Frank Furedi: Children: How did ‘discipline’ become a dirty word?
I am bailing out of teaching,” says Liz, a Kent primary schoolteacher who claims that she is fed up with having to play the role of a permanent police-lady. Liz and her colleagues insist that behavioural problems kick in at a very early stage of children’s schooling. They believe that that they simply lack the resources to maintain classroom discipline when confronted with a wilful ‘troublemaker’. When I respond and exclaim that you are talking about six or seven year-old kids, I am informed that ‘the real problem is the parent’.
It appears that many teachers regard parents as the enemy. They tell stories of aggressive mums and dads who automatically assume that while their kids are little innocent angels, their teachers are irresponsible and always at fault. Some teachers confide that they dread having one to one talks with parents since such conversations always contain the potential for veering out of control.
A recently published survey of 844 staff for the Association of Teachers and Lecturers provides a disturbing picture of a loss of control over the behaviour over relatively young pupils. So what’s going on — why do mature adults, parents and teachers find it difficult to manage the behaviour of six and seven-year-olds? Some teachers have no doubt that the problem lies with parents. Mary Bousted, general secretary of the ATL, has argued that ‘parents are not confident enough at setting and maintaining boundaries’. No doubt Bousted has a point. But the real question is why do parents appear to lack the confidence to manage the behaviour of their children?
Almost imperceptibly the term discipline has acquired negative connotations in British parenting culture. Numerous experts insist that discipline is repressive and results in dysfunctional children. The term “discipline” now implies an abuse of power. And punishment of children is frequently represented as a violation of human rights. Campaigners who stigmatise punishment assume parental discipline constitutes a danger to a child. They continually warn mums and dads to negotiate with their children instead of punishing them. Parents who punish their children’s misbehaviour are made to feel the moral inferiors of those who rely on negotiation.
Parents who take the issue of discipline seriously understand that their behaviour is likely to invite public scrutiny. Regrettably, parents are by no means the only section of adult society who are reluctant to exercise authority over the younger generation. The entire world of adults has become estranged from the younger generation. Adults are frequently reluctant to engage with young people in case their behaviour is misinterpreted by a culture that regards inter-generational contact as a marker for a child-protection issue.
Teachers too know that a commitment to maintain classroom discipline goes against the current culture. In such circumstances teachers, like parents, are often tempted to follow the line of least resistance. It is this reluctance to assume responsibility by the entire of adult society that explains why these days grown-up people find even the behaviour of six-year-olds a major challenge. So don’t blame unconfident parents. Point the finger at a culture of child-rearing that stigmatises discipline and morally disarms adults from actively engaging in the socialisation of young people.
Kids’ Yoga Catching On
Hathaway Hardy works on a pose with teacher Lynda Meder at Luma Yoga.
On a recent Friday afternoon, I sat inside Luma Yoga in downtown Santa Cruz, waiting for a busload of six to nine-year-olds to arrive from Santa Cruz Montessori school; a field trip to practice mindfulness through yoga.
The family-focused yoga and wellness center opened five months ago on Center Street, in what used to be a locksmith’s garage. The resulting space is impressive: industrial cement walls are balanced with bright paint, a plush waiting area, several quiet rooms for massage and acupuncture, and the shining wooden floors of two sun-bathed yoga rooms.
The eleven school children poured into Luma, bouncing off the walls—actually, pinging off the walls is closer to the truth—thoroughly wound-up in the way that only a ride across town on a yellow bus can do.
But the jitters and clamor of outside voices subsided to a focused buzz soon after the children arranged themselves in a circle of yoga mats. Their attention turned to Lynda Meeder, director of of children’s programming at Luma, and certified YogaKids(TM) trainer.
Aside from being one of the most precious hours I’ve ever spent as a fly-on-the-wall reporter, the class was very different from the methodical adult class: as much as their small bodies were exercised and stretched, so were their imaginations.
There were sun salutations (“now grab a little sunshine and go ‘Ha!”) nature and seashell impersonations, and the “breathing ball” which was passed around for the kids to demonstrate the type of breath they were using to be calm, to be strong, or to be energized.
“They realize the power of their breath really quickly, and how it regulates their emotions,” Meeder explains.
“Especially in a society where we’re always telling kids ‘calm down,’ but we’re not necessarily teaching them the tools for self regulating,” adds Kate Tripp, who co-founded Luma along with Meeder and two other local yoga moms, Jada Giberson and Valerie Moselle.
