Comment:
The paper should flow with the following model:
Why did the youth terrorism of Dhaka, Bangladesh happen Why does the youth violence at Chicago happens Why do we have more youth from middle-east who are easily converted to youth violence Does all of these scenarios have anything common in their education system
What can we learn from violence prevention program Recife, Brazil What can we learn from the city of St. Paul free after school programs What is the best prevention strategy for youth violence Do the policy makers have the right priority
Thesis Research Proposal. A 2-3 page thesis research document outlining proposed area of research.
Format:
1. Introduction (roughly 500 words)
2. Background and context (roughly 500 words)
3. Research question (roughly 25-50 words)
4. Research Objectives (roughly 100 words)
5. Methods (roughly 150 words)
6. Indicative content (roughly 400 words)
7. Scope of and Limits to the research (roughly 120 words)
8. Timeline (roughly 100 words) References
Introduction:
1. An eighth-grade student do not become self-radicalize Muslim in Bangladesh. (Personal experience)
2. 6000 hours of academic learning gap between a poor and a middle-class student. Co-relate that with a terrorist youth and a western educated middle class student (woodcraft rangers)
a. https://www.youtube.com/watch v=kVoCgYo0mu4
3. While minnesota s overall academic standard is among the top 3 in the nation, MN is the 2nd worst state in closing achievement gap. Does this mean during daytime we are excellent and our after-school programs are one of the worst in nation
4. Is our daytime education able to provide a holistic education If not what is the index that talks about day time holistic education measure Is MMR the right index Is MMR comparable to the national norms
5. Is Anti-diversity, xenophobia is an outcome of education failure
a. A group Minnesota youth goes to Syria and Somalia to join the terrorist group.
b. Parallel with self-radicalized Bangladeshi students kills 18 foreigners and one of them tries saving his foreigner friend and accepts death.
6. Why does homeschooling happens What is missing from US education system Why should not we meet the needs of those who reject our standard education system How do we meet them If not what is the risk
7. If we can have the best university education system of the world, why cannot we have the best K-12 system of the world
8. 25% Muslim citizens in USA believe violence again America is justified. PEW research
9. Columbine could happen again, but where from
10. Brazilian Favela education after school, is it a solution
11. Brazilian Governor starts an exchange student program for the poorest students Is it a solution
a. Win the world: https://pt.wikipedia.org/wiki/Eduardo_Campos#Educa.C3.A7.C3.A3o
12. Does or why life transforming learning experience happen after school If so what percent Does our policy makers have proportional level of attention for after school
a. It happened for this author
13. How afterschool movement be socially more acceptable
a. Innovative Private school with Waldrof education for inner city youth
b. Wallace network of afterschool resources]
14. Tipping point theory changing culture
15. Making academics and whole education mainstream
16. Wallace foundation and believes and prescribes after school movement (https://www.youtube.com/watch v=UD65OVE3pKQ)
a) Can afterschool ExpandEd model be used for crisis education
a. Do we need free and reduced afterschool programs
b. Is youth unemployment a real problem
c. Is under-employment or unemployment a real problem among parents and community
d. Do we need labor policy to create the world s largest part time employment economy Should there be local inner city upworks.com
b) What DOE have to do to address Xenophobia in USA
c) How can we prevent self-radicalization using a more flexible afterschool learning model How do we measure it
Statement of Intent. A statement of no more than 1,500 words on academic and professional interests and goals.
I believe, my life journey is to bring social equity to any community via social entrepreneurship in education field. Why me I have worked at corporate America for seventeen plus years. During this time, I have consulted with my friends like Iqbal Quadir and have come in very close contact successful social entrepreneurs like Sir. Fazle Abed of BRAC NGO founder in Bangladesh. Like them, I have started similar initiatives myself. E2D Education Services Inc is the result of my journey towards social equity for all, using education as the vehicle. Today, e2D education services can provide service to a community of 20,000 students for after school math education regardless of the students socio-economic background. The more I work towards my life goal the more I find so much to learn from my friends who are in the same journey.
I have seen an NGO who strives to provide high quality after school program in Brazil s most dangerous neighborhood. I have seen schools that are floating in rivers in rural Bangladesh. I have seen a residential school in Washington, DC which prevents students of color from dropping out of school. I have seen organizations which operate in Chicago s most dangerous neighborhood and try to prevent youth violence and death. I have studied with an African refugee student who fled the country because if he voiced his opinion he could have been killed. Among so much goodness, my efforts and journey seem very justifiable.
I was stunned to see a 21 year old young man planned and killed global citizens who went to serve Bangladesh (Holly Artisan incident in Bangladesh: terrorism kills 18 foreigners in Bangladesh). I became more puzzled to see when an 18 year old student, who did not live his friend from different religion and accepted death as honor in the hand of self proclaimed jihadists. Both of these men were from Bangladesh. I was born in Bangladesh. Given my upbringing was different; I can see how I could be in either of the sides.
