Sunday, September 30, 2012
Saturday, September 29, 2012
Thursday, September 27, 2012
Wednesday, September 26, 2012
Group Presentation
Each group MUST provide the class a one-page handout of your topic (submit that handout to me before presenting also and email as attachment).
PLEASE submit your reference list in Word file (by email) and in hard copy before you present. (I recommend you send a draft well before you present also). Your references should be on your PP, if you do a PP.
All groups must be prepared to go the first day, but email and claim first presenting slot if you want.
PRESENTATIONS MUST BE 16-20 MINS LONG (ONLY), AND YOU SHOULD BE FAMILIAR WITH THE TECHNOLOGY YOU USE BEFORE THE PRESENTATION.
Monday
(1) Single-sex education
(2) Corporal punishment
(3) Homeschooling
(4) Foreign Language
PLEASE submit your reference list in Word file (by email) and in hard copy before you present. (I recommend you send a draft well before you present also). Your references should be on your PP, if you do a PP.
All groups must be prepared to go the first day, but email and claim first presenting slot if you want.
PRESENTATIONS MUST BE 16-20 MINS LONG (ONLY), AND YOU SHOULD BE FAMILIAR WITH THE TECHNOLOGY YOU USE BEFORE THE PRESENTATION.
Monday
(1) Single-sex education
(2) Corporal punishment
(3) Homeschooling
(4) Foreign Language
Midterm
Midterm; self-evaluation/course midterm feedback
***[Include by mid-term your four school choices for your virtual school assignment.]
Frame the discussion below between Cody (Social Context Reformer) and the Gates Foundation ("No Excuses" Reformers) within this: "Is Poverty Destiny?"
You need to submit TWO requirements for this midterm:
(1) DUE before class October 12, email me a list of 8-10 key talking points you plan to contribute to the class discussion in class that day. These talking points should grow from the discussion below and should pull together the entire first half of this semester (topic readings, supplemental reading [Kozol], tutoring, and class discussions).
(2) Also email before October 12 a self-evaluation (as attachment) of your learning and work throughout the semester so far. What have you learned? How have you been challenged? What have we not covered yet that you want us to cover? What has been the quality of your work and engagement in the course so far? Please assign yourself a letter grade for the course so far. Feel free to offer positive and critical feedback on the course and my teaching as well in order to insure the course fulfills your needs and expectations for the remainder of the semester.
Class discussion: Anthony Cody education reform debate with the Gates Foundation (GF):
Cody
(1) Dialogue With the Gates Foundation: How Do We Build the Teaching Profession?
(2) Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?
(3) Dialogue with the Gates Foundation: Can Schools Defeat Poverty by Ignoring It?
(4) Dialogue With the Gates Foundation: What Is the Purpose of K-12 Education?
(5) The Dialogue With the Gates Foundation: What Happens When Profits Drive Reform?
GF
(1) The Gates Foundation Responds: How do we Build the Teaching Profession
(2) The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?
(3) The Gates Foundation Responds: Poverty Does Matter--But It Is Not Destiny
(4) The Gates Foundation Writes: K-12 Education: An Opportunity Catalyst
(5) The Gates Foundation Responds: The Role of the Marketplace in Education
***[Include by mid-term your four school choices for your virtual school assignment.]
Frame the discussion below between Cody (Social Context Reformer) and the Gates Foundation ("No Excuses" Reformers) within this: "Is Poverty Destiny?"
You need to submit TWO requirements for this midterm:
(1) DUE before class October 12, email me a list of 8-10 key talking points you plan to contribute to the class discussion in class that day. These talking points should grow from the discussion below and should pull together the entire first half of this semester (topic readings, supplemental reading [Kozol], tutoring, and class discussions).
(2) Also email before October 12 a self-evaluation (as attachment) of your learning and work throughout the semester so far. What have you learned? How have you been challenged? What have we not covered yet that you want us to cover? What has been the quality of your work and engagement in the course so far? Please assign yourself a letter grade for the course so far. Feel free to offer positive and critical feedback on the course and my teaching as well in order to insure the course fulfills your needs and expectations for the remainder of the semester.
Class discussion: Anthony Cody education reform debate with the Gates Foundation (GF):
Cody
(1) Dialogue With the Gates Foundation: How Do We Build the Teaching Profession?
(2) Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?
(3) Dialogue with the Gates Foundation: Can Schools Defeat Poverty by Ignoring It?
(4) Dialogue With the Gates Foundation: What Is the Purpose of K-12 Education?
(5) The Dialogue With the Gates Foundation: What Happens When Profits Drive Reform?
GF
(1) The Gates Foundation Responds: How do we Build the Teaching Profession
(2) The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?