The benefits of kids’ yoga are vast, as it helps them develop a positive relationship with their bodies, and mastery of their muscles, says Meeder. Focusing on balance and sensory integration helps them organize their minds, and the hyper and hypo-active kids reach a common, centered baseline.
That yoga helps kids cultivate better self esteem and self-awareness was apparent in the first few minutes, when the kids recited the Yoga Kid’s Pledge:
“I believe in myself,” they chorused. “I love my body, I’ll always say I can do it. If I say I can, I can—yes!” And the most amusing: “I’ll stay on my mat and keep it flat!” (A noble effort was made by all.)
Children get hooked on the intimacy and comfort of the yoga studio, says Tripp, and they want to keep coming back to explore those feelings and experiences within a group and within themselves. Indeed, the space is quite different from the school environment, which can be wracked with anxiety for some kids: “It’s one place where every kid is perfect exactly the way they are, they don’t need to perform,” says Meeder.
While Luma’s schedule includes a full offering of all different kids yoga classes, from babies in postnatal classes, to “Toddler and Me” classes, and yoga classes for all age groups, they are also reaching out to schools interested in bringing in their students. Schools might just have an incentive to do so:
Researchers at California State University who examined the correlation between yoga and academic performance, discipline, attendance and self-esteem found a 20 percent increase in the number of students who reported feeling good about themselves, and a six percent increase in classroom discipline, according to a 2007 study published in Greater Good Magazine.
Some local schools are already heeding those results. Dr. Percy Abram, head of Gateway School, has seen positive results after incorporating mindfulness into the curriculum two years ago—not just through a yoga class elective, but mindfulness in walking and eating and breathing exercises, which have become a regular (and embraced) part of every school day at Gateway.
“The impetus was that our faculty wanted to find ways to reach students who they saw as increasingly impulsive, increasingly less attentive, and they wanted to find a way to alleviate that in the classroom,” says Percy. “Mindfulness has increased attention in the classroom, increased levels of emotional regulation, greater empathy, less impulsivity… I see this as a permanent part of our program now.”
Luma Yoga is at 1010 Center Street in downtown Santa Cruz. Sign on to www.lumayoga.com to see their full schedule of yoga and movement classes for all ages.
Teachers blame stress for beating pupils
Stress could be a major reason school teachers resort to corporal punishment despite laws banning it, a recent city-wide survey suggests.
Conducted by the Parents Teachers Association United Forum last year, the survey found that 62% of teachers resorted to punishment due to stress
in their professional and personal lives. Of the 200 school teachers surveyed in the city and Thane, 71% were forced to punish students as indiscipline was on the rise.
“Over the last few years, as schools have been asked to abolish corporal punishment, teachers feel suppressed and afraid to confront students. In some cases, this can lead to an outburst where the teacher resorts to physical punishment to discipline students,” said Father Francis Swamy, principal, Holy Family High School, Andheri.
Some educationists say the ‘no detention’ rule up to Class 8 under the Right to Education Act has bred an unhealthy classroom environment. “In the survey, teachers complained of students misbehaving or not taking studies seriously,” said Arundhati Chavan, president, PTA United Forum.
Counsellors say corporal punishment can affect children deeply. “Corporal punishment can create fear among younger students and affect self-confidence among older ones,” said Hima Bahuva, counsellor, Dr Pillai Global Academy School, Borivli.
The Borivli school initiated a concept for classroom discipline two years ago, where students and teachers charted disciplinary rules together. “When students are also involved in the process, they internalise the rules and become responsible for their behaviour, which also reduces stress on teachers,” said Bahuva.
Classroom behavior subject of meeting with parents
- Reading Eagle Company Direct Marketing/Mail
- W E E U
- Reading Eagle Company
Liam Migdail-Smith on Facebook
Muhlenberg School District administrators plan to meet with middle school parents next week to make plans for improving behavior in classrooms, they told school board members Wednesday night.
Parents raised concerns at an earlier board meeting this month that unruly behavior in classrooms was interfering with safety and learning.
Middle School Principal Donna Albright said she hopes the meeting will generate interest for parent volunteers to work with students. She said the school is also looking into how it can improve classroom discipline.
“We’re trying,” Albright said. “It’s good to have their (parents’) input.”
Other parents spoke.
