Friday, December 16, 2005

A very untraditional public school in Oakland

The top-performing middle school in Oakland is the American Indian Public Charter School, a profile of which appears in today's San Francisco Chronicle. His style couldn't be more different from everything I've learned so far at NYU, and is basically the polar opposite of the charter schools I work with. There may be a lot of reasons this school is succeeding, and the back-to-basics and harsh discipline may not be the foremost among them. But it is an interesting article.

Key grafs:

Chavis admitted that he's prompted students to leave, saying that his method isn't for everyone. He said his target demographic is "ghetto, poor kids."

"I don't use that middle-class rhetoric. I don't believe in building self-esteem, fundraising, parent involvement," Chavis said. "My system is not for middle-class, upper-class whites."

Don't speak Spanish here

This is an unbelievable story out of Kansas City, Kansas, that I somehow missed last week. According to the Washington Post, a 16 year-old Mexican kid was suspended for speaking Spanish in the hallway of his high school. Even if you believe in English-only instruction at schools (I don't because I think schools should offer a variety of options to help all kinds of learners (including native English speakers that might want to be in a dual language class), and because I think it can be really valuable to teach immigrant kids that grow up here to read and write Spanish), this is crossing the line. Prohibiting the expression of some cultures even when it does not disrupt sends the wrong message to kids (that some cultures are not valued as much as others), and it is racist. Does anyone think that a kid speaking a European language in the hall would have been sent home? I try not to get too discouraged by all the anti-immigrant (really, anti-Hispanic) language being thrown around by Republicans in the House because I know that the reality on the ground is much more complex (Kansas allows undocumented immigrants to pay in-state tuition to local colleges, for example), but this kind of stuff is depressing.

Thursday, December 15, 2005

Battle over In-State Tuition and Immigrants in California

The LA Times reports that a group of out-of-state students are suing California's public universities over the policy that lets undocumented students that attended high school in California pay in-state tuition. Of course, the anti-immigrant Federation for American Immigration Reform is behind it, but a similar lawsuit filed by the group failed in Kansas a couple of months ago, so hopefully this won't go anywhere. The number of undocumented students actually taking advantage of the in-state tuition in California is very low, and it makes no sense to me to bar bright immigrant kids from college just because their parents came here illegally. But then again, many Republicans in the House seem to be poised to end birthright citizenship in order to "crack down" on undocumented immigration. If they are serious about doing something to fix the broken immigration system, they should start listening to their buddies in big business.

Wednesday, December 14, 2005

Native Americans were . . .

I came across a display by the after school program at the community center where I work occasionally. The kids, who are 2nd, 3rd and 4th grade, created a mini "museum" on an American Indian tribe for thanksgiving. I was standing there thinking how nice it was for the program to have the kids think about the outside world for a change (I find that a lot of my kids rarely leave New York or even Queens) when I noticed that all the "facts" about the American Indians were in the past tense - "Native Americans were connected with nature" was one of the worst. I have a big problem with the tendency to romanticize American Indians because it leads to stuff like this - the complete removal of Indians from the present day. It's particularly bad because New York City has the largest concentration of American Indians in any city in the United States. There are a couple of nice art exhibits by New York American Indians at the Smithsonian downtown, and I really wish I sent my kids there during the field trip to the Staten Island Ferry.

Friday, December 9, 2005

6 new charters to be approved

New York Daily News - http://www.nydailynews.com
Regents to OK 6 charter schools

Friday, December 9th, 2005

The State Board of Regents is expected today to approve six new charter schools - leaving only eight more slots in the state for charters.
Mayor Bloomberg, Gov. Pataki and other charter supporters have called on the Legislature to eliminate or raise the 100-charter-school cap - a move that Albany insiders say is in the works - but the issue remains controversial. Detractors say charters draw resources from regular public schools.

Charters are taxpayer-funded schools that operate outside the regular public school system. In New York City, there are 12,000 kids in 47 charters.

Students in many of those schools have earned higher test scores than their peers in regular schools, generating interest from parents and enthusiasm from educators.

There are 20 charter applications now vying for the eight remaining slots. Dozens more are in the works across the state. The Regents will select four of those schools. The State University of New York will choose the other four. Both votes are expected in January.

The six charters expected to be approved today include two in Harlem, two in Brooklyn, one in the Bronx and one in Buffalo.

Erin Einhorn

Wednesday, December 7, 2005

"We're all the children of immigrants"

So says James Oddo, a Republican Councilmember from Staten Island, explaining his opposition to the Education Equity Act, which would mandate the Dept. of Education and schools to translate for non-English speaking parents. Oddo, and a few other councilmembers that oppose the bill (the NY Sun article below reports that it will almost certainly pass soon), argue that such a bill would take the incentive away from parents to learn English.

I've written about the Education Equity Act a number of times before, but this line of reasoning really makes me mad. I have a number of parents from the after school program that are taking ESL classes at night (after working all day), and I can guarantee that they would still be there even if trying to talk to a teacher or school official about their kid wasn't a nightmare, which it is right now despite Bloomberg's Translation Unit. These parents do want to participate in their child's school, but they also want to help their kids with homework, deal with everyday issues and get better jobs, and this won't change if the Education Equity Act passes.

Council Translation Services Effort Faces Education Dept. Opposition
BY DEBORAH KOLBEN - Staff Reporter of the Sun
December 7, 2005

A $20 million plan to mandate translation services in eight languages for parents of immigrant children in New York City will be opposed by the city's Department of Education if, as expected, it passes the full City Council this month.

The bill approved by the Education Committee and known as the "Education Equity Act," has been welcomed by immigrant groups as a matter of "civil rights." They say parents are being shut out of their children's education because they cannot understand report cards, parent teacher conferences, and other school meetings. Some opponents of the bill have criticized the cost and say that it provides no incentive for parents to learn English.

Now the Department of Education has warned that the City Council could be stepping outside its jurisdiction. Under state law, only the Department of Education or Albany can legislate matters that are "educational or pedagogic," a spokeswoman for the department, Kelly Devers, said.

"While we agree with the goal of effectively communicating to non-English-speaking parents, and believe that the bill is aligned with our recently announced expansion of efforts in this area, we have serious concerns with the practical implications of the bill, including its funding," she said.

Andrew Friedman, the director of a Brooklyn immigrant advocacy group, Make the Road By Walking, argued differently: "These are parents who have a ton of desires to see their children succeed academically; and they really had the schoolhouse door slammed in their face." The law would require translation and interpretation services in the top languages spoken in New York City, including Russian, Haitian Creole, Urdu, Arabic, and Chinese. More than one in three New Yorkers are foreign-born, according to 2000 census data.

Last summer, the city established a new $10 million translation unit for schools to pay for interpreters and translation of some documents. Half of the funding is given directly to schools.

The Education Equity Act would go further in specifying when and for what meetings schools would have to provide interpreters and what materials they would have to translate.

Schools with growing numbers of immigrant families have been struggling to reach out to parents. At P.S. 226 in Bensonhurst, Brooklyn, many parents speak only Russian, Urdu, Hindi, or Chinese. The principal, Stephen Porter, said that this year the school received about $27,000 to provide translation and interpreters. He has often had to rely on students to translate for their parents, but that is less than ideal: "When a child is interpreting; you don't know if
they're telling the truth or if they're bending it to their benefit."

The three council Republicans are leading the charge against the Education Equity Act. Mayor Bloomberg is likely to veto the bill if it passes.

The Republican minority leader, James Oddo, sent out letters yesterday along with seven other council members encouraging their colleagues to vote "no." The letter includes a quotation from a 1999 State of the Union address by President Clinton about the importance of immigrants
learning English.

"We're all the children of immigrants," Mr. Oddo told The New York Sun. "I understand the importance of parental involvement, but not at the expense of the English language."

Preschool is cool

Out of hibernation to give you a link to this article about the Perry Preschool study.

Key paragraphs:

The landmark study of Perry Preschool tracked a group of poor African American youngsters from when they attended pre-kindergarten in Ypsilanti, Mich., in the early 1960s until they were well into middle age.

