Difference between revisions of "OneVille's principles"

 
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Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information to a full range of key participants in a child’s life. We want to support people to communicate the following, rapidly and when they need to:
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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 child’s full range of skills, progress and educational/relevant life experience;
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-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.  
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-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.
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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.
 
 
So, 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.