Education 2005-2006

UNIT 1. How Others See Us and How We See Ourselves 1. Public Schools; Public Will, Arnold F. Fege, The American School Board Journal, May 2004 The author raises the question as to whether the public is willing to support fair allocation of financial resources within the American public schools. He raises concerns that the schools are under constant pressure to privatize and that equitable distribution of available funds to all sectors of the public school system is in jeopardy. He proposes seven things the American public can do about this to improve the performance of public schools. 2. Game Theory, Teen-Style, Jason Meyers, American Demographics, May 2004 The author synthesizes some of the changing demographics in how American teenagers are allocating their resources for electronic games and other telephonic online devices. 3. Coming of Age in Consumerdom, David G. Kennedy, American Demographics, April 2004 The author summarizes the demographics of how "tweens," young Americans between the ages of 8 and 14 years, spend the estimated 38 billion dollars a year that is made available to them. 4. Generational Pull, William H. Frey, American Demographics, May 2004 The author says that generations move in different directions. He looks at current career oriented "Gen-Xers" and their preferences in where they live, the places they prefer as well as the sorts of places they are going to and those sorts of places they tend to be leaving. Their demographic preferences are interesting. 5. When I Was Young, John Fetto, American Demographics, April 2003 The author reports on extraordinarily important challenges reflecting changes in American population statistics between 1950 and the present. The author notes that more Americans are going to school and staying in school longer. The demographic information in this report is very informative regarding the current social contexts of American education. 6. Is America Raising Unhealthy Kids?, Denise Willi, Scholastic Instructor, March 2003 Current health issues affecting millions of American children and adolescents are reported in this article. There is valuable data reported on unhealthy dietary practices which are affecting the overall well-being of children in the United States. Other important health issues are also addressed. 7. The 36th Annual Phi Delta Kappa/Gallup Poll of the Public Attitudes Toward the Public Schools, Lowell C. Rose and Alec M. Gallup, Phi Delta Kappan, September 2004 This annual poll of the public's attitude toward the public school system continues to be a very valuable source of information regarding the current state of publicly supported education. UNIT 2. Rethinking and Changing the Educative Effort 8. No Child Left Behind: The Mathematics of Guaranteed Failure, Lowell C. Rose, Educational Horizons, Winter 2004 The author provides a critique of the possibilities of the federal No Child Left Behind legislation of 2002. The concepts underlying the rationale for the legislation are critically examined. The author argues that without important changes in this legislation it will fail to achieve its intended goals. 9. Test Today, Privatize Tomorrow: Using Accountability to 'Reform' Public Schools to Death, Alfie Kohn, Phi Delta Kappan, April 2004 The author challenges the motivation of advocates of the No Child Left Behind (NCLB) legislation passed by Congress in 2002. He critiques current rhetoric regarding school reform. He examines motivation for attempts at the privatization of public schools and conservative rhetoric about "choice" and "freedom from public schools." 10. Leadership That Sparks Learning, J. Timothy Waters, Robert J. Marzano, and Brian McNulty, Educational Leadership, April 2004 The authors raise the issue of whether, and if so how, school leaders (principals) make contributions to improving achievement of students in schools. They identify what their research shows regarding how improving the effectiveness of school leadership can lead to gains in student achievement. 11. Meeting Challenges in Urban Schools, Larry Cuban, Educational Leadership, April 2004 The author argues that the situations of middle class or affluent school systems are very different from those of economically deprived school systems in urban areas, a fact that has been known for decades. He argues for high expectations for student achievement and challenging curricula in urban schools. He calls for moral leadership on the part of administrators and teachers in urban schools. 12. Transforming High Schools, Pedro A. Noguera, Educational Leadership, May 2004 The author explores possible reasons for the success or failure of efforts to improve student achievement in ten selected Massachusetts high schools. The reasons why the same structured reform efforts to be implemented in different schools resulted in higher student performance in some of these schools and no improvement in others are examined. The author did a comparative performance study of selected Boston high schools. 