(3) The Gates Foundation Responds: Poverty Does Matter--But It Is Not Destiny
(4) The Gates Foundation Writes: K-12 Education: An Opportunity Catalyst
(5) The Gates Foundation Responds: The Role of the Marketplace in Education
Tuesday, September 25, 2012
Palmetto Educators Network: How Do Charter Schools Compare to “Schools with St...
Palmetto Educators Network: How Do Charter Schools Compare to “Schools with St...: How Do Charter Schools Compare to “Schools with Students Like Ours” in South Carolina? Using the South Carolina School Report Card sys...
Monday, September 24, 2012
Palmetto Educators Network: Charter Advocacy Misses Point, Misleads
Palmetto Educators Network: Charter Advocacy Misses Point, Misleads: In an Op-Ed focusing on how the Chicago teachers' strike is relevant to SC education concerns , I offered one point that included a caution ...
Sunday, September 23, 2012
Saturday, September 22, 2012
Friday, September 21, 2012
Thursday, September 20, 2012
Wednesday, September 19, 2012
Monday, September 17, 2012
Corridor of Shame and the deficit view of poverty
How does the documentary Corridor of Shame portray people and children in poverty?
Place the portrayal of poverty and people in poverty in the context of the following:
"Return of the Deficit," Curt Dudley-Marling
"The Myth of the Culture of Poverty," Paul Gorski
"No Excuses" and the Culture of Shame: Why Metrics Don't Matter
Place the portrayal of poverty and people in poverty in the context of the following:
"Return of the Deficit," Curt Dudley-Marling
"The Myth of the Culture of Poverty," Paul Gorski
"No Excuses" and the Culture of Shame: Why Metrics Don't Matter
Sunday, September 16, 2012
Saturday, September 15, 2012
Friday, September 14, 2012
Midterm: Anthony Cody/ Gates Foundation Reform Dialogue
Midterm; self-evaluation/course midterm feedback
Class discussion: Anthony Cody education reform debate with the Gates Foundation (GF):
Cody
(1) Dialogue With the Gates Foundation: How Do We Build the Teaching Profession?
(2) Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?
(3) Dialogue with the Gates Foundation: Can Schools Defeat Poverty by Ignoring It?
(4) Dialogue With the Gates Foundation: What Is the Purpose of K-12 Education?
(5) The Dialogue With the Gates Foundation: What Happens When Profits Drive Reform?
GF
(1) The Gates Foundation Responds: How do we Build the Teaching Profession
(2) The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?
(3) The Gates Foundation Responds: Poverty Does Matter--But It Is Not Destiny
(4) The Gates Foundation Writes: K-12 Education: An Opportunity Catalyst
(5) The Gates Foundation Responds: The Role of the Marketplace in Education
Class discussion: Anthony Cody education reform debate with the Gates Foundation (GF):
Cody
(1) Dialogue With the Gates Foundation: How Do We Build the Teaching Profession?
(2) Responding to the Gates Foundation: How do we Consider Evidence of Learning in Teacher Evaluations?
(3) Dialogue with the Gates Foundation: Can Schools Defeat Poverty by Ignoring It?
(4) Dialogue With the Gates Foundation: What Is the Purpose of K-12 Education?
(5) The Dialogue With the Gates Foundation: What Happens When Profits Drive Reform?
GF
(1) The Gates Foundation Responds: How do we Build the Teaching Profession
(2) The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?
(3) The Gates Foundation Responds: Poverty Does Matter--But It Is Not Destiny
(4) The Gates Foundation Writes: K-12 Education: An Opportunity Catalyst
(5) The Gates Foundation Responds: The Role of the Marketplace in Education
Thursday, September 13, 2012
Wednesday, September 12, 2012
Monday, September 10, 2012
Sunday, September 9, 2012
Saturday, September 8, 2012
Friday, September 7, 2012
Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893–1958 (3rd ed.). New York: RoutledgeFalmer.
Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893–1958 (3rd ed.). New York: RoutledgeFalmer.
Education Review-a journal of book reviews
Education Review-a journal of book reviews
Kliebard devotes the bulk of his book to describing four relatively stable and distinct “interest groups” that competed over seven decades for control of the schools through the curriculum. Humanists embraced “the systematic development of reasoning power” (p. 9) as well as the Western cultural heritage. Developmentalists “proceeded basically from the assumption that the natural order of development in the child was the most significant and scientifically defensible basis for determining what should be taught” (p. 11). Social efficiency educators wanted schools to employ the “scientific management” techniques of supervision, accountability, precise measurement, and efficiency and to differentiate education according to students’ perceived needs, abilities, and probable life courses. Social meliorists wanted to use schooling as a lever for societal progress.
Wednesday, September 5, 2012
Tuesday, September 4, 2012
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