The findings are astonishing: a $17 return to the individual and society for every dollar spent on their early education. Those who went to Perry were considerably more likely than children who didn't attend preschool to have graduated from high school and married, significantly less likely to have gone to prison multiple times and to have been on welfare. They're earning an average of $20,800 a year. That's 25% more than similar children who lacked the preschool experience — enough of a difference to lift them above the poverty line.

Monday, December 5, 2005

Time to Plan For Next Semester

This is my last blog posting for the semester, so now is the time to look towards the next semester or quarter. Even as we write, give, and grade final exams and projects, we also must plan because the next semester is just around the corner. As part of your planning you might consider including the Journal for next semester or improving on what your current usage.

If you used the Journal this semester, now is a good time to reflect on the exercise and to prepare for next semester. Is there anything to change? What worked well for you that you should keep?

This semester, like most, my students have had varied success with the Journal. Most of my graduate students were not regular readers of the Journal. Almost all are now dedicated readers who appreciate the opportunity for encouraging exposure to the Journal.

My undergraduate students are not so unanimous. That is to be expected. But many students are regular dedicated readers. I am so pleasantly surprised how relaxed the majority of them are discussing, referring to previous discussion, and bringing up other articles they have read. They really see the application of the course materials to real-life situations. They also are making connections between the course material and other discipline areas.

If you did not use the Journal this semester, think about adding it next semester. Look back through my previous blog entries for integration ideas. Not sure you can take time from your current course content to add another dimension to the class? There is even a blog entry on using the Journal in small ways to add great value for students in your classes. I understand that it can be challenging to add a new aspect to a class that is going well. Give the Journal a try one semester to see what it could add.

And please feel free to email me for help. I would be happy to share my knowledge or to point you in the direction of great WSJ and professor resources. I have been at this for years now, trying several different kinds of exercise, and surviving all types of students! The Journal is a tremendous resource for business classes.

I wish you much success. Best regards and have a great break!

Time to Plan For Next Semester

This is my last blog posting for the semester, so now is the time to look towards the next semester or quarter. Even as we write, give, and grade final exams and projects, we also must plan because the next semester is just around the corner. As part of your planning you might consider including the Journal for next semester or improving on what your current usage.

If you used the Journal this semester, now is a good time to reflect on the exercise and to prepare for next semester. Is there anything to change? What worked well for you that you should keep?

This semester, like most, my students have had varied success with the Journal. Most of my graduate students were not regular readers of the Journal. Almost all are now dedicated readers who appreciate the opportunity for encouraging exposure to the Journal.

My undergraduate students are not so unanimous. That is to be expected. But many students are regular dedicated readers. I am so pleasantly surprised how relaxed the majority of them are discussing, referring to previous discussion, and bringing up other articles they have read. They really see the application of the course materials to real-life situations. They also are making connections between the course material and other discipline areas.

If you did not use the Journal this semester, think about adding it next semester. Look back through my previous blog entries for integration ideas. Not sure you can take time from your current course content to add another dimension to the class? There is even a blog entry on using the Journal in small ways to add great value for students in your classes. I understand that it can be challenging to add a new aspect to a class that is going well. Give the Journal a try one semester to see what it could add.

And please feel free to email me for help. I would be happy to share my knowledge or to point you in the direction of great WSJ and professor resources. I have been at this for years now, trying several different kinds of exercise, and surviving all types of students! The Journal is a tremendous resource for business classes.

I wish you much success. Best regards and have a great break!

Time to Plan For Next Semester

This is my last blog posting for the semester, so now is the time to look towards the next semester or quarter. Even as we write, give, and grade final exams and projects, we also must plan because the next semester is just around the corner. As part of your planning you might consider including the Journal for next semester or improving on what your current usage.

If you used the Journal this semester, now is a good time to reflect on the exercise and to prepare for next semester. Is there anything to change? What worked well for you that you should keep?

This semester, like most, my students have had varied success with the Journal. Most of my graduate students were not regular readers of the Journal. Almost all are now dedicated readers who appreciate the opportunity for encouraging exposure to the Journal.

My undergraduate students are not so unanimous. That is to be expected. But many students are regular dedicated readers. I am so pleasantly surprised how relaxed the majority of them are discussing, referring to previous discussion, and bringing up other articles they have read. They really see the application of the course materials to real-life situations. They also are making connections between the course material and other discipline areas.

If you did not use the Journal this semester, think about adding it next semester. Look back through my previous blog entries for integration ideas. Not sure you can take time from your current course content to add another dimension to the class? There is even a blog entry on using the Journal in small ways to add great value for students in your classes. I understand that it can be challenging to add a new aspect to a class that is going well. Give the Journal a try one semester to see what it could add.

And please feel free to email me for help. I would be happy to share my knowledge or to point you in the direction of great WSJ and professor resources. I have been at this for years now, trying several different kinds of exercise, and surviving all types of students! The Journal is a tremendous resource for business classes.

I wish you much success. Best regards and have a great break!

Wednesday, November 30, 2005

It's not looking good for my 8th graders

The NY Times reports today that fewer than one in 10 black and Hispanic kids in NYC graduate with a Regents Diploma. I'll try not to think about that while I'm helping my kids (almost all of whom are black and Hispanic) fill out their applications today and tomorrow.

Real Solutions on Immigration

Great common sense op-ed by Douglass Massey in the Washington Post that everyone should read now that Bush and some Republicans seem determined to make immigration a wedge issue.

Tuesday, November 29, 2005

High Expectations

As part of the after school program for 8th graders, I've been trying to get the kids (and parents) to take the high school application process seriously since September. I've had a couple of workshops, taken trips to local high schools and have spent a lot time talking about it with individual kids, but it wasn't until this week (applications are due this Friday) that everyone seemed to find the high school book. So it's been crazy this week talking to dozens of kids that want to go to a good high school but really have no idea what they're doing. The process of choosing a high school is incredibly complicated for a good student, and most of my kids are LEP or have really bad grades and test scores from 7th grade (which is what the high schools look at).

So instead of telling my kids that they can go to the really nice high schools, I'm forced to find ones that take students with lower test scores. New York seems to provide options to kids like this because of all the small schools that are opening up, but it feels terrible to dissuade them from applying to wonderful schools like Townsend Harris (I do have one girl who might get in, which would be really great). I just finished reading Kozol's "Ordinary Resurrections" about the South Bronx and he discusses the problems he has with the more realistic expectations held by educators and social workers that he respects. He feels like even though many kids in poor neighborhoods won't make it to college, it's wrong to limit their opportunities by assuming that they can't be doctors and lawyers (for example). I agree with him, even as I find myself succumbing to the same pressures. I know that going to a neighborhood school isn't the worst thing in the world for my 8th graders, and I'm getting ready to take them on college visits to show them that I expect them to be serious in high school. But I also know that going to college from some of these high schools will be tough for them. It's a tough battle, but hopefully some of these kids will find their way in whatever high school they get into.

Monday, November 28, 2005

Classroom Community

As the end of the semester nears, I am reflecting on the semester and also some of my blog postings. My students are doing so well reading the Journal and discussing current business events. This is how semesters always end! It has really become very fun and valuable. The early challenges are worth the effort. I often forget this when students are struggling in the beginning of the semester.

One of the best results of using the Journal in my classes is the classroom community it helps to create. After using the Journal for years, I sometimes take for granted what the Journal current events discussion adds the classroom atmosphere. I was reminded once again of how important it is pedagogically to build classroom community when I read the book "My Freshman Year: What a Professor Learned by Becoming a Student " by Rebekah Nathan (Cornell University Press, 2005). Dr. Nathan is a college professor who chose to move into a dorm and take classes - to become a college freshman - as her sabbatical project. The book is a quick read with some interesting insights into the other side of our world - college from a student viewpoint. It opened my eyes on a few points.

