Online professional development that meets your needs!

National Distance Learning Week

November 9 -13, 2009

National Distance Learning Week seeks to promote and celebrate the tremendous growth and accomplishments occurring today in distance learning programs offered by schools, businesses, and governmental departments.

Currently, over 3.5 million college students are taking online course and/or earning online college degrees. At the secondary school level, over 700,000 high school students are taking one or more courses online, and nearly 40 states have established state-wide or state-lead virtual schools. Michigan became the first state in 2007 to require high school students take at least one online course for graduation.

During the week of November 9-13, schools, colleges, and other organizations will be showcasing their programs for current and prospective students. Additionally, the USDLA will be conducting a series of free webinars during NDLW, showcasing various types of distance learning providers.

Government and educational leaders throughout the country will be voicing their support for NDLW, including Massachusetts Senator, Edward M. Kennedy, Chairman of the US Senate Health, Education, Labor and Pensions Committee.

Thank you for your support of NH e-Learning for Educators, OPEN NH, and Online Learning.

National Distance Learning Week is sponsored by the United States Distance Learning Association. 

Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging

    www.STEMEquityPipeline.org

FREE WEBINAR

Date: Monday, October 26, 2009
Time: 2:00 PM EST

Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging

Presenter: Catherine Good, Baruch College, City University of New York

Description:

Stereotype threat is not just a laboratory phenomenon, it is a force in real-world settings. During this webinar learn how:

• Stereotype threat contributes to students’ underperformance.
• A Sense of Belonging can mediate the effects of stereotype threat on performance and participation.
• Ensuring learning environments that convey incremental views of intelligence can help students maintain a sense of belonging, choose to remain in academics and help maintain high performance, even in the face of negative stereotypes.

Goals 

1. Compare the difference between Entity and Incremental Implicit Theories of Intelligence
2. Understand the relationship of negative stereotype to ability and belonging
3. Comprehend the effects of incremental and entity classrooms on vulnerability to stereotype threats.
4. Identify ways to reduce stereotype threat in the classroom.

Register NOW!

OPEN NH is a NH STEM Equity Partner and fully supports equity in all content areas.

For more information on STEM Equity, visit www.stemequitypipeline.org