Search

Effective Internet search skills are essential with the continually increasing amount of information available on the Web. Extension personnel are required to find information to answer client questions and to conduct research on programs. Unfortunately, many lack the skills necessary to effectively navigate the Internet and locate needed information. Basic search skills are outlined as well as application to Extension.

The use of smartphones has drastically increased in recent years, heralding an explosion in the use of QR codes. The black and white square barcodes that link the physical and digital world are everywhere. These simple codes can provide many opportunities to connect people in the physical world with many of Extension online resources. The challenge is change. Extension faculty must use QR codes so that a savvy public will try something new.

To better comprehend the needs of your clientele and colleagues, it is essential to use survey website applications. Doing so will help you become more efficient in obtaining constructive, timely feedback in order to adjust programming, therefore optimizing the impacts of Extension activities. Citing the most influential survey experts both in and out of the field of Extension, this article explains how to get started creating successful online surveys. I urge all Extension educators to make use of online survey tools and take advantage of this developing technology.

For Extension's unbiased, research-based content to be found by people searching the Internet, it needs to be organized in a way conducive to the ranking criteria of a search engine. With proper web design and search engine optimization techniques, Extension's content can be found, recognized, and properly indexed by search engines and people. These techniques will improve the ranking of "Extension" websites on search engine result pages and drive added traffic to Extension's online content.

Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels, especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research. More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants' home institutions.

New forms of schooling are emerging, driven by new technology, the recession, and public sector innovation, as well as the commitment to attain standards. Three of these new forms are virtual schooling, hybrid schools, and broker schools. While still fairly rare, these schools could become the norm if the regulatory and funding barriers to their growth were removed. (Contains 1 table.)

When charter schools first emerged nearly two decades ago, critics claimed they would promote segregation by serving privileged white students whose families take advantage of choice. But state laws, philanthropists, and charter school founders targeted these new schools to serve disadvantaged students in urban districts. Critics then tried to show that charter schools serve fewer poor and minority students than neighboring public schools. In fact, enrollment variations by neighborhood appear to be no differently distributed in charter schools than in district-run schools. Now, critics claim charter schools worsen segregation by serving too high a proportion of minority students, essentially making the charter movement a civil rights failure for failing to achieve racially mixed schools. Authors Hill and Lake argue that there is a more important civil rights issue: ensuring good schools and opportunities for high school, college, and beyond for poor and minority students. As charter schools further develop and succeed, they will likely attract a more diverse population of students. In the meantime, their success in serving the most disadvantaged students should be cause for praise, not criticism.

Public school funding in the United States is not a product of intelligent design. Funding programs have grown willy-nilly based on political entrepreneurship, interest group pressure, and intergovernmental competition. Consequently, now that Americans feel the need to educate all children to high standards, no one knows for sure how money is used or how it might be used more effectively. This article shows that Americans can learn how to make more effective use of the money available for public schools. But to do so, states and localities must keep careful track of how money is spent; how children are taught and by whom; and what programs, schools, and teachers are most and less productive. Foundations should sponsor rigorous development and testing of new instructional programs, and every level of government should permit experimentation with alternative uses of funds, reproduce effective schools and programs, and abandon ineffective ones.

In this essay, the author calls attention to a little-studied but critical aspect of school system reform: the nontransparent and sometimes illogical ways school districts allocate funds and personnel, especially teachers. Drawing on a series of studies produced by his Center for Reinventing Public Education, the author asserts that mayors who seek to reform their schools need to untangle the tendrils of school district accounting practices, and he warns that mayors who attempt large-scale school reform without first attempting to understand their district's financial and personnel practices do so at their peril. In particular, he discusses four common pitfalls mayors should be aware of: (1) unfunded pensions and retiree health-care costs; (2) salary averages hide real spending; (3) more teachers than classes to teach; and (4) opaque central office spending. The author also provides a list of issues for which mayors should demand independent assessments. (Contains 3 notes.)

Public debate about school choice is often polarized between those who favor and oppose total free markets in education. However, the serious intellectual work on choice focuses on more moderate alternatives that involve a mixture of public and private accountability. A regulated market model of educational accountability would mix government regulation, options for families, and entrepreneurship on the supply side. It would sustain a role for government in licensing schools, protecting children, punishing misrepresentation, and ensuring free flow of information. This article shows how a regulated market in education would work and how one could be created.

The Bill & Melinda Gates Foundation, a philanthropic organization created by the Microsoft founder and his wife in 2000, has already invested nearly a billion dollars in an effort to redesign the American high school. It supports some 1,500 existing schools; 450 of them are either restructured or brand new. But the foundation's focus was not always on high schools. In fact, in the beginning it wasn't even about schools. This article details the shifting focus of the foundation, from investment in Internet access in libraries, to an emphasis on Internet-based teacher learning and the integration of technology into the classroom, to its current concern with the content and quality of the education itself. It also discusses some of the strategies the Gates foundation has pursued in its recent attempts to reform high school education. (Contains 1 table and 1 figure.)

School choice is growing, due to growth of charter schools, private voucher programs, and No Child Left Behind requirements that school districts offer options to children in low-performing schools. Growth can bring dangers if choice is implemented carelessly. Recent research on choice shows that program design and implementation matter: the quality of parent information, the amounts of money that follow children to schools of choice, and rules governing school admissions all help determine whether disadvantaged children benefit from choice. Smart program design can also reduce the risk of harm to children left behind in regular public schools. The article describes a needed research program on doing choice right, which can provide guidance to local leaders charged with choice implementation.