Dr. Nathan seems to value classroom community as much as I. On pages 93 of her book, Dr. Nathan states that "Despite the fact that classes rarely function as communities, this ideal is powerful within the American classroom - at least for teachers. A good class is often thought of as one in which students speak repeatedly, and the teacher's role…focuses on the elicitation and clarification of each student's viewpoint." She laments the lack of this atmosphere in the classes in which she was enrolled.

In discussing the importance of classroom community, Dr. Nathan also quotes French anthropologist Herve Varenne, who "would characterize as the shared American ideal of community: a place of equality, informality, intimacy, and reciprocity." Isn't that what we would all want to provide for a learning environment for our students?

Students often tell me how much fun the classroom discussions are. Once they get beyond the initial awkwardness of speaking in class about current events, they enjoy it. So perhaps incorporating WSJ current events would build important community in your classroom as well.

Classroom Community

As the end of the semester nears, I am reflecting on the semester and also some of my blog postings. My students are doing so well reading the Journal and discussing current business events. This is how semesters always end! It has really become very fun and valuable. The early challenges are worth the effort. I often forget this when students are struggling in the beginning of the semester.

One of the best results of using the Journal in my classes is the classroom community it helps to create. After using the Journal for years, I sometimes take for granted what the Journal current events discussion adds the classroom atmosphere. I was reminded once again of how important it is pedagogically to build classroom community when I read the book "My Freshman Year: What a Professor Learned by Becoming a Student " by Rebekah Nathan (Cornell University Press, 2005). Dr. Nathan is a college professor who chose to move into a dorm and take classes - to become a college freshman - as her sabbatical project. The book is a quick read with some interesting insights into the other side of our world - college from a student viewpoint. It opened my eyes on a few points.

Dr. Nathan seems to value classroom community as much as I. On pages 93 of her book, Dr. Nathan states that "Despite the fact that classes rarely function as communities, this ideal is powerful within the American classroom - at least for teachers. A good class is often thought of as one in which students speak repeatedly, and the teacher's role…focuses on the elicitation and clarification of each student's viewpoint." She laments the lack of this atmosphere in the classes in which she was enrolled.

In discussing the importance of classroom community, Dr. Nathan also quotes French anthropologist Herve Varenne, who "would characterize as the shared American ideal of community: a place of equality, informality, intimacy, and reciprocity." Isn't that what we would all want to provide for a learning environment for our students?

Students often tell me how much fun the classroom discussions are. Once they get beyond the initial awkwardness of speaking in class about current events, they enjoy it. So perhaps incorporating WSJ current events would build important community in your classroom as well.

Classroom Community

As the end of the semester nears, I am reflecting on the semester and also some of my blog postings. My students are doing so well reading the Journal and discussing current business events. This is how semesters always end! It has really become very fun and valuable. The early challenges are worth the effort. I often forget this when students are struggling in the beginning of the semester.

One of the best results of using the Journal in my classes is the classroom community it helps to create. After using the Journal for years, I sometimes take for granted what the Journal current events discussion adds the classroom atmosphere. I was reminded once again of how important it is pedagogically to build classroom community when I read the book "My Freshman Year: What a Professor Learned by Becoming a Student " by Rebekah Nathan (Cornell University Press, 2005). Dr. Nathan is a college professor who chose to move into a dorm and take classes - to become a college freshman - as her sabbatical project. The book is a quick read with some interesting insights into the other side of our world - college from a student viewpoint. It opened my eyes on a few points.

Dr. Nathan seems to value classroom community as much as I. On pages 93 of her book, Dr. Nathan states that "Despite the fact that classes rarely function as communities, this ideal is powerful within the American classroom - at least for teachers. A good class is often thought of as one in which students speak repeatedly, and the teacher's role…focuses on the elicitation and clarification of each student's viewpoint." She laments the lack of this atmosphere in the classes in which she was enrolled.

In discussing the importance of classroom community, Dr. Nathan also quotes French anthropologist Herve Varenne, who "would characterize as the shared American ideal of community: a place of equality, informality, intimacy, and reciprocity." Isn't that what we would all want to provide for a learning environment for our students?

Students often tell me how much fun the classroom discussions are. Once they get beyond the initial awkwardness of speaking in class about current events, they enjoy it. So perhaps incorporating WSJ current events would build important community in your classroom as well.

Tuesday, November 22, 2005

DREAM Act Reintroduced

I haven't seen anything in the big papers about this, but the DREAM Act was re-introduced yesterday (see the National Council of La Raza press release about it here). And here is an excellent article in the NY Sun about immigrant kids with college degrees forced to work low-wage jobs because of their undocumented status.

College Grads Who Are Illegal Immigrants Face Barren Job MarketBY DANIELA
GERSON - Staff Reporter of the SunNovember 22, 2005URL: http://www.nysun.com/article/23358

Each year, thousands of New York City students earn college degreesand yet have no possibility of finding work. The reason is not a lackof job offers, but because they are illegal immigrants."We have people who graduate at the top of their classes and they can't get jobs," the director of the City University of New York's Citizenship and Immigration Project, Allan Wernick, said yesterday at a City Council hearing. By recent counts, he said, there are 3,000 undocumented students in the CUNY system. Nationally, 65,000 illegal immigrant students are thought to graduate from high school each year. Alfredo, an illegal immigrant who is a senior at Baruch College, is facing the prospect of graduating this spring with a degree in business administration and no potential to work legally. At 10, his parents brought him to Long Island from Guatemala, but it was onlyyears later that he realized the implications of being illegal. "Inever thought it was such
a big issue until I started hitting theroadblocks," the 21-year-old said, noting
that teachers began tonominate him for awards he could not accept without a
Social Securitynumber. On Friday, a glimmer of hope appeared for immigrants such
as Alfredo. The Senate reintroduced legislation that would grant students
the opportunity to become permanent legal residents. If President Bush signs it by
the end of 2006, the bill, known as the Dream Act, would allow students to
receive temporary legal status when they graduate from high school. Upon
completing their studies or military service, the immigrants could then apply for
permanent legal status.
Additionally, the legislation would increase the number of statesoffering instate tuition to undocumented students and make more financial aid available. Unlike most other states across the country, schools in New York offer in-state tuition to immigrant students who have lived in the state, regardless of status.However, even the $4,000 tuition for senior colleges in the CUNYsystem or $2,800 for junior colleges can be a stretch for some immigrants. A teacher with dozens of undocumented students at Flushing High School in Queens, Martha Cruz, said some of her best students could not join their peers in college because their illegal status bars them from most forms of financial aid."I have one who graduated with over an 83 average and he's working at McDonald's because he wants to save to go to college, plus he has to help out at home," Ms. Cruz said. "If they continue to be undocumented they will work menial jobs." In Alfredo's case, his parents rented out two rooms in their Long Island house so he could attend Baruch. Unable to work legally while in college, he has helped cover his educationfees by working at restaurants for under-the-table pay.The evident humanitarian and economic case for providing students who had no choice in immigrating illegally to America with a chance to study and work make it a fairly popular bill. Critics, nonetheless, say it is a
sugar-coated amnesty rewarding illegality. Still, the Dream Act is generally
considered the immigrationlegislation most likely to pass next term. Senators
Clinton andSchumer were both cosigners of the initial bill but have not
yetsigned on to the reintroduced bill.For Alfredo, who is heading a campaign
with the CUNY Senate's newlyformed immigration committee to bring attention to
the issue, theDream Act is a question of practicality. "Without it there's
really nofuture for me. Even though I will have a bachelor's degree, I'm
goingto have to work some low-wage job," he said. "It makes sense forAmerica to
let me participate as much as I can."November 22, 2005 Edition >

Monday, November 21, 2005

Happy Thanksgiving!

Happy Thanksgiving Week!
Look for another post next week.

Happy Thanksgiving!

Happy Thanksgiving Week!
Look for another post next week.

Happy Thanksgiving!

Happy Thanksgiving Week!
Look for another post next week.

