Thanks very much for your efforts thus far...I think that our problem/inquiry-based approach to theory is going to be interesting and, hopefully, useful! Please use this space to dialogue with your group (or between groups, if you see something of interest in another group) about what reading you'd like to do as a group for our next class meeting. When you post, please make suggestions for a good reading and provide some sort of explanation as to why it might be a good choice. I will interact, too, and once the dust has settled (on or around Monday the 3rd) I will post the assigned readings (and a pdf, if possible).
It's Jodi... I found this article about School to Prison Pipeline and including the discussion of females in the discussion as so many articles include black males. This was brought up in our class discussion in our group. I thought this would be a good article to share and one our group could read.
ReplyDeletehttp://www.otlcampaign.org/sites/default/files/resources/Morris-Race-Gender-and-the-School-to-Prison-Pipeline.pdf
Kiara, have you read this one? (above)
A second one that might be interesting to discuss includes Dewey and how he might feel about the school to prison issue.
http://e-stopp.org/critical-reflections/alyssa-soto-garcia/a-critical-review-of-the-school-to-prison-pipeline-alyssa-v-soto-garcia/
It's Jodi... The second paper I posted was ok but not the type of article we should really use. I want to add that due to our varying interest within our topic we discussed a variety of books and subheadings that we are interested in that each of us will pursue during our research. I am looking at the School to Prison Pipeline by Christopher Mallett and Discipline and Punishment by Foucault.
DeleteOur various subheadings under the School to Prison Pipeline include trauma, relationships, colorism, and control/fear. The goal of our work is to create a professional development workshop that can be used in schools for teachers and staff who do not know what the School to Prison pipeline is and to inform them in the areas we have chosen.The idea is teaching awareness and being culturally responsive to prevent the children from funneling into pipeline.
Hey, it’s Laurie.
DeleteThose articles look great, Jodi.
I think, if we’re going to look at what teachers and schools can do to keep the kids engaged and, therefore, out of trouble, Freire would be a great start.
I keep running across both Marxism and social reproduction, so here’s a nice mash-up entitled “Socialist Revolution: Samuel Bowles, Herbert Gintis, and the Emergence of Marxist Thought in the Field of Education.”
http://web.a.ebscohost.com.proxy.library.vcu.edu/ehost/pdfviewer/pdfviewer?sid=25c4468d-3747-4ab9-8a8a-c0731f5c85f3%40sessionmgr4007&vid=1&hid=4112
Hey, Laurie, again.
DeleteSpeaking of Marxism ...
http://www.newyorker.com/magazine/2016/10/10/karl-marx-yesterday-and-today
Hi, I found this article really interesting. It takes Foucault’s theories of control and power and uses them to explain how African American boys are treated not only in school but in society.
DeleteDancy, T. E. (2014). (Un)Doing Hegemony in Education: Disrupting School-to-Prison Pipelines for Black Males. Equity & Excellence in Education, 47(4), 476-493. doi:10.1080/10665684.2014.959271
Jorli-
DeleteLike Jodi I am interested in the book Discipline and Punishment by Foucault (especially after reading the last article I posted). I actually ordered it off Amazon along with the book The New Jim Crow, I can't wait for it to be delivered.
Hi All,
DeleteI love all of your suggestions. I think The New Jim Crow is crucial to at least dabble into for this project. Michelle Alexander includes a lot of socio-historical context in that book. She takes it all the way back to "race baiting" (per the book, this was done by law enforcement to keep the rich and poor, black and white folk from revolting against the law during the 17/1800s -- something like that), slave codes, etc. All of those things play a huge role in the way in which things are laid out today. I'm using a snippet from this book in my class on Wednesday; however, I haven't read the whole book. I think we could draw a lot from it! -- Kiara
It's Jodi... what do you all think of the Broken Window Theory?? I find it interesting but unsure as to what extensive research has been done about it. Thoughts??
