Triumph Learning Honored With Three 2015 BESSIE Awards
Online learning platform, Waggle, wins in the 21st Annual Best Educational Software Awards
New York, NY (PRWEB) April 27, 2015
Triumph Learning, producer of critically acclaimed K-12 instructional materials and interactive digital tools, received three Best Educational Software (BESSIE) Awards for its online learning platform, Waggle. The company took home the top prize for the 21st annual awards in the following categories: Math & Language Arts Website in the Upper Elementary and Middle School categories, as well as Online Classroom Management System in the Teacher Tools category.
“Waggle provides every student with smart personalized practice and instruction in a safe learning environment to engage them in productive struggle and promote deeper learning. It gives educators intuitive and insightful reporting to inform instruction and save time,” said Aoife Dempsey, Chief Technology Officer of Triumph Learning. “Being recognized by the BESSIE Awards demonstrates that Waggle delivers on that promise.”
The ComputED Gazette, a leading online educational resource created by educators who have provided the finest computer education to children and adults for more than 20 years, sponsors the BESSIE Awards. The awards target innovative and content-rich programs and websites that provide parents and teachers with the technology to foster educational excellence. Winners are selected from titles submitted by publishers worldwide.
In ComputED Gazette’s review of Waggle, they write, “Waggle analyzes student behavior and performance to tailor learning paths, and creates a safe, positive atmosphere for students to explore tasks beyond their reach. For teachers, Waggle offers a comprehensive Teacher Dashboard with powerful tools for classroom management and in-the-moment student performance and assessment. “
Waggle is fully integrated with Triumph Learning’s Coach curriculum resources for a seamless blended learning solution. Teachers can assign assessments and differentiate instruction by delivering recommended Coach practice or instruction to the entire class, small groups or individual students.
About Triumph Learning
Triumph Learning, LLC, is a leading educational content company and publisher of print and digital K-12 resources, standards-aligned instructional materials and effective literacy programs, serving more than 6 million students in 36,000 schools in 2013 and 2014. Triumph Learning offers unique student solutions, robust teacher support, and professional development opportunities. Triumph Learning is committed to serving all students with a mix of interactive digital tools and innovative student texts with products such as Coach, Buckle Down, and Waggle. For more information, visit http://www.triumphlearning.com.
Learning.com Announces Curriculum Foundry Integration with Google Drive™
Ready for fall 2015, new functionality will provide districts more flexibility in using digital content.
Portland, Ore. (April 29, 2015) – Learning.com, a leader in helping educators ensure that all students have digital literacy skills and access to quality digital content, announces that its new solution Curriculum Foundry will integrate with Google Drive™. Adding this functionality is the second major step the company has taken to make it easier for digital content built in Curriculum Foundry to integrate with multiple learning systems.
The first step was IMS Global Learning Consortium’s certification of Learning.com’s implementation of Thin Common Cartridge™ V 1.3. This export tool allows districts to export content from Curriculum Foundry to learning management systems that support Thin Common Cartridge imports.
Google Drive integration, available for back-to-school 2015, will allow districts using Google Apps for Education™ to share the lessons, units, and courses they have created in Curriculum Foundry. Students and teachers will be able to launch the content from Google Drive or Google Classroom™. Districts will also be able to add content they have created in Google Drive to its district’s library in Curriculum Foundry for future use.
“Given the extensive educational use of Google in today’s classrooms, it was a priority for us to add this functionality to Curriculum Foundry,” said Learning.com CEO Keith Oelrich. “This Google integration demonstrates our commitment to interoperability and will help ensure that quality digital content is available to teachers and students in a way they are accustomed to.”
Launched in February 2015, Curriculum Foundry helps districts enhance their instruction with digital content by making it easy to access, organize, and share quality digital content with teachers and students. The solution includes a rich repository of vetted, standards-align Open Education Resources (OER) and other quality free content in all subject areas. It also provides tools to create, customize, and personalize curriculum and instruction; using existing repository resources and content districts already have or will create. The new functionality of Google integration will set Curriculum Foundry apart as a leading provider of curriculum building tools to create, supplement, and extend instruction affordably and effectively, across the curriculum for grades K-12.
To learn more, please visit: Learning.com/tools
Learning.com helps students, teachers, and schools excel in a digital world. Districts equip their students with the technology and 21st century skills needed for success on online assessments, college, and the workforce using Learning.com’s digital literacy curriculum and assessments. Learning.com supports districts as they transition to digital content by providing a repository of OER and free digital resources with tools to build and share custom digital curriculum. Through implementation services and professional development, Learning.com serves educators as they integrate technology and digital content into instruction. Founded in 1999, Learning.com currently partners with more than 2,700 districts and serves 4.9 million students.