Friday, November 18, 2005

Sending Immigrant Kids Back Home

Interesting NY Sun article about Chinese immigrant mothers in NYC sending their babies back to China because they can't afford childcare in the city, are afraid to apply for subsidized childcare if they're undocumented, and because they're working too much. The kids usually come back to start school here, but have trouble learning English and adjusting to the US. The Latino families I work with generally don't have the option of sending their kids home (or just don't want to), but they seem to really struggle to find childcare when both parents work.

It should be worth it to Bloomy to make an effort to provide affordable childcare for immigrant families, if only to start investing now in these kids' futures. No reason to focus all the attention on test scores in elementary and middle school when some immigrant kids are being left behind a lot earlier.

Wednesday, November 16, 2005

WSJ.com

WSJ.com offers a wealth of information and resources for your students and your classes. A WSJ sales rep would be happy to conduct a faculty workshop to show you all the wonderful features. And your rep can also provide you with all kinds of tools and resources associated with the Journal. I have had the pleasure of meeting with the education sales reps. They are dynamic and dedicated people who want to serve you!

WSJ.com

WSJ.com offers a wealth of information and resources for your students and your classes. A WSJ sales rep would be happy to conduct a faculty workshop to show you all the wonderful features. And your rep can also provide you with all kinds of tools and resources associated with the Journal. I have had the pleasure of meeting with the education sales reps. They are dynamic and dedicated people who want to serve you!

WSJ.com

WSJ.com offers a wealth of information and resources for your students and your classes. A WSJ sales rep would be happy to conduct a faculty workshop to show you all the wonderful features. And your rep can also provide you with all kinds of tools and resources associated with the Journal. I have had the pleasure of meeting with the education sales reps. They are dynamic and dedicated people who want to serve you!

new orleans school takeover .. ?

Just wanted to make sure that everyone knew about this big story: the Louisiana legislature approved Gov. Blanco's proposed state takeover of many New Orleans schools. Commentary to come ...

Monday, November 14, 2005

mooooo.

This just in from my professor:

Sent Monday, November 14, 2005 8:53 pm
Subject Tuesday meeting place


Yes, we have a place to meet tomorrow:

McDonald's ... they will allow us to meet upstairs so even if they have that area blocked off when you go in - fear not - they are expecting us and our discussion of Dewey.

Nutrition aside, please try to buy something as you come in..... as thanks....


Now THERE's an ethical dilemma for you. I haven't stepped into a McDonalds in many, many years. Not that I really have a choice in the matter. But an interesting question still: which is worse, patronizing a university that union-busts, or patronizing one of the more evil companies in the world?

Student Selection of Articles

What do you do when a student selects a weak article? Since I allow my students to select articles, sometime the choice is not a strong one. Recently in my law and ethics class, a student selected an article about schools being set up for hurricane evacuees. While it was a fine article and important topic, she was attempting to use the article to apply business ethics tools and analysis methods we were learning in class. The article raised the issue of whether schools set up specifically for the evacuees violated laws against separate but equal education. The article absolutely did not work for what we were learning in class at that time. I initially allowed the discussion to continue, but the discourse was going in all different directions. Some were getting caught up in whether the laws were ethical or not; others discussed whether a school was a business - all at the same time! A discussion about this topic could be very interesting indeed, but was not an appropriate vehicle for our particular material. I halted the discussion and moved to another article, explaining that we needed to spend our time with a more appropriate article.

Not every tangent is so drastic. I often have students select an article to present just because they like the topic. Examples would include cars, fashion, television shows, and technology. Certainly I want to encourage my students to read what interests them, but I also have to make good use of valuable class time. On the first day of the semester, I tell them that for any article they select, they must show connection to the course topic. And I ask each time for that connection if it is not obvious or first offered.

I am amazed at the creativity of some students in the ways they apply course material to all types of situations. In accounting class, they often do a great job of relating the article to a financial statement or managerial accounting concepts, such as segmenting for example. But sometimes they have no connection, so they earn no points for that presentation. Such are the rules of the assignment. I gracefully move on to the next article or to the class material if time is running short.

I am more lenient with the required connection to the course material at the beginning of the semester. To help the students, I model the analysis I want my students to develop, by fleshing out the article more for them with articles early in the semester. But I warn them that the bar gets higher as the semester progresses. And they almost always rise to the occasion!

Student Selection of Articles

What do you do when a student selects a weak article? Since I allow my students to select articles, sometime the choice is not a strong one. Recently in my law and ethics class, a student selected an article about schools being set up for hurricane evacuees. While it was a fine article and important topic, she was attempting to use the article to apply business ethics tools and analysis methods we were learning in class. The article raised the issue of whether schools set up specifically for the evacuees violated laws against separate but equal education. The article absolutely did not work for what we were learning in class at that time. I initially allowed the discussion to continue, but the discourse was going in all different directions. Some were getting caught up in whether the laws were ethical or not; others discussed whether a school was a business - all at the same time! A discussion about this topic could be very interesting indeed, but was not an appropriate vehicle for our particular material. I halted the discussion and moved to another article, explaining that we needed to spend our time with a more appropriate article.

Not every tangent is so drastic. I often have students select an article to present just because they like the topic. Examples would include cars, fashion, television shows, and technology. Certainly I want to encourage my students to read what interests them, but I also have to make good use of valuable class time. On the first day of the semester, I tell them that for any article they select, they must show connection to the course topic. And I ask each time for that connection if it is not obvious or first offered.

I am amazed at the creativity of some students in the ways they apply course material to all types of situations. In accounting class, they often do a great job of relating the article to a financial statement or managerial accounting concepts, such as segmenting for example. But sometimes they have no connection, so they earn no points for that presentation. Such are the rules of the assignment. I gracefully move on to the next article or to the class material if time is running short.

I am more lenient with the required connection to the course material at the beginning of the semester. To help the students, I model the analysis I want my students to develop, by fleshing out the article more for them with articles early in the semester. But I warn them that the bar gets higher as the semester progresses. And they almost always rise to the occasion!

Student Selection of Articles

What do you do when a student selects a weak article? Since I allow my students to select articles, sometime the choice is not a strong one. Recently in my law and ethics class, a student selected an article about schools being set up for hurricane evacuees. While it was a fine article and important topic, she was attempting to use the article to apply business ethics tools and analysis methods we were learning in class. The article raised the issue of whether schools set up specifically for the evacuees violated laws against separate but equal education. The article absolutely did not work for what we were learning in class at that time. I initially allowed the discussion to continue, but the discourse was going in all different directions. Some were getting caught up in whether the laws were ethical or not; others discussed whether a school was a business - all at the same time! A discussion about this topic could be very interesting indeed, but was not an appropriate vehicle for our particular material. I halted the discussion and moved to another article, explaining that we needed to spend our time with a more appropriate article.

Not every tangent is so drastic. I often have students select an article to present just because they like the topic. Examples would include cars, fashion, television shows, and technology. Certainly I want to encourage my students to read what interests them, but I also have to make good use of valuable class time. On the first day of the semester, I tell them that for any article they select, they must show connection to the course topic. And I ask each time for that connection if it is not obvious or first offered.

I am amazed at the creativity of some students in the ways they apply course material to all types of situations. In accounting class, they often do a great job of relating the article to a financial statement or managerial accounting concepts, such as segmenting for example. But sometimes they have no connection, so they earn no points for that presentation. Such are the rules of the assignment. I gracefully move on to the next article or to the class material if time is running short.

I am more lenient with the required connection to the course material at the beginning of the semester. To help the students, I model the analysis I want my students to develop, by fleshing out the article more for them with articles early in the semester. But I warn them that the bar gets higher as the semester progresses. And they almost always rise to the occasion!

Saturday, November 12, 2005

El Seviche

My school recently had its annual "Multicultural Festival", which actually turned out to be really nice. Most of the immigrant students in the after school program produced some great displays about their native countries, but it was the work of the kids who barely remembered being out of the U.S. that was particularly interesting. Some of them really got into looking up information and recalling tiny details of their old house or relatives. For these kids, it seemed, food was the most direct connection to their homeland - a Peruvian kid wrote a long, detailed essay about how his family in Lima prepares El Seviche (a typical seafood dish from South America usually spelled Ceviche), and a kid from Honduras drew a nice picture of a rice and beans plate that was his favorite. One kid who left Mexico when he was four was frustrated and a little embarrassed for most of one afternoon because he couldn't remember much about his village, but later talked to me for a long time about how much he loved thinking about the desert and the wide-open spaces in Mexico.