DeleteFor the Teacher Professionalism group, I have come across a couple articles that address "compliance" and "the teacher as professional" which may be of interest. I have saved both articles as pdf's so if we decide to read one, I can provide it for the group. I will copy and paste the introductions for the articles.
ReplyDeleteThe first is perhaps of interest to Donia's new teacher focus, but also relates to the larger issues we discussed as a group. It is "Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context" written by Bree Picower.
Introduction:
"Schools across the country are under attack by a broader neoliberal agenda that is severally limiting opportunities for equity and justice in education. From standardized testing to scripted curriculum, teachers are being handcuffed by mandates that are often in conflict with their own desires to work for more just societal conditions for their students. Many teachers who enter the field specifically with the hopes of working toward social change quickly leave the profession as they find themselves alienated and alone while trying to navigate highly political terrain (Miech & Elder, 1996). In the current educational context in which neoliberal forces are pillaging public funds (Kozol, 2007), implementing ethnocentric mandated curricular programs, and using high-stakes test- ing to justify increased privatization (Hursh, 2007; Kumashiro, 2008; Lipman, 2004), such teachers find themselves complicit in a system in which they are forced to reproduce the very inequalities they went into teaching to ameliorate."
The second article is written by L. Carolyn Pearson and William Moomaw and is called "The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism."
Intro:
"A common link that appears when examining teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment is teacher autonomy (Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996). Much of the research that has examined these constructs and their relationships has revealed one thing in common: the need for teachers to have autonomy (Erpelding, 1999; Jones, 2000; Wilson, 1993). Autonomy seems to be emerging as a key variable when examining educational reform initiatives, with some arguing that granting autonomy and empowering teachers is an appropriate place to begin in solving the problems of today’s schools (Melenyzer, 1990; Short, 1994).
Recognizing teaching as a profession and developing professional teachers has also been set forth as a possible solution. If teachers are to be empowered and exalted as professionals, then like other professionals, teachers must have the freedom to prescribe the best treatment for their students as doctors/lawyers do for their patients/clients; and the freedom to do such has been defined by some as teacher autonomy. Although the link to the aforementioned constructs has been repeatedly demonstrated, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results as studies directly pertaining to teacher autonomy are few in number, particularly when developing appropriate measures since autonomy is difficult to operationalize (e.g., Pearson & Hall, 1993)."
Sorry for the super long post!
-Brionna
I'm currently re-discovering Maxine Greene's The Dialectic of Freedom which I read as an undergrad in 1988! At the same time, I'm preparing a presentation on Donald Schon's Educating The Reflective Practioner for another class. I found an article by Maxine Greene from 1986 that is relevant 30 years later--perhaps to all of our groups. Especially if you're feeling very Dewey-an about your project!
ReplyDeleteGreene, M. (1986). Reflection and passion in teaching. Journal of Curriculum and Supervision, 2(1), 68-81. Retrieved from http://proxy.library.vcu.edu/login?url=http://search.proquest.com.proxy.library.vcu.edu/docview/63242820?accountid=14780
From the abstract: "Penetrates educational rallying symbols and technological paradigms to celebrate Donald Schon's reflection-in-action approach to teaching. Advances an alternative, nonpartisan vision of American Education that fulfills promises, opens spaces for inquiry and dialog, and overcomes a spreading passivity. Affirms freedom, imagination, passion, and the power to act."
that turned into weird spacing on the citation, but I'm not going to delete and re-type!
DeleteTo the student experiences group: Several of us will be reading a short excerpt from Freire's "Pedagogy of the Oppressed" for our curriculum class next week (Freire in The Curriculum Studies Reader, Flinders, D. J. & Thornton, S.J. (Eds.), pp. 157 - 166). I am interested in possibly using Freire to inform our project, and in perhaps using this as an opportunity to become better acquainted with his ideas. Any thoughts?
ReplyDelete~ Carolyn
I'm up for Freire though I'm also drawn to Gramsci's notion of "contradictory consciousness" as it pertains to ideologies in our schools and experiences of students who are not part of the Anglo, middle-class norm.