Peggie Delong asked why parents weren’t notified during a recent incident when administrators secured the middle school because a student was out of control.
“I just got a call about the high school play, I just got a call about dental records due by a certain date, but I didn’t get any communication about the lockdown,” she said.
Dr. Theresa D. Haught, superintendent, said the school did not officially go into lockdown, although teachers were instructed to lock classroom doors.
“They just secured things because there was a student in the hallway running and they wanted to keep him contained,” she said.
In other business Wednesday:
The board voted 6-0 to give Haught a 3.5 percent raise retroactive to the start of 2013.
Board members Otto W. Voit III, K. Scott Long and Cindy L. Mengle were absent.
Haught’s salary will increase more than $5,000 to about $149,000. Her pay had been frozen along with other district employees’ in 2010 and 2011, but she did receive a raise in 2012.
Also, administrators told the board that the district has saved about $100,000 this school year by starting an in-house alternative education program to educate middle and high school students with more egregious rule violations.
Those students had previously been sent out of the district.
Dr. Vlacia Z. Campbell, assistant superintendent, said the program has provided other perks, such as the district being able to have subject-specific teachers work with students struggling in areas such as math or physics.
- By Liam Migdail-Smith
Why Not Arm The Students, Too?
South Dakota has just enacted a law that lets teachers carry guns in their classrooms. Not a bad idea. Sure, the chances of a crazed gunman coming to a school in the state and doing the horrible things done recently in Connecticut are…well…infinitesimal. And there are so many better and safer ways to protect students against such a happening than arming teachers.
But hey. There’s the Second Amendment. Right
But if you’re gonna do a Second Amendment number that envisions arming teachers to defend their classrooms, doesn’t it make even more sense to arm the students in these classrooms as well? You know. In case there’s more than one crazed killer coming in to do a shoot-em-up. You don’t want an outnumbered teacher standing alone defending her charges with a single AK-47, when youngsters armed with their own pistols can join in the defense. (NOTE: Students shouldn’t have bigger guns than their teachers, it might undermine classroom discipline).
Well, gotta run. Gotta get back to my VCR and another viewing (the 121st I think) of my favorite Second Amendment movie.
No, not “Red Dawn.” That was a good one, and darn realistic, too. A bunch of American teens armed to the teeth defeating Russian parachutists led by an evil Cuban seeking to occupy America and seize our womenfolk to sate their unspeakable foreign lusts. No, my favorite Second Amendment flick is “Tremors.”
There’s that wonderful scene in “Tremors” where a monstrous critter (possibly spawned by Mexican scientists, though this is never actually stated) tries to break into an American couple’s rec room through its wall, not realizing the rec room’s American occupants are well armed with every caliber firearm, small and large, up to and including an elephant gun that finally sends the critter back to its liberal hell.
Maybe we should make “Tremors” part of the national school curriculum. Along with reading, writing, pledging allegiance to the flag, and teachings Judeo-Christian theology. Just an idea. Premature, maybe. But if we manage somehow to get it before the Scalia court…
(See a parrot, a French bulldog and two baby boomers save the world in Kay Wood’s wry and funny graphic novel, The Big Belch. It’s a Kickstarter project that really, really deserves your support!)