There have been a lot of problems with ethnic and racial tensions in the school recently (more on that in the next post), but it was really nice to see so many of the kids show some pride and emotion when talking about their countries.

Monday, November 7, 2005

More always enlightening

Paul Krugman, one of the school of bloggers' favorite columnists, writes about healthcare in his column today.

It's one of our favorite topics too (past posts here and here), so I'll risk whatever consequences it may bring and post excerpts from the column for those of you not graced with Times Select.

Here's the nut graf:

The funny thing is that the solution - national health insurance, available to everyone - is obvious. But to see the obvious we'll have to overcome pride - the unwarranted belief that America has nothing to learn from other countries - and prejudice - the equally unwarranted belief, driven by ideology, that private insurance is more efficient than public insurance.


Huhhhh?? He explains further:

The journal Health Affairs recently published the results of a survey of the medical experience of "sicker adults" in six countries, including Canada, Britain, Germany and the United States. The responses don't support claims about superior service from the U.S. system. It's true that Americans generally have shorter waits for elective surgery than Canadians or Britons, although German waits are even shorter. But Americans do worse by some important measures: we find it harder than citizens of other advanced countries to see a doctor when we need one, and our system is more, not less, rife with medical errors.

Above all, Americans are far more likely than others to forgo treatment because they can't afford it. Forty percent of the Americans surveyed failed to fill a prescription because of cost. A third were deterred by cost from seeing a doctor when sick or from getting recommended tests or follow-up.


Krugman, I have observed this phenomenon in my own employer-provided health insurance plan. In fact, it has been nearly impossible to find a doctor who actually exists and who will see me. Why is this?

The U.S. system is much more bureaucratic, with much higher administrative costs, than those of other countries, because private insurers and other players work hard at trying not to pay for medical care. And our fragmented system is unable to bargain with drug companies and other suppliers for lower prices.

Always enlightening

zwichenzug has a good analysis of the importance of the NYU grad worker strike.

More Integration Ideas

Last week I shared some integration ideas. This week I am continuing in the same vein. The possibilities are endless. Take an idea, modify it the serve your purpose, and make it your own.

Weekly Reviews - If you are interested in assigning group projects or discussions, research projects, or longer questions, the Weekly Reviews sometime include projects in addition to the standard questions. Some require Internet searches, while others are appropriate for break-out sessions during the class session. You could assign these several times each semester as they seem interesting to you.

Some instructors assign particular articles to the class rather than having students select any article. This is an easy way to integrate current events and to have all the students prepared for the discussion. You can use a very recent article, or alternatively you can assign articles you have found in past years that are 'classics.' I have an article about mistakes in Internet pricing from several years ago that is so complete that I still use as a comprehensive question on contracts. Every now and then I will find an article that is so good that it can work well indefinitely. Real-life can be far more interesting than some of the questions I write!

Weekly Quizzes - Another tool that the good people in the education area of the Wall Street Journal provide to us is the Weekly Quiz. Similar the Weekly Reviews, the quizzes are prepared weekly and posted to professorjournal.com. They are available in various formats (such as Word and Power Point, among others) so that you can cut-and-paste the questions you wish to use. Each week, 25 multiple-choice questions cover articles on the front pages of each section of the paper that week. You can select questions pertaining to your discipline, or use all the questions to test general reading of the Journal.

Finally, some colleagues ask the students to select and write a short paper on several articles related to course topics. The assignment requires the student to demonstrate some understanding and application of course material to the information in the articles.

As you notice, each of these exercises requires and assesses mixtures of different skills. Find one or more that serve your pedagogical purposes. The Journal articles are class resources just waiting to be utilized!

More Integration Ideas

Last week I shared some integration ideas. This week I am continuing in the same vein. The possibilities are endless. Take an idea, modify it the serve your purpose, and make it your own.

Weekly Reviews - If you are interested in assigning group projects or discussions, research projects, or longer questions, the Weekly Reviews sometime include projects in addition to the standard questions. Some require Internet searches, while others are appropriate for break-out sessions during the class session. You could assign these several times each semester as they seem interesting to you.

Some instructors assign particular articles to the class rather than having students select any article. This is an easy way to integrate current events and to have all the students prepared for the discussion. You can use a very recent article, or alternatively you can assign articles you have found in past years that are 'classics.' I have an article about mistakes in Internet pricing from several years ago that is so complete that I still use as a comprehensive question on contracts. Every now and then I will find an article that is so good that it can work well indefinitely. Real-life can be far more interesting than some of the questions I write!

Weekly Quizzes - Another tool that the good people in the education area of the Wall Street Journal provide to us is the Weekly Quiz. Similar the Weekly Reviews, the quizzes are prepared weekly and posted to professorjournal.com. They are available in various formats (such as Word and Power Point, among others) so that you can cut-and-paste the questions you wish to use. Each week, 25 multiple-choice questions cover articles on the front pages of each section of the paper that week. You can select questions pertaining to your discipline, or use all the questions to test general reading of the Journal.

Finally, some colleagues ask the students to select and write a short paper on several articles related to course topics. The assignment requires the student to demonstrate some understanding and application of course material to the information in the articles.

As you notice, each of these exercises requires and assesses mixtures of different skills. Find one or more that serve your pedagogical purposes. The Journal articles are class resources just waiting to be utilized!

More Integration Ideas

Last week I shared some integration ideas. This week I am continuing in the same vein. The possibilities are endless. Take an idea, modify it the serve your purpose, and make it your own.

Weekly Reviews - If you are interested in assigning group projects or discussions, research projects, or longer questions, the Weekly Reviews sometime include projects in addition to the standard questions. Some require Internet searches, while others are appropriate for break-out sessions during the class session. You could assign these several times each semester as they seem interesting to you.

Some instructors assign particular articles to the class rather than having students select any article. This is an easy way to integrate current events and to have all the students prepared for the discussion. You can use a very recent article, or alternatively you can assign articles you have found in past years that are 'classics.' I have an article about mistakes in Internet pricing from several years ago that is so complete that I still use as a comprehensive question on contracts. Every now and then I will find an article that is so good that it can work well indefinitely. Real-life can be far more interesting than some of the questions I write!

Weekly Quizzes - Another tool that the good people in the education area of the Wall Street Journal provide to us is the Weekly Quiz. Similar the Weekly Reviews, the quizzes are prepared weekly and posted to professorjournal.com. They are available in various formats (such as Word and Power Point, among others) so that you can cut-and-paste the questions you wish to use. Each week, 25 multiple-choice questions cover articles on the front pages of each section of the paper that week. You can select questions pertaining to your discipline, or use all the questions to test general reading of the Journal.

Finally, some colleagues ask the students to select and write a short paper on several articles related to course topics. The assignment requires the student to demonstrate some understanding and application of course material to the information in the articles.

As you notice, each of these exercises requires and assesses mixtures of different skills. Find one or more that serve your pedagogical purposes. The Journal articles are class resources just waiting to be utilized!

Thursday, November 3, 2005

academia's corporate apologists strike again

Dear NYU Student,

The United Auto Workers union has announced that it has decided to proceed with a “strike.” I want to reassure you that classes will continue to go forward and we will do our best to minimize the impact of any disruption the UAW may cause.

As you know, the University entered into a contract with the UAW in 2001, the first and only private university to do so. We had choices, but we decided to enter into a contract because the union committed – in writing – not to interfere with NYU’s academic decision-making. Regrettably, they broke that promise. In so doing, they damaged a genuine opportunity for partnership. Remarks from the union leadership, as recently as this past week, establish that they continue to believe that grievances of academic decisions, including who should be appointed to teach, are appropriate.