From my Masters Degree seminar at University of St. Thomas, one of my peers stated Students really do not learn anything from the classroom; they learn everything outside the classroom . With reasonable limitation of this statement, I truly believe there is a proportional truth to this. The reason I did not derail, because my parents, friends and my home tutor. After school learning from my home tutors has transformed my life. Co-incidentally I now own a Global afterschool franchise which is present in 16 countries and able to provide part time employment to thousands of youth.
While American schools are consistently failing to close the achievement gap. After school franchise ventures like Sylvan and Mathnasium are transforming how learning could be very individualized with an 90% track record of one student success at a time (EdLab). While they are doing well within their own small focused communities, due to limited resources these programs are not able to have more transformative effects. To increase their scope of service outreach we need to adopt solution like ExpandEd research from Wallace foundation. Wallace foundation have created programs like Sprocket. Sprocket is a network of service providers, youth workers, parents, students and teachers who are more involved in youth empowerment movement.
More involved and active parents and teachers after school means, more involved youth. More involved youth means more educated and emotionally balanced future citizens. These educations are more individualized, culturally conscious and socially just. Since they will learn to deal with their friends and neighbors more, they will know how to better manage their conflict. Due to the influence of online internet culture, I find my son to be growing up more isolated that how I grew up. We always went outside of the house and played as groups. It was something that naturally came to us, but for my son, it seems like we need to manufacture something to make a playdate happen. Multiple call, time alignment and two parents to give ride and approval.
Imagine a day in future we have busing or Uber type of carpooling happening between the time of 3 to 7PM after the school. 20 plus locations are hosting both free and paid activities from selling coffee, dinner to tutoring to playing games. Everyone knew that they could just hop in to any of these activity transportations and be at a location in 5 -10 minutes to hang out with the community and this could be any week of the day. If we could not afford to participate in these programs, there is a sliding fee for those who cannot afford these programs. This is not an imagination, it is already a reality in 12 American major cities. So, my non-profit foundation initiative of The After School is that journey. I would love to see that my children are growing up in a school district, where social equity truly exist in every academic level.
One idea we struggle with even after school, that so many students do not have proper home learning experience. We have seen SEED residential schools by Operah Angel investment foundation, a residential school program with at risk students. Similarly, in Pernambuco, Brazil the governor and the state has created a program called Win the world (Ganhar o mundo) . These students when they return to their communities can have transformative life changing experiences. Imagine some of these students were hosted with families with stability and could get world class education at a local school or at a global school. Imagine affordability of these programs are within reach of any American families. It is possible to create such organization. It does exist today within America. Colleges like Berea college and Universities like Harvard can provide indiscriminately world class program to any student who qualify for such programs.
I have worked with several global organizations to scale out their academic operations globally. These involved non-profit startup, grant proposal, fund raising, program piloting, partnership development and any such initiatives. As my small organization grows globally, I would like to be more equipped with knowledge, platform and a global academic platform. This will allow me to recruit my peers and make differences in the future communities that I would like to work with. By joining Columbia University, I will be more close the global practitioners in my field. I am confident we will mutually enrich each other s portfolios as global educators.
References
Coburn, C.E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12.
Coburn, C.E., Catterson, A.K., Higgs, J., Mertz, K., & Morel, R. (2013). Spread and scale in the digital age: A memo to the John D. and Catherine T. MacArthur Foundation.
Goertz, M.E., Nabors Olah, L., & Riggan, M. (2009). From testing to teaching: The use of interim assessments in classroom instruction (CPRE Research Report #RR-65). Philadelphia, PA: Consortium for Policy Research in Education.
Management Systems International. (2012). Scaling up From vision to large-scale change. Washington, DC: Author.
Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing data-informed decision making in schools teacher access, supports and use. Washington, DC: U.S. Department of Education.
Rogers, E.M. (2003). Diffusion of innovations, ffth edition. New York: Free Press.
Harvard, Ed Lab Hamilton Project. Lessons learned from High performance charter schools.
Whitehead Concept of Reality
Bateson Education and policy
Flyvbjerg argues, Phronetic social science
Grounded Theory by Kathy Charmaz – Reflection -2
State of prenumbuco exchange student scholarship: Win the world: https://pt.wikipedia.org/wiki/Eduardo_Campos#Educa.C3.A7.C3.A3o
State of prenumbuco After school learning centers
St. Paul Sprockets
Ignite Afterschool Every Community. Every Youth.
Wallacefoundation –
http://www.wallacefoundation.org/knowledge-center/Pages/In-It-for-the-Long-Haul-How-Cities-are-Sustaining-Their-Afterschool-Systems.aspx
http://www.woodcraftrangers.org: https://www.youtube.com/watch v=kVoCgYo0mu4
Waldorf education
https://en.wikipedia.org/wiki/Waldorf_education; https://www.youtube.com/watch v=BkrgkslnD9g;
Montessori
https://www.youtube.com/watch v=UzmvtVAuuyI
Tipping point theory changing culture
Harvard International Review: Bridging the Gaps: Lessons learned from an NGO-University partnership
Dr. Mary Mendenhall and Alison Anderson August 20, 2013 35(1) Summer 2013, Features
http://hir.harvard.edu/bridging-the-gaps-lessons-learned-from-an-ngo-university-partnership/
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