DeleteThis comment has been removed by the author.
DeleteYes, Freire would be a good choice for our group. I'm interested in delving into his work. Another option might be something by Gloria Ladson-Billings who has dedicated her work to culturally relevant pedagogy and uses a critical race theory lens. Maybe we can get to her later and start with Freire? - Virginia
DeleteI think Freire provides a valuable methodology used to serve the marginalized. I’m also interested in the concept of intersectionality and how systems of oppression and power are interlinked. Núñez (2014) offers a conceptual framework of intersectionality that identifies and challenges dynamics that perpetuate educational inequalities. In the article below, she analyzes the social categories, practices, and processes/outcomes for Latinos using a multilevel model that could be applied to any marginalized group.
DeleteNúñez, A. (2014). Employing multilevel intersectionality in education research: Latino identities, contexts, and college access. Educational Researcher. 43(2), 85-92.
I would also be interested in reading Freire and the other authors mentioned sound good to me too. I also came across a few books which may have some relevant chapters for us (both available in the VCU library). One titled "Subtractive schooling : U.S.-Mexican youth and the politics of caring" by Angela Valenzuela (descriptive link: http://www.sunypress.edu/p-3046-subtractive-schooling.aspx) chapter 3 and 4 seem particularly relevant to exploring student experiences. The other book titled "Pedagogic rights and democratic education: Bernsteinian explorations of curriculum, pedagogy and assessment" (descriptive link: https://www.amazon.com/Pedagogic-Rights-Democratic-Education-Bernsteinian/dp/1138898090) has a number of articles exploring democratic education in different contexts/countries. - Anna
DeleteKim here:
ReplyDelete(for “Theorizing Back” - group working on narratives of teacher professionalism)
Since our group is focusing on teacher identity and professionalism, I thought it might be a good idea to step back and look at how teachers are portrayed in media to tap into popular perceptions of the profession. This might make for some good fodder for introductions to our papers. The article I found that seems to cast a wide net on movie portrayals of the teaching profession and is relatively recent is “The Celluloid Teacher” by Rick Breault in the Educational Forum Journal (2009). On the topic of Teacher Preparation Programs, “good” Hollywood teachers are often not from traditional teacher backgrounds. On the topic of Teacher Burnout, there is an emphasis on “personality over pedagogy” prevalent in movie teachers. On the topic of Standardization and Evaluation, most of the teachers in Hollywood schools are not portrayed as “good” teachers. The main character is usually a superteacher surrounded by mediocrity. Here is the abstract if you’d like to read more:
“Though the filmed portrayal of teachers can be inspiring or humorously satirical, the stereotype offered in those films might tell us much about how the larger culture views traditionally trained teachers and how schools can be reformed. It is argued here that Hollywood's emphasis on the need for outsiders to come in and rescue students from teachers and on the power of personality over pedagogy is potentially damaging to the image of the profession.”
Ok techies! Here is what I've got:
ReplyDelete1. (Posted in our Blackboard work group) - Philip, T. M., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319. This article really tackles the idea that technology is a tool and cannot replace what we know as traditional education.
2. Cho, Y., Park, S., Jo, S. J., & Suh, S. (2013). The landscape of educational technology viewed from the ETR& D journal. British Journal Of Educational Technology, 44(5), 677-694. doi:10.1111/j.1467-8535.2012.01338.x - This shows promise as it surveys 20 years of educational technology as implemented in education
3. Ely, Donald. (1999). Toward a Philosophy of Instructional Technology: Thirty Years On. British Journal of Educational Technology, 30(4), 305-10. Again, I think this is a good place to start. As our field changes so rapidly, I feel as if we need to create a timeline of technology and how it has been incorporated into technology.
Kurt, I know we have talked before about a few philosophers in particular that have tackled elements of educational technology. Which of those do you feel would be best?
Hello!
ReplyDeleteI am also with the tech group.