Still, in August we proposed a new agreement: recognition of the UAW as the bargaining agent for our graduate students on economic matters (stipends, health care, employment conditions), but not academic matters. We made this proposal to bridge the goals important to the University and the UAW. The union unambiguously rejected the proposal.

We have tried to find a way to make it work with the UAW, twice. At some point, one must turn from trying to mend an imperfect past and towards creating a better future.

So, we have implemented increases in stipends ($1000 per year for three years), and a commitment to an “evergreen” look ahead to enable graduate students to know the financial aid support three years in advance. A committee of graduate student representatives has begun work on a new grievance procedure and a rights-and-responsibility compact.

The UAW is now threatening to disrupt classes. In moving forward after the UAW rejected our proposal, the University was aware that the UAW might threaten class disruptions. You are entitled to ask “Is this worth it?” The answer to that question lies not in whether the autoworkers union chooses to disrupt classes, but in whether the University’s decision advances or erodes NYU’s long-term efforts to achieve academic excellence. Along with many others on campus, I believe it will advance them.

NYU values the freedom to express differences of opinion. In an academic environment, however, disrupting classes is not an appropriate form of expression. An academic institution and its faculty must be committed to classes going forward, to teaching and learning continuing, and to supporting all its students – including its graduate assistants – as they pursue their education. In a community of scholars, this is our vocation, and it is the right course. Despite what may happen over the coming days, we cherish all of our students. We will remain committed to them, to their studies, and to their scholarly aspirations, and to your academic progress.

Sincerely,
David McLaughlin, Provost

Wednesday, November 2, 2005

Get on the bus ..

.. is hosting this week's carnival.

NYU grad students to strike

The NYU graduate employees have voted to strike. The professor who teaches my "Inquiries into Teaching and Learning" class told us that if they strike, she will not cross the picket line, and we'll have class off-campus. She's an adjunct, and apparently adjuncts went on strike at NYU a few years ago, although I'm not sure if that has anything to do with her decision to move class.

Monday, October 31, 2005

Blaming Ilegal Immigrants

I got a hold of this survey that the Republican National Congressional Committee is sending out. It's awful and dehumanizing, and resorts to scare tactics (see words like "flood", "uncontrolled illegal immigration", etc). This is discouraging when some Republicans are currently sponsoring good bills that begin to deal with the problem, and I think it also shows that the vocal extremists will continue to define Republican policy in areas other than Supreme Court nominations. I hope this means that they will lose the votes of moderates and the business community, because the ideas put forth in this survey are ridiculous and will do nothing to solve the problems in our immigration system.

The mayoral debate

"Look, I'm not running to be the mayor of the fourth grade. I'm running to be the mayor of all the grades."

- Freddy Ferrer, in the debate with Bloomy last night. Apparently it was one of the only good jabs he had at Bloomy.

Bonus observation: Has anyone else noticed that both Bloomy and Freddy strikingly resemble woodland creatures?

Update:

Not signing up for SES

The NY Post reported on Saturday that more than 84 percent of poor students in NYC have not signed up for free SES tutoring. This number is astounding, but it doesn't really surprise me after what I've seen at my school. Even though the school has actually done a decent job of distributing materials and providing information sessions this year, I have talked to a number of parents that still have no idea what SES is (this probably occurs either because a lot of parents never visit the school, or because immigrant parents receive almost no information in their native language). So schools and the DOE have to do a better job of explaining SES, particularly to immigrant parents. Bloomy's new translation office is up and running, and it seems to be doing some good work, but it needs to get moving on big projects like this. For instance, the school provided a Spanish translator at the SES fair, but the DOE really should have had translators for several Asian languages.

The other problem with SES is that when parents do understand and come in to sign their kids up, they are immediately attacked by the for-profit company that has set up shop in and around the school. It's a confusing process anyway, and I think it is being made worse by the cutthroat competition among providers. The word may be getting out more because of the resources from the for-profit companies, but it's obviously not sinking in. Maybe all the providers should take a deep breath and remember that the kids really need the extra help with all the focus on testing. But parents have to be involved in the decision, not just hit up for their signature on the provider form, in order for the kids to get the help.

Integration Ideas

I have shared my ideas for integrating the Journal in my classes. Many of my colleagues and friends have shared with me interesting ways they use the Journal in other ways. Each of these different exercises shows the flexibility available with Journal integration. You can choose the integration method that works best with your teaching style, course structure and material, and grading issues.

Many instructors use the Weekly Reviews for class discussions, assignments, quizzes, or exams. I discussed the Weekly Reviews in greater detail in a recent blog post dated October 17. The Reviews are an excellent resource of discipline-specific articles with questions and projects specially prepared for your use. One of my colleagues requires written answers to Weekly review articles only a few times each semester. As a result, she can wait until a reviewed article is just right for her class.

One interesting idea suggested by a professor in Colorado is to have each student, or a group of students, follow a company throughout the semester. The students must track the company, as well as event related to the company and its competition. They must also follow the industry in general, and how the economy if affecting the industry. He grades this project in two ways. On any given day, he calls on several students or groups to give a short presentation on the status of the company. A report on the company is required to be submitted at the end of the semester.

You do not necessarily need to make a formal assignment to integrate the Journal into your courses. One of my colleagues is new to our faculty this semester. As a result, he did not think to assign the Journal. But because he has had professional positions in his industry for years, he reads the Journal regularly and finds it important to bring current events into class. When he finds interesting and pertinent article, he brings the paper to class. He has been pleasantly surprised that many of the students are reading the articles as well without assignment or grading in his class. Even without a formal vehicle, he and his students enjoy likely discussions about current issues related to his course topic. His professionalism and high expectations for the students are making a valuable contribution for his students.

There are many terrific ways to use the Journal in business courses. Next week I will have more ideas for integration of the Journal into your classes. If you have any interesting ideas or any questions, please contact me at WSJprofblog@hotmail.com.

Integration Ideas

I have shared my ideas for integrating the Journal in my classes. Many of my colleagues and friends have shared with me interesting ways they use the Journal in other ways. Each of these different exercises shows the flexibility available with Journal integration. You can choose the integration method that works best with your teaching style, course structure and material, and grading issues.

Many instructors use the Weekly Reviews for class discussions, assignments, quizzes, or exams. I discussed the Weekly Reviews in greater detail in a recent blog post dated October 17. The Reviews are an excellent resource of discipline-specific articles with questions and projects specially prepared for your use. One of my colleagues requires written answers to Weekly review articles only a few times each semester. As a result, she can wait until a reviewed article is just right for her class.

One interesting idea suggested by a professor in Colorado is to have each student, or a group of students, follow a company throughout the semester. The students must track the company, as well as event related to the company and its competition. They must also follow the industry in general, and how the economy if affecting the industry. He grades this project in two ways. On any given day, he calls on several students or groups to give a short presentation on the status of the company. A report on the company is required to be submitted at the end of the semester.

You do not necessarily need to make a formal assignment to integrate the Journal into your courses. One of my colleagues is new to our faculty this semester. As a result, he did not think to assign the Journal. But because he has had professional positions in his industry for years, he reads the Journal regularly and finds it important to bring current events into class. When he finds interesting and pertinent article, he brings the paper to class. He has been pleasantly surprised that many of the students are reading the articles as well without assignment or grading in his class. Even without a formal vehicle, he and his students enjoy likely discussions about current issues related to his course topic. His professionalism and high expectations for the students are making a valuable contribution for his students.

There are many terrific ways to use the Journal in business courses. Next week I will have more ideas for integration of the Journal into your classes. If you have any interesting ideas or any questions, please contact me at WSJprofblog@hotmail.com.

Integration Ideas

I have shared my ideas for integrating the Journal in my classes. Many of my colleagues and friends have shared with me interesting ways they use the Journal in other ways. Each of these different exercises shows the flexibility available with Journal integration. You can choose the integration method that works best with your teaching style, course structure and material, and grading issues.

