Archive for the 'Policy' Category

Free gift from Education Consumers Foundation!

partial image of cover of Clear Teaching

Isn’t it unusual to get something for free that is actually worth a lot? The good folks over at Education Consumers Foundation (ECF) are giving away a small book that is quite valuable, and I encourage readers to download it, read it, and tell their friends to get it, too.

What are they giving away? It’s a book called Clear Teaching: With Direct Instruction, Siegfried Engelmann Discovered a Better Way of Teaching by Shep Barbash. As one can tell from the subtitle, it’s about Zig Engelmann’s work on education. I talked with Mr. Barbash as he worked on the manuscript for the book, read an earlier version of it, and am very impressed with this finished product. It’s even more impressive that the book is now out in the wild for free. Kudos to Mr. Barbash, John Stone, and all the others at ECF who made this happen.

Clear Teaching – The Book
Written by veteran journalist Shepard Barbash over a period of 10 years, Clear Teaching is a well-researched, highly readable introduction to Direct Instruction (DI), a systematic teaching approach which for more than 40 years has dramatically improved learning outcomes for students of all abilities and from all walks of life. The book looks at the development of DI through the early experiences of its creator, Zig Engelmann; explains the principles that underpin this approach; and looks at DI’s reception in the world of teaching, where it has been effectively shunned despite a formidable research base and example after example of transformative success.

The image at the top of the post is hot, but readers can also click here to go to the ECF page where they can download the PDF.

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It’s the teaching that matters

Does all the verbiage about the ills of education make you wonder about the reasoning skills of educational reformers? Well, it does make me have questions. I practice resisting the urge to walk away when people start attributing educational underachievement to problems we educators can’t change (poverty, for example) or to features of schooling that are like nibbling on one’s napkin rather than eating food (e.g., walls height in classrooms).

I also get a bit incensed when folks go after teachers as the bad people in the equation. I find it foolish to suggest that education simply needs to raise pay to attract more qualified people into classrooms; it is an admittedly biased sample, but there are lots of smart people going through U.Va.’s (and similar) teacher education programs. (Sadly, too many teacher education programs fill their students’ thinking with Pop-Ed bologna.) And even though I talk about dysteachia and dyspedagogia, those are references to practices, not to the people—and some of the worst cases of dyspedagogia probably can be observed in the professoriate at schools of education!

Anyway, I am glad to report that a couple of my colleagues argued a coherent case about the importance of curriculum in the effects of teaching in an editorial for the New York Daily News. In “The teacher quality conundrum: If they are the problem, why are kids gaining in math? Curriculum design is key to reform,” Dan Willingham and David Grissmer use evidence and reason to explain that it’s not the teachers per se, but the teaching that matters. I encourage people interested in sensible reform of education to read it.

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Kauffman’s Tragicomedy recognized

J. M. Kauffman 2011

The Independent Publisher, a resource for publishers who are not the giant publishing houses that dominate contemporary book publishing these days, annually awards the “IPPY” Awards, which recognize what the Independent Publisher bills as “the best indie-published books of the year in 69 categories, 11 regions, and 12 Outstanding Books of the Year.” For 2011, in the category of “Education/Academic/Teaching,” the Silver Award was made to friend-of-TE James M. Kauffman’s The Tragicomedy of Public Education: Laughing and Crying, Thinking and Fixing which was published by Full Court Press.

Here’s a huzzah for Jim and his book! And here’s a link to Amazon for those who haven’t had a chance to get a copy and read it: http://amzn.to/jmktragicomedy.

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B. Cook on evidence-based practices

Over on SpedPro I have a post about an up-coming Webinar on evidence-based practices presented by Bryan Cook. A product of the Council for Exceptional Children (CEC) and and CEC’s Division for Research, the session is billed as helping educators answer questions such as these:

  • What exactly does evidence-based practice mean for practitioners?
  • How are evidence-based practices different from “best practices” and “research-based practices”?
  • Where can you find them?
  • How should you select them?
  • How can you use them?
  • How can you evaluate them?

I haven’t seen the syllabus, but I bet this will be a worthwhile session. For one small fee, one can register as many folks as you can gather around a computer and a projector; and then you get a copy of the Webinar to review later, as well. It’s like a ready-made, re-usable staff-development program. To read the SpedPro post, follow this link. Alternatively, simply follow this link to register for the session!

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Rigorous Evidence newsletter

The Coalition for Evidence-Based Policy, which covers many different social programs in addition to education, announced the publication of an electronic newsletter that should be of interest to some readers. The current issue of RIGOROUS EVIDENCE Newsletter: Distinguishing Effective Evidence-Based Programs from Everything Else doesn’t have much that is precisely on point for education (though, check the entry about a teen pregnancy program), but one can bookmark the on-line site for the newsletter and check it regularly as a potential source for trustworthy content about effective educational methods.

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McNergney: Small teaching

My colleague, Robert McNergney has a post on Education News entitled “Small Ball: Small Teaching” that captures an important idea: Pay attention to the details. He based his brief essay on an enquiry from a student about whether he had read a well-known book about baseball, Moneyball: The Art of Winning an Unfair Game by Michael M. Lewis, about the Oakland Athletics. Mr. Lewis documented the success of an approach to assembling a team that was predicated on systematic analysis of less-glamorous achievements rather than the flashy, headline-grabbing statistics; in place of subjective judgements about players’ talents, the Oakland general manager, Bill Beane, employed modern statistical methods to find players whose achievements were correlated with higher numbers of wins and fewer losses.

Professor McNergney argued that, indeed, the analogy applies to teaching as well.
Continue reading ‘McNergney: Small teaching’

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Where reformers ought to be aiming

Over on Ed Excellence, Robert Pondiscio published an editorial entitled “The Fierce Urgency of Eventually” in which he argues that those reform efforts that ignore curricular and instructional issues present less-than-timely and -helpful alternatives at the very time when US education needs immediate, substantive change. Mr. Pondiscio presses his case for doing the hard work of specifying what students need to know. He wants reformers to talk about—get ready!—curriculum, teaching, and learning!
Continue reading ‘Where reformers ought to be aiming’

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PISA results as Rorschach

The education press is abuzz about the release of the Program for International Student Assessment (PISA) 2009 results, so it’s a good time for some semi-snarky speculation about excuses for the less-than-stellar relative scores for US students and about proposals we’ll be hearing or reading regarding what the US education system should do to correct underlying problems leading to those scores. Here’s a start. Feel free to add your own in the comments. (For bonus points, drop in references to news stories, letters to the editor, and etc. where people actually express one of the prototypical positions!)
Continue reading ‘PISA results as Rorschach’

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