Tag Archive for 'comments'

Sample the “issues” book

As some loyal readers of TE know, in 2015 Routledge released a book I co-edited with Barbara Bateman and Melody Tankersley. It’s a text aimed at graduate education classes and is entitled, “Enduring Issues in Special Education: Personal Perspectives.”

While I was searching for something else, I found a link (posted by one of the publisher’s associates) to a free sample of the front matter (e.g., table of contents; foreword), the first couple of chapters, and part of the third chapter. If they’re providing a copy for the general public, I want to make sure folks know where to find it. Here is the reference, with the title linked to the downloadable PDF:

Bateman, B., Lloyd, J. W., & Tankersley, M. (Eds.). (2015). Enduring issues in special education: Personal perspectives. New York: Routledge.

ECF: Misdirected Teacher Training has Crippled Education Reform

In the summary for a recently released policy analysis, John Stone of the Education Consumers Foundation argued that developmentally appropriate practice (DAP), the widely promoted approach to early childhood education, has effectively prevented struggling students from achieving what educational policy makers have sought since 1983: The chance to close the gap. In the statement, Misdirected Teacher Training, Mr. Stone details the ways that DAP has hindered young children’s progress.
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A few questions for Joel Klein

According to widespread reports, in your just-published book about your time as chancellor of the New York City Schools, Mr. Klein, you wrote that firing a teacher “took an average of almost two and a half years and cost the city over $300,000.”

I’d ask you to consider a little context, please…. The reasons we have teacher unions and tightly worded contracts in the first place is because teachers historically were mistreated and they lost confidence in their employers. And what of the “incompetent” administrators—you fail to mention them. It takes two to tango. One more thing—you hired these people. Instead of deflecting blame to Ed Schools (I’ll get to them in a second), why don’t school districts and boards take responsibility for those they hire? The union did not make you hire them. The union did not make you neglect proper induction, good supervision, mentoring, effective programs of professional development. And the union did not create the pool of low SAT/GRE applicants. You and your board did that by not paying a professional salary or offering professional working conditions for professional work. What’s that? Better compensation requires higher taxes? Well then, what exactly have you and the board done to educate the voters on this issue instead of playing the politics of union confrontation. And by the way, maybe the value-adding abilities you tell voters you want can not be had at the price voters are willing to pay. Have you told them that?

As for Ed Schools—hang on a moment—let’s talk about state licensing boards and commissions. Your state, with support of your legislature, issued licenses to these teachers. Have they met labor market demands at the expense of quality? Who told them to do that? Not the unions. With legislative consent, are they setting the licensing bar low because the salaries we pay will not draw better candidates into the field? Have you lobbied your legislature on this issue or are you just writing books about the problem and running for-profit companies to sell products to the same schools you once administered? By the way, do you really feel the problem is we have too few commercial products or that commercial products have a hope of solving the systemic problems you describe.

UOh, and Ed Schools…. Why do you persist in thinking that you are small colleges of letters and sciences? Why have experimental stations filled with scientists to solve agricultural problems produced increasing yields (anyone use a split plot ANOVA recently?). Does growing crops require science but growing children require philosophy? And about those SAT/GRE scores, Mr. Klein, have you considered that training standards are set by accreditation bodies that respond to market demand which are created by salaries that you, your board, and your voters are willing to pay.

Thank you, Mr. Klein, for listing these problems, although some serious solutions for the system in which teachers do their work would have been more edifying.

Mike Gerber
Ex-teacher

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Michael M. Gerber, Ph.D.
Professor, Gewirtz School of Education
University of California, Santa Barbara

ACLU suing schools for failing to teach students to read

The Michigan chapter of the US civil rights group, American Civil Liberties Union (ACLY), announced 12 July 2012 that it has filed a class action suit on behalf of children in Highland Park, Michigan, who the local public schools have failed to teach to read. The suit alleges that the schools’ failure to teach students to read violate Michigan laws.

“The capacity to learn is deeply rooted in the ability to achieve literacy. A child who cannot read will be disenfranchised in our society and economy for a lifetime,” said Kary L. Moss, executive director of the ACLU of Michigan. “Highland Park students want to be educated. However, their hopes and dreams for a future are being destroyed by an ineffective system that does not adequately prepare them for life beyond school.”

The ACLU contends that this is a first-of-it’s-kind lawsuit, and it may be a true assertion, depending on how one defines “kind.” It’s a class action, which is the first of that theory that I’ve seen—and the class-action approach may be a very good path to pursue because the injury is more clearly widespread than it is for an individual, and the harm to society is easier to show. There have, however, been previous suits alleging that schools failed to discharge a duty to teach reading. Alert readers of Teach Effectively will recall a post about “J.K.” suing his schools for failing to prepare him for post-secondary education (“Ex-Student sues school“) and may also recall that in that post I listed notes about the Peter Doe case from the 1970s as well as some other resources about educational malpractice that have discussed this topic.

Let’s see what happens. For right now, here’s a cheer for the ACLU for raising this important issue. Too many students are being neglected, shunted aside, left for lost. Students who can read and write (and compute and do science as well as sing and do other things, too) will have a better chance to make more and more lasting contributions to society than they would were they if they are left ill-educated, as is happening too often in our public schools. So hooray for the ACLU shining a light here.

Meanwhile, here is as the press release from the ACLU, entitled “Highland Park Students File Class-Action ‘Right to Read’ Lawsuit” (follow the link embedded in the end of the release that points to many additional material) as well as a list of selected examples of coverage of the current story in various press sources:

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!
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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!)
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Who? Who? Who?

Some traffic has been arriving from relatively new sources. What are these blogs? Who are the authors?

Liz Ditz says who she is. So does Joanne Jacobs. Ken DeRosa owns up to his posts. It’s easy to m know what Andrew Rotherham writes. Now, I can understand why, under certain circumstances, folks might need anonymity. But, I hope most folks promoting changes in education can speak openly about their views with fear of recrimination. It’s O.K.

Of course, if one simply makes inflammatory comments, then that’s a different matter. Maybe anonymity is advised. (That’s not to say that all anonymous commentators are flamers, just as not all spotted objects are Dalmatians.)

Anyway, anyone know what’s up with these sources?

Left AND right brain

Teach Effectively pal Dan Willingham’s entry for this week at the Washington Post is about the myth of the left-brain-vs-right-brain dichotomy. He drives a very large convoy of vehicles through the gaping hole in the putative theory, a hole that was reopened by a report published by Arne Dietrich and Riam Kanso in a prestigious Psychological Bulletin article entitled “A Review of EEG, ERP, and Neuroimaging Studies of Creativity and Insight.”

Professors Dietrich and Kanso examined a shipload of studies that used multiple methods to examine the relationships between neurological functions and structures and creative thinking. What they found does not accord with the Pop-Ed views one is likely to hear in what passes as professional development sessions provided by at least some—if not many—schools and teacher education programs.
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