Many instructors use the Weekly Reviews for class discussions, assignments, quizzes, or exams. I discussed the Weekly Reviews in greater detail in a recent blog post dated October 17. The Reviews are an excellent resource of discipline-specific articles with questions and projects specially prepared for your use. One of my colleagues requires written answers to Weekly review articles only a few times each semester. As a result, she can wait until a reviewed article is just right for her class.

One interesting idea suggested by a professor in Colorado is to have each student, or a group of students, follow a company throughout the semester. The students must track the company, as well as event related to the company and its competition. They must also follow the industry in general, and how the economy if affecting the industry. He grades this project in two ways. On any given day, he calls on several students or groups to give a short presentation on the status of the company. A report on the company is required to be submitted at the end of the semester.

You do not necessarily need to make a formal assignment to integrate the Journal into your courses. One of my colleagues is new to our faculty this semester. As a result, he did not think to assign the Journal. But because he has had professional positions in his industry for years, he reads the Journal regularly and finds it important to bring current events into class. When he finds interesting and pertinent article, he brings the paper to class. He has been pleasantly surprised that many of the students are reading the articles as well without assignment or grading in his class. Even without a formal vehicle, he and his students enjoy likely discussions about current issues related to his course topic. His professionalism and high expectations for the students are making a valuable contribution for his students.

There are many terrific ways to use the Journal in business courses. Next week I will have more ideas for integration of the Journal into your classes. If you have any interesting ideas or any questions, please contact me at WSJprofblog@hotmail.com.

Friday, October 28, 2005

Maple Syrup!

Last night, everywhere I went I smelled maple syrup. I thought someone had spilled some on the subway and I had sat in it, but I couldn't find the source.

Then, in today's New York Post, I read this:

STRONG WHIFF OF WORRY DOWNTOWN
By PHILIP MESSING

A peculiar and mysterious smell enveloped lower Manhattan for several hours last night, sparking dozens of 311 calls, authorities said.

Pedestrians around City Hall claimed there was an overpowering smell reminiscent of pancakes or maple syrup.

"A significant number of calls came in to the 311 system," said Jared Bernstein, a spokesman for the city's Office of Emergency Management. "We are taking it very seriously — in this day and age we take everything seriously."

Bernstein said city officials were working — with a variety of state and federal officials — to determine where the smell originated.


Update: Gothamist is on the case. (Check out all the comments!)

Wednesday, October 26, 2005

Ravitching and moaning

You would think I'd had enough of education historian Diane Ravitch in my social studies education classes (she usually plays the role of villain). But no! Ravitch opines today on religious freedom in the NY Post and on NY State tests/NAEP discrepancies in the NY Daily News.

Business AND goverment facing a crisis of confidence?

POLL SHOWS RISE IN NEGATIVE FEELINGS TOWARD GOVERNMENT, BUSINESS

The public's view of the government has eroded over the past year and its view of business corporations is now at the lowest level in two decades. The public's rating for the federal government has fallen from 59% favorable last year to 45% now, according to a poll by the Pew Research Center for the People & the Press. The favorable view of business corporations is also at 45%.

- Associated Press
Emphasis added. This is a big, big deal. Public confidence in business is waning (things like this don't help) AND public confidence in goverment is waning (things like this certainly don't help).

What does this mean? Organized labor may be due for a comeback ...

It's ........

Carnival time.

Halfway Through the Semester: Progress and Classroom Community

Now that midterms are completed and graded, I am taking a moment to reflect upon my students' progress. We should be seeing some of the fruits of your labor and patience at this point in the semester. Your students should be increasing in comfort, poise, and proficiency when discussing current events and seeing connections to the course material.

This semester has been a great one my classes. My classes, both graduate and undergraduate, have excelled in this real-life application to the course material. A couple of days ago, one of the students in my undergraduate accounting class selected an article about the price of gas, noting that supply is up and demand is down resulting in lower prices - clearly the classic supply/demand/price relationship he learned in economics. He then related to how it could impact financial statements and offered ripple effects of the changes in price, supply, and demand. Many students added observations from other related article they had read. How exciting that he and other students were able to see the relationship between what they are studying in economics and accounting. They are connecting a series of articles to see the evolution of a situation. They are successfully integrating course material between classes and applying the information in the analysis of an article!

Another recent exciting connection involved an article I used for the midterm exam in my business law and ethics class this semester. The article topic discussed specific instances of eminent domain conflicts. (Article) In yesterday’s class, a student brought to our attention that the developer featured in the article has written a letter to the editor. (Letter) We briefly discussed his comments, and in the process ‘closed the loop’ on the exam topic. We asked: Did his letter affect the analysis in exam answer? Why would he write that letter? It was a nice addition to the class.

The discussion is becoming very active and several of the more quiet students are jumping in to add comments. This exercise is building a classroom community. Students are gaining confidence in themselves and a comfort level in offering input. Many are already far more poised that when we began.

Halfway Through the Semester: Progress and Classroom Community

Now that midterms are completed and graded, I am taking a moment to reflect upon my students' progress. We should be seeing some of the fruits of your labor and patience at this point in the semester. Your students should be increasing in comfort, poise, and proficiency when discussing current events and seeing connections to the course material.

This semester has been a great one my classes. My classes, both graduate and undergraduate, have excelled in this real-life application to the course material. A couple of days ago, one of the students in my undergraduate accounting class selected an article about the price of gas, noting that supply is up and demand is down resulting in lower prices - clearly the classic supply/demand/price relationship he learned in economics. He then related to how it could impact financial statements and offered ripple effects of the changes in price, supply, and demand. Many students added observations from other related article they had read. How exciting that he and other students were able to see the relationship between what they are studying in economics and accounting. They are connecting a series of articles to see the evolution of a situation. They are successfully integrating course material between classes and applying the information in the analysis of an article!

Another recent exciting connection involved an article I used for the midterm exam in my business law and ethics class this semester. The article topic discussed specific instances of eminent domain conflicts. (Article) In yesterday’s class, a student brought to our attention that the developer featured in the article has written a letter to the editor. (Letter) We briefly discussed his comments, and in the process ‘closed the loop’ on the exam topic. We asked: Did his letter affect the analysis in exam answer? Why would he write that letter? It was a nice addition to the class.

The discussion is becoming very active and several of the more quiet students are jumping in to add comments. This exercise is building a classroom community. Students are gaining confidence in themselves and a comfort level in offering input. Many are already far more poised that when we began.

Halfway Through the Semester: Progress and Classroom Community

Now that midterms are completed and graded, I am taking a moment to reflect upon my students' progress. We should be seeing some of the fruits of your labor and patience at this point in the semester. Your students should be increasing in comfort, poise, and proficiency when discussing current events and seeing connections to the course material.

This semester has been a great one my classes. My classes, both graduate and undergraduate, have excelled in this real-life application to the course material. A couple of days ago, one of the students in my undergraduate accounting class selected an article about the price of gas, noting that supply is up and demand is down resulting in lower prices - clearly the classic supply/demand/price relationship he learned in economics. He then related to how it could impact financial statements and offered ripple effects of the changes in price, supply, and demand. Many students added observations from other related article they had read. How exciting that he and other students were able to see the relationship between what they are studying in economics and accounting. They are connecting a series of articles to see the evolution of a situation. They are successfully integrating course material between classes and applying the information in the analysis of an article!

Another recent exciting connection involved an article I used for the midterm exam in my business law and ethics class this semester. The article topic discussed specific instances of eminent domain conflicts. (Article) In yesterday’s class, a student brought to our attention that the developer featured in the article has written a letter to the editor. (Letter) We briefly discussed his comments, and in the process ‘closed the loop’ on the exam topic. We asked: Did his letter affect the analysis in exam answer? Why would he write that letter? It was a nice addition to the class.

The discussion is becoming very active and several of the more quiet students are jumping in to add comments. This exercise is building a classroom community. Students are gaining confidence in themselves and a comfort level in offering input. Many are already far more poised that when we began.

Tuesday, October 25, 2005

The School of Bloggers are on the map!