Donate to The Moderate Voice
Share This
Related Posts
- The Real Drone Horror — Revenue Enhancement
Posted on Feb 25, 2013
-
BP goes to trial todayPosted on Feb 25, 2013
-
For the GOP, Ignorance Is BlissPosted on Feb 12, 2013
-
Save The Earth – An Environmental Protection Project Of My HeartPosted on Feb 8, 2013
Spare the rod
According to some estimates, about 35,000 students drop out of school every year for fear of corporal punishment The Sindh Assembly should not pat itself on the back just yet. A resolution calling for the government to scrap Section 89 of the Pakistan Penal Code has been passed. But that is precious little when it comes to actually putting a stop to the daily bullying, violence and humiliation that many Pakistani school children face. Section 89 should be repealed, the Sindh Assembly has concluded, because it is often misused by educators to defend their mistreatment of students since it allows adults to physically punish the children in their care. However, it would be extremely naive of the Sindh Assembly or anyone else to believe that amending the law would have much impact on ingrained permissive attitudes towards corporal punishment. Physical abuse is seen as a necessary part of learning by many Pakistani adults and as a result children are frequently beaten, caned or hurt by other more creative means both at home and at school. Supposedly corporal punishment is very good at keeping wayward children in line and improving classroom discipline. It is so good at this, in fact, that children who cannot be tamed even after numerous beatings decide to drop out of school. According to some estimates, about 35,000 ‘troublemakers’ drop out of school every year for fear of corporal punishment. What better way can there be to improve discipline than to force out those who cannot maintain it? The justifications for corporal punishment are many – it is for the child’s own good, it saves time since the child is immediately reprimanded for her/his ‘wrongdoing’ and can go back to learning and it saves resources required by other disciplinary methods. A favourite excuse of many adults is to recount their own experiences, ending with the phrase, “but we turned out all right.” But did we really? Corporal punishment in schools has numerous negative effects, ranging from the fairly obvious bruises sustained in extreme cases to psychological problems that can last a lifetime. Children growing up under harshly punitive conditions are likely to develop behavioural problems. Physical punishment is only a stopgap that makes children compliant only in the short-term. It is also detrimental to learning since it makes the classroom an unfriendly environment. It only encourages children to do what it takes to please their teacher, rather than thinking about and understanding the concepts they are being taught. Given all this, it is easy to vilify teachers who rely on physical punishments but they are not the only ones to blame. One of the many different ways in which the Pakistani education system is failing our children is the complete lack of teacher training in most schools – both private and public. Teachers are not equipped with the tools necessary to keep children in check and when faced with a classroom full of restless youngsters, these untrained educators turn to the only means of instilling discipline they know – corporal punishment. Perhaps there are some sadistic individuals out there who actually enjoy beating children but it is much more likely that if trained to use other techniques, most teachers would prefer not to have to resort to violence. So, what the Sindh Assembly and legislators across the country should really be looking into right now is using a portion of our tiny education budget on teacher training programmes and developing a legal framework that would make it mandatory for schools to send their new hires to these programmes. Changing the law to ban corporal punishment completely would be a positive first step, but if it continues to be the only available means to discipline students, things are not likely to change. The writer is a business studies graduate from southern Punjab. Email: asna.ali90@gmail.com
SBU School of Journalism Receives $25000 Pledge
By Eric Scott Santiago
Stony Brook University’s School of Journalism recently received a pledge for a $25,000 scholarship. This gift is courtesy of Stony Brook University’s Senior Vice President, Barbara Chernow, in honor of her mother, Carol Chernow.
The Chernow memorial scholarship will be awarded to one journalism student per year. This student must exemplify strong writing and language skills. They are essential toward a pursing a career in journalism.
Carol and Fred Chernow. Photo Courtesy Stony Brook University
She believed that strong communication skills were essential to being a member of the informed citizenry. It was this that led Vice President Chernow to choose the School of Journalism for her generous donation.
“Aspiring journalists need the tools to find insight into the issues of the day,” said Vice President Chernow. “They must also be able to communicate those issues in order to educate people.”
Chernow was a renowned instructor and authority on what it means to be a teacher. Her success led her to write on a variety of subjects. Together with her husband, Fred Chernow, she published titles like the “Classroom Discipline Survival Guide for Middle School/Junior High Teachers” and “Ready-To-Use Thinking Skills Activities for Grades 4-8.”
Her ability to teach other teachers aside, Chernow’s passion always lay in teaching literature, writing and communication skills.
Chernow believed this education was essential to living in today’s world. She described the teaching of this ability to be understood and to communicate clearly, as her “affirmative action plan.” These skills are important in ensuring a level playing field between all people.
Journalism in today’s world has been forced to adapt to new forms of media. With the advent of YouTube, there is a misconception that strong writing skills are no longer important.
“Writing is the basis for everything we do,” said Kelly Zegers, a journalism major. “Everything done on YouTube and through social media can be translated through writing.”
In the end, writing will always be important to journalism.
“You can’t study physics without being able to do math. Writing is a core competency of journalism,” said Howard Schneider, dean of the School of Journalism. “The Chernow scholarship will allow us to highlight the value of good writing.”
Does the New Data Tell Us Anything About School Violence?
This past September, New York’s public schools introduced a new discipline code keeping in line with an emerging federal policy initiative that seeks to reduce the “disparate” rate of minority incarceration in this country.
This “theory” posits that there’s a direct road from the schoolhouse to the jailhouse for minorities because a “disparate” rate of school suspensions for Hispanics and Blacks cultivates a criminal class. In short, “the schools made me do it!”