13. Reinventing America's Schools, Tony Wagner, Phi Delta Kappan, May 2003 The author presents a very convincing case for responsible reconception of how schooling should be perceived. In doing this, he touches on the reality of life in classrooms, and he sends a message that all American public school administrators should be willing to hear. UNIT 3. Striving for Excellence: The Drive for Quality 14. A Balanced School Accountability Model: An Alternative to High-Stakes Testing, Ken Jones, Phi Delta Kappan, April 2004 How to create alternative concepts of "accountability" in schooling is the topical focus of this essay. The author attempts to define and describe more balanced and comprehensive conceptions of accountability in schooling. He is attempting to create a new model of teaching and learning in schools. 15. Turning Accountability on Its Head: Supporting Inspired Teaching in Today's Classrooms, Kristin L. Droege, Phi Delta Kappan, April 2004 The author argues that inspired teaching is essential to any model of "accountability" in schools and will thus result in improvements in student performance across the board. Not only test scores are important; educators must help students to achieve such broader goals as developing perserverance, cooperation, patience, and creativity, among others. 16. Accountability with a Kicker: Observations on the Florida A+ Accountability Plan, Dan Goldhaber and Jane Hannaway, Phi Delta Kappan, April 2004 The authors review the state of Florida's school accountability program which provides students who meet state criteria to obtain educational vouchers for use in either public or private state qualified schools. Florida gives grades to schools based on their students' state mandated competency test scores. 17. No Flower Shall Wither; or, Horticulture in the Kingdom of the Frogs, Gary K. Clabaugh, Educational Horizons, Winter 2004 The author provides a very creative metaphorical and satirical tale of "educational reform" and politically driven accountability in the mythical "King of the Frogs." This is good and interesting reading for all of those who follow the development to improve school accountability through high stakes competitive measures. 18. The Power of Testing, Matthew Gandal and Laura McGiffert, Educational Leadership, February 2003 The authors review currently developing challenges educators are facing as a result of state government mandated competency tests and the testing requirements of the federal No Child Left Behind act. The authors argue that standards of measurement must be clear in developing tests to measure levels of student achievement. 19. Why Students Think They Understand When They Don't, Daniel T. Willingham, American Educator, Winter 2003/2004 The author discusses the possible contributions to students' academic development which cognitive science has to offer. Viewing how we learn and the ways in which we can know and problem solve is something cognitive scientists have to offer. 20. The Homework Wars, David Skinner, Current, February 2004 The author reviews the heated debate developing over increases in the amount of homework assignments being given to students. They cite the points of view of scholars who oppose the social impact of "homework" as well as noting the view of some of the supporters of homework who believe that it is academically beneficial to students. 21. Studying Education: Classroom Research and Cargo Cults, E.D. Hirsch Jr., Policy Review, October/November 2002 The author describes so-called "classroom research" in favor of more traditional methods of classroom research. He argues that it is difficult and undependable (unreliant) research. This is due to the many uncontrollable variables in classroom research. He argues as to how we learn. He offers a powerful critique to current standards of educational research. UNIT 4. Morality and Values in Education 22. Practicing Democracy in High School, Sheldon H. Berman, Educational Leadership, September 2003 The author describes a program whereby students learn what it means to become a just person working with others to construct a just society. Democratic values are placed in action by students and faculty at this high school. Students learn how to practice democratic values in school and in their community. 23. Values: The Implicit Curriculum, Linda Inlay, Educational Leadership, March 2003 The author attempts to determine how educators can help students to develop personal and social responsibility values such as mutual trust as well as how to foster character education in schools. 