The structure of our project is being built around the different ways the three members in the group perceive technology. It will look into the context that informs our interpretation of the purpose of technology as a tool for education and the manner in which that tool, once concretized, informs the environment.
See the attached link for a conceptual map of the “tool” project:
https://www.dropbox.com/s/qqfckpr83qj1uul/project%20map.tool.docx?dl=0
To that end, here are a few articles that I thought would be helpful. I don’t know about their scholastic rigor as I am not familiar with the journals but they are, I hope, a good start:
Badke, W. (2009). Stepping beyond Wikipedia. Educational Leadership. 54-58
Carr, N. (2008). Is Google making us stupid? Yearbook of the National Society for the Study of Education, 107(2). doi: 10.1111/j.1744-7984.2008.00172.x
Earle, R. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5-13.
Sparrow, B., Liu, J., & Wegner, D.M. (2011). Google effects on memory: Cognitive consequences of having information at out fingertips. Science, 333, 776-778
Wolf, M., & Barzillai, M. (2009). The importance of deep reading. Educational leadership, 66(6) 32–37.
Michael Here:
DeleteOkay, I know I am a little late, but I have some articles to place alongside the rest:
The first article is by Matthew Crawford who does a great job at thinking about what is the value of work in a digital age. It also challenges the notion of our new economy and the creative class.
Crawford, M. (2006). Shop Class as Soulcraft. The New Atlantis, (13), 7-24. Retrieved from http://www.jstor.org/stable/43152257
This is a more straightforward look at “making” in the classroom.
Blikstein, P. (2013). Digital Fabrication and ‘Making’ in Education: The Democratization of Invention FabLabs: Of Machines, Makers and Inventors 2013 pp: 1-21 Retrieved from lltl.stanford.edu/sites/default/files/files/documents/publications/2013.Book-B.Digital.pdf
This last one I just threw in because I think creativity in schools is an interesting subject and often gets lumped in with instructional technology discussions.
Robinson, K (2005). How creativity, education and the arts shape the economy Retrieved from https://maa.missouri.edu/~maa/sites/default/files/docents/educationandthearts.pdf
Brianna I like the 2nd article’s description and will check that one out myself. After a search on teacher evaluations I was less than impressed with what I found. Not a lot of current stuff and it mostly focuses on higher ed teacher evaluations by students.
ReplyDeleteHere are a few to get started:
Improving Teacher Evaluation for Increasing Student Learning by Xu and Sinclair (2002) and The Two Purposes of Teacher Evaluation by Robert Marzano (2012)
I will continue to look and specifically in the two journals Kurt suggested since many of the articles are in Ed Leadership journals so they are targeting principals. I know journals target a specific audience but I do think it is important to get the different views to see what stands out as different or the same.
Heather
I m so glad to visit this blog.This blog is really so amazing.
ReplyDeleteclipping path service
Photo Retouching Services
raster to vector conversion service
Photo Editing Services
Have you left your children to basic education in India? Have you assessed the "law on the right of children to free and compulsory education and the right to education", which came into force on 1 April 2010 in India? The law on the right to education is the first law in the world that puts the responsibility to ensure the enrollment, attendance and completion of basic education for children aged between 6 and 14 on the government. It is the responsibility of parents to send their children to school for basic education in the U.S. If not, how you will follow the legal course to solve problems arising from the "law on the right of children to free and compulsory education In India"? acim blog
ReplyDeleteDoes writing essays take up too much of your time? Are you overwhelmed with all the research you have to do before you write? Then read on - this article will show you a method of writing that will save you precious time, lots of effort and a whole lot of headache that are usually associated with essay writing. notebook printing price
ReplyDeleteEducation is an important tool that is applied in the contemporary world to succeed. The word education means 'to bring up'. Education provides the basic knowledge that makes a human a human. Since the start of human history people have been learning and educating. People in the past struggled very much to get education. Education has progressed from that time. In the present time only educated people can get success in the world. Without education success is impossible. authors acim
ReplyDelete