The path to lower suspension rates is to reclassify discipline infractions while introducing more guidance intervention and parental involvement when a student misbehaves.
The number of students arrested in schools and taken to jail dropped almost half in 2012 in the New York City school system. The drop in summonses issued to students was even more dramatic.
But does the statistical reduction in arrests and suspensions reflect a safer and more orderly school environment? Not in my opinion. In practical terms these policy adjustments have made the education process and classroom management all but impossible if you are saddled with a disruptive student.
I wrote about these changes in August, but now that I’ve seen the process firsthand I’ll explain why it threatens the stability of the classroom and portends more violence in the schoolhouse. These policy changes wrap the suspension process in a web of red tape that cripples classroom discipline.
I was teaching a global history class and a student I’ll call “P” wouldn’t stop talking. I asked him to please stop and listen and he said, “You just keep teaching and mind your business.”
When I repeated my request he replied with a string of expletives. Before the discipline code was revised that would have merited a principal’s suspension.
But now a teacher is required to follow a lengthy series of documented steps known as a “ladder of referral” over the course of several days before any action may be taken to remove the student from the classroom.
My inability to remove the student was a signal to two other students who had seen that there were no consequences to P’s behavior to take out a deck of cards and dice. My problems had just multiplied threefold.
When the class ended a student said to me that, “in my country the teacher would have…” Before he could finish I said “thrown him out of the classroom.” He corrected me and said, “no the teacher would have hit him and his parents would have approved.”
The following week I recounted my experience with P to a Spanish teacher. She told me that whenever she tried to get P to stop talking while she was teaching he would tell her, “you just teach.” The next day she told P that he would have to re-take a test because she caught him cheating and he told her to “suck my d…”
On Friday we were informed that P was going to be given a five-day in-house suspension for various violations of the discipline code and that his father was coming to school to meet with the administration.
The practical effect of this “process” is to de-stabilize the classroom environment and allow teaching and learning to be paralyzed by anti-social behavior.
If you’d ask the faculty to compile a list of students who make teaching and learning all but impossible for them and their students I don’t think it would amount to more than 3 percent of the enrollment. At least that was my experience when I was a dean.
So in a small school of 450 students about 20 or fewer students can hold the entire learning process hostage because it’s been decided that it’s much worse for society to remove the miscreants than it is to let them remain and poison the well.
This is a textbook example of Daniel Moynihan’s description of “defining deviancy down.” What’s more, it destroys the school’s ability to socialize and mold citizens and will result in more crime not less.
We have zero tolerance policies for guns and drugs in our schools but an infinite tolerance for anti-social behavior. In the past two years not a single student has been expelled from New York’s schools! Washington D.C., a school system that is less than 10 percent the size of New York’s, removed three students. However D.C.’s charter schools removed 227 over the same time period.
Suddenly the penny drops. The charter school as envisioned by Albert Shanker, was supposed to serve as a laboratory for education innovation for creaky urban school systems that suffered from bureaucratic sclerosis. The lessons learned were supposed to be imported by the old public schools in order to usher in a sort of Renaissance.
In the case of the D.C. schools it seems apparent that for those supporters of charter school expansion, ridding the schools of incorrigibles is central to their experiment.
How ironic then, that Arne Duncan and Eric Holder are enshrining a policy for the public schools completely at odds with discipline policies that characterize charter schools. These changes amount to a poison pill for the public school systems that have been ceaselessly under assault for the past decade for their failure to educate the inner-city underclass.
Lower suspension rates will please Arne Duncan, Eric Holder, and a passel of local politicians from Maine to Hawaii, but they’ve placed a ticking time bomb in the very schools that they are ostensibly committed to “turning around.”
Leading Education Website Releases List of 50 Best Books for New Teachers
SAN ANTONIO, Feb. 15, 2013 /PRNewswire/ — Education and teaching website TopMastersInEducation.com has published a list of the 50 Best Books for New Teachers. The list is a compilation of the books most recommended for new teachers by experienced teachers and principals. The goal is to provide new K-12 teachers with a ready-made list of books they can turn to for inspiration and guidance.
“With so many teachers leaving the profession after just 2-3 years on the job, it is critical that we all do our part to ensure that those who choose to devote their lives to educating our future generations receive the encouragement, support, and guidance they need to flourish and endure in this most vital profession,” said J. Shane, Managing Editor for TopMastersInEducation.com. “This is just one more resource that new teachers can turn to for help.”
