'Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information -- a) the whole child’s progress and educati…')
 
 
(2 intermediate revisions by one other user not shown)
Line 1: Line 1:
Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information -- 
+
When combined, our efforts are designed to help people in and around public schools to communicate a full range of key information to support young people. We propose that,
  
  a) the whole child’s progress and educational experience, rapidly;  
+
-Rather than only communicate about some aspects of young people’s development (e.g., a child’s score on a standardized test), we need to communicate about all necessary aspects of young people’s development;
  
  b) knowledge, information, and resources needed to support young people’s full development
+
-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. This requires crossing boundaries of tech access/literacy, language difference, and prior background.
  
– to a full range of key participants in a child’s life.
+
Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her.
 
 
Circulation of information needs to be multidirectional: getting information from a parent on a child’s situation is as important as getting information to her.
 
 
 
We contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow these two principles:
 
 
 
-Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects;
 
-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners.
 

Latest revision as of 14:43, 27 May 2011

When combined, our efforts are designed to help people in and around public schools to communicate a full range of key information to support young people. We propose that,

-Rather than only communicate about some aspects of young people’s development (e.g., a child’s score on a standardized test), we need to communicate about all necessary aspects of young people’s development;

-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. This requires crossing boundaries of tech access/literacy, language difference, and prior background.

Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her.