From The Washington Post:
D.C. schools' evaluation rules, IMPACT, can't measure all the good teachers do
Wednesday, September 29, 2010
Mid-term/self-evaluation DUE 10/13/10
Submit as an ATTACHMENT in Word format the following by the end of class 10/13/10:
(1) A 1-2 page (double-spaced, 12 pt Times New Roman font, 1" margins) self-evaluation that details your evaluation of the quality of your work so far in this course, the key concepts you have learned so far, and a letter grade for your overall performance at mid-term.
(2) Mid-term (Choose ONE):
(1) A 1-2 page (double-spaced, 12 pt Times New Roman font, 1" margins) self-evaluation that details your evaluation of the quality of your work so far in this course, the key concepts you have learned so far, and a letter grade for your overall performance at mid-term.
(2) Mid-term (Choose ONE):
(a) Take a position on the place of sustainability in the K-12 curriculum. Include the following:
—Provide how you are defining "sustainability," including what elements of it you are considering.
—Establish through which educational philosophy and theory you are taking your position and why.
—Offer some specific examples of how sustainability should be implemented in K-12 education OR specific reasons it should not be included.
OR
(b) Can "sustainability" be taught? Explain carefully why or why not by placing your argument within an educational philosophy and theory.
Tuesday, September 28, 2010
Interesting study about income distribution and equity
Per our discussions lately, and consider the Slate articles I have linked earlier:
The article is from Huffington Post, but the actual study is included and a link to the PDF is included.
The article is from Huffington Post, but the actual study is included and a link to the PDF is included.
Monday, September 27, 2010
Considering the coporate view of schools from TCR
Straight up Nonsense: Or, How to Diss Students with Differences
Look at the discussion of using a corporate lens to run schools and how Race to the Top funds are reinforce inequity. . .
Look at the discussion of using a corporate lens to run schools and how Race to the Top funds are reinforce inequity. . .
Tuesday, September 21, 2010
For Friday: Milwaukee Parental Choice Program
Milwaukee Parental Choice Program
Reviews related to MPCP
Reviews related to MPCP
Dodenhoff, D. (2007, October). Fixing the Milwaukee public schools: The limits of parent-driven reform. Wisconsin Policy Research Institute Report, 20(8). Thiensville, WI: Wisconsin Policy Research Institute, Inc. Retrieved 6 August 2009 from the Wisconsin Policy Research Institute Website: http://www.wpri.org/Reports/Volume%2020/Vol20no8/Vol20no8p1.html
Monday, September 20, 2010
CoS Support
You can download and examine the POVERTY INDEX of schools mentioned in the documentary (and all schools in SC) HERE.
See the report cards of schools mentioned in the documentary Corridor of Shame:
Ridgeland Elementary
See the report cards of schools mentioned in the documentary Corridor of Shame:
Ridgeland Elementary
Britton's Neck Elementary
East Elementary
Allendale Elementary
Estill Elementary
Estill High
http://www.ed.sc.gov/topics/researchandstats/schoolreportcard/2009/High/comprehensive/H2502011.pdf
Creek Bridge High
http://www.ed.sc.gov/topics/researchandstats/schoolreportcard/2009/High/comprehensive/H3407024.pdf
Thursday, September 16, 2010
Recommended
Education Reconsidered: Beyond the Death of Critical Education
Thursday 16 September 2010
by: Stanley Aronowitz, t r u t h o u t | Op-Ed
Considering Jefferson
"The less wealthy people,... by the bill for a general education, would be qualified to understand their rights, to maintain them, and to exercise with intelligence their parts in self-government; and all this would be effected without the violation of a single natural right of any one individual citizen." --Thomas Jefferson: Autobiography, 1821. ME 1:73
"I have often thought that nothing would do more extensive good at small expense than the establishment of a small circulating library in every county, to consist of a few well-chosen books, to be lent to the people of the country, under such regulations as would secure their safe return in due time." --Thomas Jefferson to John Wyche, 1809. ME 12:282
"I think by far the most important bill in our whole code, is that for the diffusion of knowledge among the people. No other sure foundation can be devised for the preservation of freedom and happiness... The tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance." --Thomas Jefferson to George Wythe, 1786. ME 5:396
Tuesday, September 14, 2010
Considering Emerson
I invite you to read Emerson's The American Scholar, but at least, look at a few points and consider what they mean for how we committed to public education:
"In this distribution of functions, the scholar is the delegated intellect. In the right state, he is, Man Thinking. In the degenerate state, when the victim of society, he tends to become a mere thinker, or, still worse, the parrot of other men's thinking."