24. The Missing Virtue: Lessons From Dodge Ball & Aristotle, Gordon Marino, Commonweal, April 25, 2003 The author addresses the reality of several shifts in human values in recent years and the question of which values should be taught, if possible, in schools. He reminds us of Aristotle's admonition that we acquire virtue by practicing virtuous actions and developing a moral balance in our lives. He inquires as to how do we teach courageous moral commitment. UNIT 5. Managing Life in Classrooms 25. Heading Off Disruptive Behavior, Hill M. Walker, Elizabeth Ramsey, and Frank M. Gresham, American Educator, Winter 2003/2004 The authors discuss how teachers can either constructively deal with or, ideally, prevent anti-social behavior in students. How teachers can respond responsibly to prevent anti-social, disruptive behavior on the part of students is the major focus of this article. 26. How Disruptive Students Escalate Hostility and Disorder and How Teachers Can Avoid It, Hill M. Walker, Elizabeth Ramsey, and Frank M. Gresham, American Educator, Winter 2003/2004 The authors present means by which teachers can avoid the escalation of hostility and disorder which can be caused by disruptive students. Their suggestions are clear and well considered. They describe the characteristics of "anti-social," "oppositional" students, and they suggest strategies teachers can use to deal with such students. 27. Good Behavior Needs to Be Taught: How a Social Skills Curriculum Works, Hill M. Walker, Elizabeth Ramsey, and Frank M. Gresham, American Educator, Winter 2003/2004 The authors provide suggestions as to how teachers can teach students skills in good behavior. They briefly describe a specific "second step" program that enables teachers to intervene constructively with students to teach them how to avoid conflict and disruption while they are taught principles of "good" behavior. 28. True Blue, M. Christine Mattise, Teaching Tolerance, Spring 2004 The author describes an "anti-bullying" program which she developed to help students feel safe in school and on school grounds. The program is creative; it involves teaching children what they can do when they are confronted by "bullying" behavior at school. It seems very workable. 29. A Profile of Bullying, Dan Olweus, Educational Leadership, March 2003 Myths and realities concerning bullying behavior in schools are addressed here, with behavior patterns of both victims and bullies addressed. The Norwegian national program for training teachers to teach students how to manage bullying behavior in schools is described briefly. UNIT 6. Cultural Diversity and Schooling 30. An Unfinished Journey: The Legacy of Brown and the Narrowing Of the Achievement Gap, Ronald F. Ferguson and Jal Mehta, Phi Delta Kappan, May 2004 The authors provide a review of the historical significance of the decision from the Supreme Court of the United States on May 17, 1954, in the case of Brown v. Board of Education. They take the opportunity of the 50th anniversary of this Supreme Court decision to describe the history of the effort to desegregate American schools. They also describe the efforts since 1954 to put into practice the principles on which the Brown decision was based. 31. Against the Tide: Desegregated High Schools and Their 1980 Graduates, Amy Stuart Wells, Jennifer Jellison Holme, Anita Tijerina Revilla, and Awo Korantemaa Atanda, Phi Delta Kappan, May 2004 The authors celebrate the 50th anniversary of Brown v. Board of Education by reviewing efforts at the desegregation of American schools since 1980. They studied the graduates of six high schools and reviewed the problems of school desegregation efforts in the United States. 32. Minding the Gap, Jennifer L. Hochschild, Harvard Magazine, March/April 2004 The author addresses the problem of the academic achievement gaps among culturally diverse groups of students in American schools. This is a review of a book exploring reasons for what appear to be differences in learning achievement among students from cultural minority groups. 33. Civic Education in Schools: The Right Time is Now, Joyce Baldwin, Carnegie Reporter, Fall 2003 The author describes efforts to develop civic skills in students in schools across the United States. This is a really excellent effort to describe current efforts to conduct civic education in the United States. This article involves two case studies of innovative civic education efforts in two high schools, and it also puts a national focus on the topic. UNIT 7. Serving Special Needs and Concerns 34. Partnering with Families and Communities, Joyce L. Epstein and Karen Clark Salinas, Educational Leadership, May 2004 The authors describe efforts to create school learning communities where educators involve the families of students and community leaders in the planning and conduct of schools to create closer social and academic links in the life of school-community relations. They describe the work of the National Network of Partnership Schools at Johns Hopkins University. 