Books on the list cover a broad range of subjects and styles, from pedagogical theory to practical how-to, novels to autobiography, history to classroom discipline, politics to reading, writing, and arithmetic. Titles in the “General Inspiration and How-To” category include The Courage to Teach by Parker J. Palmer , Jim Burke ‘s Letters to a New Teacher, and What Great Teachers Do Differently by Todd Whitaker . In the “Fiction and Biography” category are well-known titles like Frank McCourt ‘s (author of Angela’s Ashes) memoir Teacher Man, as well as lesser-known but highly recommended titles like The Emergency Teacher by Christina Asquith . Listed under “Race, Poverty, and Social Justice” are classics like Paulo Freire ‘s Pedagogy of the Oppressed as well as the relatively new, but rapidly becoming the standard text on the issue, A Framework for Understanding Poverty by Ruby Payne . Other categories on the list (“Theory, Politics, and History,” “Motivation and Discipline,” “Math and Reading,” and “Self-Care”) include a similar mix of old and new, well-known and lesser-known titles. What ties them all together is the high level of online recommendations by current and former teachers and principals.
The list of 50 Best Books for New Teachers can be viewed at http://www.topmastersineducation.com/50-best-books-for-new-teachers/ or by visiting the site’s homepage.
TopMastersInEducation.com is a website devoted to providing objective rankings and reviews of the best accredited master’s degrees in education, as well as expert information about careers in education and useful resources for current and aspiring educators.
Contact: J. Shane
Phone: (609) 778-4043
Email: editor@topmastersineducation.com
Website: http://www.topmastersineducation.com
This press release was issued through eReleases® Press Release Distribution. For more information, visit http://www.ereleases.com.
SOURCE TopMastersInEducation.com
RELATED LINKS
http://www.topmastersineducation.com
Leading Education Website Releases List of 50 Best Books for New Teachers
SAN ANTONIO, Feb. 15, 2013 /PRNewswire/ — Education and teaching website TopMastersInEducation.com has published a list of the 50 Best Books for New Teachers. The list is a compilation of the books most recommended for new teachers by experienced teachers and principals. The goal is to provide new K-12 teachers with a ready-made list of books they can turn to for inspiration and guidance.
“With so many teachers leaving the profession after just 2-3 years on the job, it is critical that we all do our part to ensure that those who choose to devote their lives to educating our future generations receive the encouragement, support, and guidance they need to flourish and endure in this most vital profession,” said J. Shane, Managing Editor for TopMastersInEducation.com. “This is just one more resource that new teachers can turn to for help.”
Books on the list cover a broad range of subjects and styles, from pedagogical theory to practical how-to, novels to autobiography, history to classroom discipline, politics to reading, writing, and arithmetic. Titles in the “General Inspiration and How-To” category include The Courage to Teach by Parker J. Palmer, Jim Burke’s Letters to a New Teacher, and What Great Teachers Do Differently by Todd Whitaker. In the “Fiction and Biography” category are well-known titles like Frank McCourt’s (author of Angela’s Ashes) memoir Teacher Man, as well as lesser-known but highly recommended titles like The Emergency Teacher by Christina Asquith. Listed under “Race, Poverty, and Social Justice” are classics like Paulo Freire’s Pedagogy of the Oppressed as well as the relatively new, but rapidly becoming the standard text on the issue, A Framework for Understanding Poverty by Ruby Payne. Other categories on the list (“Theory, Politics, and History,” “Motivation and Discipline,” “Math and Reading,” and “Self-Care”) include a similar mix of old and new, well-known and lesser-known titles. What ties them all together is the high level of online recommendations by current and former teachers and principals.
The list of 50 Best Books for New Teachers can be viewed at http://www.topmastersineducation.com/50-best-books-for-new-teachers/ or by visiting the site’s homepage.
TopMastersInEducation.com is a website devoted to providing objective rankings and reviews of the best accredited master’s degrees in education, as well as expert information about careers in education and useful resources for current and aspiring educators.
Contact: J. Shane
Phone: (609) 778-4043
Email:
editor-Insert the AT Symbol here without spaces or hyphens-topmastersineducation-Insert a period here without spaces or hyphens-com
Website: http://www.topmastersineducation.com