"Each age, it is found, must write its own books; or rather, each generation for the next succeeding. The books of an older period will not fit this."
"Hence, instead of Man Thinking, we have the bookworm. Hence, the book-learned class, who value books, as such; not as related to nature and the human constitution, but as making a sort of Third Estate with the world and the soul. Hence, the restorers of readings, the emendators, the bibliomaniacs of all degrees."
"Books are the best of things, well used; abused, among the worst."
"Colleges, in like manner, have their indispensable office, — to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which apparatus and pretension avail nothing. Gowns, and pecuniary foundations, though of towns of gold, can never countervail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public importance, whilst they grow richer every year."
"In this distribution of functions, the scholar is the delegated intellect. In the right state, he is, Man Thinking. In the degenerate state, when the victim of society, he tends to become a mere thinker, or, still worse, the parrot of other men's thinking."
"Each age, it is found, must write its own books; or rather, each generation for the next succeeding. The books of an older period will not fit this."
"Hence, instead of Man Thinking, we have the bookworm. Hence, the book-learned class, who value books, as such; not as related to nature and the human constitution, but as making a sort of Third Estate with the world and the soul. Hence, the restorers of readings, the emendators, the bibliomaniacs of all degrees."
"Books are the best of things, well used; abused, among the worst."
"Colleges, in like manner, have their indispensable office, — to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which apparatus and pretension avail nothing. Gowns, and pecuniary foundations, though of towns of gold, can never countervail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public importance, whilst they grow richer every year."
Monday, September 13, 2010
Debate over single-gender classrooms. . .
The evidence and ideology are clashing concerning single-gender classrooms. . .
Read this BLOG POST at Schools Matter. . .
Read this BLOG POST at Schools Matter. . .
Thursday, September 9, 2010
Groups/Topics
| Group Members | Topic |
| Paige Davies Khadijah Burks Katie Cockrell Ashley Tucker | No Child Left Behind |
| Monique Ositelu Morgan Calhoun Lauren St. Louis Meredith Yingling | State Standards Compared |
| Kristen Layne Margaret DuBose Whitney Becker Hannah Smith | Art/Music Programs |
| Spencer Beamer Mollie Jenson Emily McClimon Jackie Wornom | Single Sex Classrooms |
| Caroline Lambert Tim Baumann Bethany Prince Hilary Dahl | Teaching Methods |
Wednesday, September 8, 2010
What are the assumptions driving this essay?
Racialized Memories and Class Identities - Thinking About Glenn Beck's and Rush Limbaugh's America
Henry Giroux+++++++++++++++
So are US schools really a failure because of progressive education?
Consider this article by Alfie Kohn. . .
Tuesday, September 7, 2010
Social Equality?
Consider:
The United States of Inequality
Introducing the Great Divergence
The Usual Suspects Are Innocent
The United States of Inequality
Introducing the Great Divergence
The Usual Suspects Are Innocent
Challenges to learning styles theories
See this article, which raises concerns about learning style theories (a topic we'll address 9/13/10)
Friday, September 3, 2010
Wednesday, September 1, 2010
Recommended
A major debate in education is teacher accountability.
Read this BLOG and the subsequent comments (in which I participate) to see what people think and say about teachers.
Read this BLOG and the subsequent comments (in which I participate) to see what people think and say about teachers.
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