23% of 8th-Graders “Proficient” in Civics According to Nation’s Report Card Released Today
Today’s Release Shows Inequality in Civics Education, Serious Gaps by Racial and Economic Backgrounds Reflecting Unequal Education
Medford/Somerville, MA – Today, the Federal Government released the Nation’s Report Card: 2014 U.S. in Civics. Experts on civic education from the Center for Information and Research on Civic Learning & Engagement (CIRCLE) based at Tufts University’s Tisch College – the preeminent, non-partisan research center on youth engagement – have been involved in both designing and analyzing the National Assessment of Educational Progress (NAEP) Civics Assessment and can provide informed commentary.
“The quality and equality of civic education is a reflection of our investment in a healthy democracy,” said Dr. Kei Kawashima-Ginsberg, director of CIRCLE. “The National Assessment of Education Progress, or the Nation’s Report Card, as it’s also known, is a difficult and complex test that successfully measures some key areas of civic learning and how well civics is taught. However, as the new Nation’s Report Card: 2014 shows, we are far from achieving an acceptable quality or equality of civics education.”
The 2014 NAEP Civics, released today, finds that 23% of America’s 8th graders are “proficient.” Although higher scores would certainly be desirable, many adults might be surprised by how difficult the NAEP Civics questions are. For instance, in 2014, 8th graders were asked to identify a power of the modern President not described in the Constitution and to understand that growth in the elderly population would affect Social Security spending.
NAEP assessments in all other subjects yield roughly comparable proficiency levels to those found in civics. For instance, on the 2013 Mathematics NAEP, 27% of 8th graders scored proficient and 9% scored advanced.
More significant than the overall proficiency levels are gaps by student groups. For instance, only 9% of African American students reached at least the “proficient” level in the 2014 NAEP Civics, compared to 40% of Asian/Pacific Islander students. Students from urban areas, students whose parents didn’t attend college, students eligible for free and reduced-price lunch, and students with disabilities all scored lower than average.
“The NAEP Civics measures education for citizenship, which is an essential purpose of schools,” said Peter Levine, Associate Dean for Research at Tufts University’s Jonathan M. Tisch College of Citizenship and Public Service and a member of the NAEP Civics Committee. “In 2014, due to budget cuts, the NAEP Civics was fielded only at the 8th grade level. It is important for the NAEP Civics to be administered regularly and at the 4th grade, 8th grade, and 12th grade levels so that we can assess our progress in educating America’s kids for citizenship.”
Previous research by CIRCLE has shown that what students know about civics is related to how much and how well they aretaught civics. The gaps in NAEP scores reflect inequality in civic education.
Dr. Kei Kawashima-Ginsberg closely studied previous NAEP Civics results for a fact sheet entitled, “Do Discussion, Debate, and Simulations Boost NAEP Civics Performance?” In that work, Kawashima-Ginsberg explored the relationship between three promising teaching practices and NAEP scores for various demographic groups.
Dr. Peter Levine, Associate Dean for Research at Tisch College, has written a fact sheet entitled, “What the NAEP Civics Assessment Measures and How Students Perform.” The fact sheet looks closely at what the NAEP Civics test measures, the skills and values that it doesn’t capture, and in general how to interpret the results. Levine was a member of the committee that helped design the 2014 civics test.
|CIRCLE (www.civicyouth.org) is a nonpartisan, independent, academic research center that studies young people in politics and presents detailed data on young voters in all 50 states. CIRCLE is part of the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University.The Jonathan M. Tisch College of Citizenship and Public Service (http://activecitizen.tufts.edu/) is a national leader whose model and research are setting the standard for higher education’s role in civic engagement education. Serving every school of Tufts University, Tisch College creates an enduring culture that prepares students to be lifelong active citizens.
Tufts University (http://www.tufts.edu/), located on three Massachusetts campuses in Boston, Medford/Somerville and Grafton, and in Talloires, France, is recognized as one of the premier research universities in the United States. Tufts enjoys a global reputation for academic excellence and for the preparation of students as leaders in a wide range of professions. A growing number of innovative teaching and research initiatives span all Tufts campuses, and collaboration among the faculty and students in the undergraduate, graduate, and professional programs across the university’s schools is widely encouraged.