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Jigsaw 3 (The Need for Career and Technical Education (What Employers…

- - - - “Learning in context. Even if employers did not value specific vocational skills, career related education might be a good way of teaching all of the other skills that are valued by employers: academic skills, computer skills, and basic work behaviors” (Cohen, 2004, p. 13).
      - “Connections to employers. By improving the formal system of placement in training and jobs, programs that coordinate CTE with internships and other types of work-based learning can reduce the relative disadvantage of poor youth who lack the informal channels to jobs that their middle-class counterparts enjoy” (Cohen, 2004, p. 14).
      - “Adult mentors. CTE classes and work-based learning programs such as internships can ameliorate the sometimes-destructive influence of peer groups by connecting youths with adult mentors” (Cohen, 2004, p. 14).
      - “Tryout period. One survey of employers in four cities found that roughly 70 percent of available jobs require general work experience and that about 73 percent require references” (Cohen, 2004, p.14-15).
- - - - “In their respective focus groups, both caseworkers and educators expressed a mutual lack of trust with each other” (Altshuler).
    - - “It appears to caseworkers and students that on the basis of foster care status schools often treat these students differently from others. Educators did not share this impression of unfairness, although they did acknowledge the occasional need for differential treatment. One teacher said: "I think that often, they just need to be treated like everybody else and not singled out for special attention. Sometimes though, they may break down or need a little extra support. But normal kids at some point of time do the same thing." (Altshuler).
- - - - "For generations, Catholic schools educated countless poor children; chartering was created to allow a wide variety of non-profit groups to run excellent schools, frequently serving children in need. By allowing Catholic schools to receive government funding, a religious-chart policy could honor the traditions of both Catholic education and the chatering movement, allow theses schools to carry on their service to the most-at-risk urban students, and adhere to state standards, assessments, and accountability framework." (pg. 130)
      - "The 'soft bigotry of low expectations', prevalent in many troubled urban schools, has no place in Catholic education" (Smarick, pg. 121).
        
        Discrimination is something that isn't tolerated at all in the Catholic school system, and so that stretches not only in the day to day interactions but in the education of everyone as well. For those who struggle with a disadvantage, they can be taught as an individual.
        
        I think discrimination is something that should be dealt with at every school. it does not have to be a huge thing but i believe that every student should know that discrimination is not a good thing at all.
  - - - "But the cost of conversion was high: Becoming charters meant the wholeesale loss of the schools' religious character. They would be forced to expunge all faith-based elements. No more prayers, no more Bible students, no more statues of saints, no more crucifixes on the walls." (pg. 125)
  - - - My question for this quote is; is there a backstory on why they banned this kind of education? Students gain a lot from either learning a new language or learning about other countries that speak another language that it does not seem fair to them that they cannot learn anything.
        
        I do not believe this is the right path for these students and if they want to learn what other languages or countries are like I think they should
    - - “Which raises a question: Why is it not possible to have both? Must a Catholic K-12 school be required to forsake its faith when it converts to charter status? Is foregoing government aid a necessary, non-negotiable consequence of a school’s retention of its religion?” (Smarick 127).
  - - - “For generations, Catholic schools educated countless poor children; chartering was created to allow a wide variety of non-profit groups to run excellent schools, frequently serving children in need. By allowing Catholic schools to receive government funding, a religious-charter policy could honor the traditions of both Catholic education and the charter- ing movement, allow these schools to carry on their service to the most at-risk urban students, and adhere to state standards, assessments, and accountability frameworks.” (Smarick 130).
- - - - One thing that did not make sense to me is was vocational education is. As a group we could not get to everything on the list so this is something I either had to look up in the article or just on the internet.
- - - - • “Principles based on Jewish religion and traditions are also reinforced in academic classes and extracurricular activities. Teachers stress Jewish values of character during each day. Jewish traditions and holidays are woven throughout academic subjects.” (Rosa 2013 p.6)
        
        “Character education is naturally integrated throughout the concurrent curriculum at Heritage Academy. While the official curriculum claims the school integrates character education, direct observations of the operational curriculum confirm teachers are actively teaching character throughout the day. Teachers use Judaic traditions and values, rules, discipline, class discussion, literature, and many other methods to teach students character. Once such example is seen as Morah Rothstein, the kindergarten teacher, admonishes her students after some misbehavior on the playground.” (Roso 2013 p.8)
    - - “Having students in a smaller school setting creates a familiar and supportive environment for reinforcing character.”(Rosa, 2013, p. 46)
        
        Most of my classes in high school took this effect on learning. it help me tremendously and it still does. Being able to practice and talk through things helps me connect the information and it helps me remember the knowledge