35. Popular Culture in the Classroom, Dale Allender, English Journal, January 2004 The author argues that popular culture has both affective and academic value. He describes how he integrates works in popular culture into the standard language arts curriculum at the high school level. He also gives his reasons why he believes this to be important. 36. Living and Teaching on the Edge of a Pop Culture World, Robert Gardner, English Journal, January 2004 The author describes how it feels for a teacher to live "on the edge" of popular culture in the high school classroom. The author is not familiar with popular culture, but he does describe how his students introduce it in class as they attempt to relate to traditional literature in the curriculum. 37. At the Crossroads of Expertise: The Risky Business of Teaching Popular Culture, Meg Callahan and Bronwen E. Low, English Journal, January 2004 The authors present an interesting argument as to how teachers can tap into students' expertise regarding current popular cultural phenomena in teaching mainstream language arts curricula at the secondary school level. They provide examples as to how this can be done. 38. Healthier Students, Better Learners, Beth Pateman, Educational Leadership, December 2003/January 2004 The author addresses the links between student health and academic performance. She cites the efforts of the Council of Chief State School Officers and the Association of State and Territorial Health Officials to encourage development of state of the art education programs in the schools. She describes the Health Education Assessment Project. 39. The Arithmetic Gap, Tom Loveless and John Coughlan, Educational Leadership, February 2004 The authors discuss somewhat comparatively the achievement gap in mathematical skills performance between American students and students from other countries. They compare American students' mathematics performance across recent decades based on the National Assessment of Educational Progress (NAEP). UNIT 8. The Profession of Teaching Today 40. The Search for Highly Qualified Teachers, Barnett Berry, Mandy Hoke, and Eric Hirsch, Phi Delta Kappan, May 2004 The author synthesizes the current debate regarding how best to develop highly qualified teachers. They discuss how this debate relates to the federal No Child Left Behind (NCLB) legislation and the views of various advocacy groups on this issue. Specific policy recommendations for improving the quality of teachers are offered. 41. The Other Side of Highly Qualified Teachers, Wade A. Carpenter, Educational Horizons, Winter 2004 The author addresses the concerns over what it means to be "highly qualified" as a teacher. He points to developments under way in several states to create alternative certification programs as well as to the influence of state politicians in influencing the debate on what it means to be a "highly qualified teacher." 42. The Marriage of Liberal Arts Departments and Schools of Education, Sidney Trubowitz, Educational Horizons, Winter 2004 The author discusses possible ways in which departments or colleges of liberal arts might participate in teacher education along with departments or schools of education. He describes a case study regarding how one such cooperative effort between a liberal arts professor and a professor of education was done. UNIT 9. For Vision and Hope: Alternative Visions of Reality 43. Building a Community of Hope, Thomas J. Sergiovanni, Educational Leadership, May 2004 The author reviews what should be the elements at work in building communities of hope within school as well as cooperative community building efforts between school systems and their respective community environments. 44. Mission and Vision in Education, Edward G. Rozycki, Educational Horizons, Winter 2004 The author provides a creative, metaphorical essay on issues related to our visions for education and why some visions prevail and others fail. He offers suggestions for how we can assess our visions for education as they relate to our educational missions. 45. Education in America: The Next 25 Years, Irving H. Buchen, The Futurist, January/February 2003 The author argues that within the next twenty-five years, the functions of educators will change to meet the needs for greater degrees of choice for parents and students. School-community relations will continue to evolve to meet the concerns of parents and students. He also argues that there will be major shifts in how educational success is measured. 46. An Emerging Culture, Christopher Bamford and Eric Utne, Utne Reader, May/June 2003 The authors provide a worldwide vision of how the innovative alternative Waldorf School System has come about, which is part of the vision for a better human condition created by the social vision of Rudolf Steiner. Steiner's vision of a better human future has been played out in many different fields of human endeavor, education being one of them.