The education-related blogging map, that is. We thought it was pretty cool when we became a slithering reptile in the blogging ecosystem, and were also very excited to learn that we were the number 23 education-related blog in the world*, but making it onto This Week in Education's BlogMap** was truly memorable. Now, go put yourselves on the map!

*Out of 26
**Which we did by signing ourselves up here.

interesting charter development

"UFT willing to barter on charters." NY Daily News reports.

Friday, October 21, 2005

NYU Grad students to strike?

Dear NYU Student –

By now many of you are aware that the United Auto Workers is publicly discussing a job action involving graduate assistants (GAs) at NYU in the near future.

In our opinion, the Auto Workers union is embarking on a regrettable and unfortunate course: regrettable because it fails to respect the significance of your efforts to pursue your education, and unfortunate because such an action will not result in recognition of the UAW to represent our graduate assistants.

We understand that the possibility of a job action is the last thing you need at this point in the school year. We want to reassure you that the University will maintain your academic progress.

...

The United Auto Workers union has been publicly discussing the prospects of engaging in a job action for quite some time; accordingly, the University has been planning for this possibility. Regardless of whether or not some GAs strike, the University will remain open, and you should plan on attending your classes and participating in your regularly scheduled activities. We have been faculty members and administrators at NYU for decades, and we believe that our faculty colleagues, recognizing the professional responsibility that accompanies the trust you have placed in NYU to educate you, will hold classes, and ensure your academic progress.

If there is a disruption, you will promptly hear from your school’s dean, who will provide you with further information and give you contact information should you have any concerns or questions.

We cannot promise you there will be no disruptions, but we are working hard to ensure that they are minimal. We believe that a large majority of GAs will continue to fulfill their teaching responsibilities. The University and its deans, faculty, and administrators will do whatever is necessary to guarantee that your hard work this semester is not put at risk, that your academic program and course work will be completed, and that those of you who are scheduled to graduate will do so.

Sincerely,



John Sexton David McLaughlin
President Provost

Thursday, October 20, 2005

blame the immigrants!

It's bad enough that they're bringing perversion into New York City. Now they're responsible for flagging NAEP progress too!:
In an interview, Ms. Spellings called attention to the improvement in math by fourth graders. She said the less robust increases and outright declines in some reading scores were understandable in part, because the nations schools are assimilating huge numbers of immigrants.
"We have more non-native speakers, there are lots of so-called at-risk, hard-to-educate students, and in spite of that, steady progress is being made," she said. "We're on the right track with No Child Left Behind."
When the program isn't educating the "hard-to-educate" students, maybe you need to rethink the program.

Steven Sanders resigning

Education committee chairman and charter school roadblock-thrower Steven Sanders is leaving the legislature:

Longest Tenured Assembly Education Chairman Retires
BY MICHAEL GORMLEY -
Associated Press
October 20, 2005
URL:
http://www.nysun.com/article/21807

ALBANY, N.Y. - The state assembly education committee chairman, Steven Sanders, announced yesterday he will retire from the chamber after 28 years.

Mr. Sanders, a Manhattan Democrat, was the influential chairman of the committee for 11 years. He was the longest tenured chairman for that post.

Mr. Sanders, 54, said he is resigning effective January 1 for "personal and family considerations."

"My time in the state Assembly has been incredibly rewarding, and I thank Speaker Silver for his leadership and personal friendship," Mr. Sanders said yesterday. Mr. Sanders helped lead the state to historic increases in state school aid since 1995, exceeding the increased aid often proposed in Governor Pataki's executive budgets. Education has become the largest percentage of the budget, and more state funds are now directed to the neediest schools.

Monday, October 17, 2005

Principal Skinner speaks

Harry Shearer, voice of Principal Skinner on the Simpsons, discusses his favorite teachers in Edutopia.

(Be sure to scroll down to the end.)

Weekly Reviews

The Wall Street Journal Education Program offers many tools to support usage of the Journal in our classes. One great tool that the Journal offers to educators is the Weekly Reviews.

Reviews are written for 16 different disciplines, including: Accounting, Business Ethics, Business Law, Economics: Macro, Economics: Micro, Entrepreneurship, Finance, Health Care Business & Policy, Hotel Restaurant Travel Management, Information Technology, International Business, Introduction To Business, Journalism and Media, Management, Marketing, and Political Science.

Each review is sent to subscribers as an email on Friday mornings. It includes summaries of each article, a listing of topics covered, and several questions related to each article. Group or research projects are sometimes offered as additional questions for professors seeking more involved classroom experiences. The reviewer frequently includes a listing of supporting articles related to the main article.

The reviews serve well as a teacher's guide for class discussion. Subscribers to the weekly reviews are provided a list of questions from which to choose or you can adapt the questions to suit your class, topical coverage, and teaching styles. Some professors use the articles immediately for current event coverage, while others save the review for when they cover that particular topic in the course or as a source of exam materials. One of my colleagues distributes reviews to her students and requires that they answer the list of questions as a writing exercise. Many instructors use the reviews as test or quiz material.

You can sign up for the Weekly Review by clicking here. Sign up for the reviews that would interest you and might apply to your classes. They are sent 39 weeks per year, including some in the summer.

Do you use the Weekly Reviews? If you would like to share any ideas, please contact me at WSJProfBlog@hotmail.com.

Weekly Reviews

The Wall Street Journal Education Program offers many tools to support usage of the Journal in our classes. One great tool that the Journal offers to educators is the Weekly Reviews.

Reviews are written for 16 different disciplines, including: Accounting, Business Ethics, Business Law, Economics: Macro, Economics: Micro, Entrepreneurship, Finance, Health Care Business & Policy, Hotel Restaurant Travel Management, Information Technology, International Business, Introduction To Business, Journalism and Media, Management, Marketing, and Political Science.

Each review is sent to subscribers as an email on Friday mornings. It includes summaries of each article, a listing of topics covered, and several questions related to each article. Group or research projects are sometimes offered as additional questions for professors seeking more involved classroom experiences. The reviewer frequently includes a listing of supporting articles related to the main article.

The reviews serve well as a teacher's guide for class discussion. Subscribers to the weekly reviews are provided a list of questions from which to choose or you can adapt the questions to suit your class, topical coverage, and teaching styles. Some professors use the articles immediately for current event coverage, while others save the review for when they cover that particular topic in the course or as a source of exam materials. One of my colleagues distributes reviews to her students and requires that they answer the list of questions as a writing exercise. Many instructors use the reviews as test or quiz material.

You can sign up for the Weekly Review by clicking here. Sign up for the reviews that would interest you and might apply to your classes. They are sent 39 weeks per year, including some in the summer.

Do you use the Weekly Reviews? If you would like to share any ideas, please contact me at WSJProfBlog@hotmail.com.

Weekly Reviews

The Wall Street Journal Education Program offers many tools to support usage of the Journal in our classes. One great tool that the Journal offers to educators is the Weekly Reviews.

Reviews are written for 16 different disciplines, including: Accounting, Business Ethics, Business Law, Economics: Macro, Economics: Micro, Entrepreneurship, Finance, Health Care Business & Policy, Hotel Restaurant Travel Management, Information Technology, International Business, Introduction To Business, Journalism and Media, Management, Marketing, and Political Science.

Each review is sent to subscribers as an email on Friday mornings. It includes summaries of each article, a listing of topics covered, and several questions related to each article. Group or research projects are sometimes offered as additional questions for professors seeking more involved classroom experiences. The reviewer frequently includes a listing of supporting articles related to the main article.

The reviews serve well as a teacher's guide for class discussion. Subscribers to the weekly reviews are provided a list of questions from which to choose or you can adapt the questions to suit your class, topical coverage, and teaching styles. Some professors use the articles immediately for current event coverage, while others save the review for when they cover that particular topic in the course or as a source of exam materials. One of my colleagues distributes reviews to her students and requires that they answer the list of questions as a writing exercise. Many instructors use the reviews as test or quiz material.

You can sign up for the Weekly Review by clicking here. Sign up for the reviews that would interest you and might apply to your classes. They are sent 39 weeks per year, including some in the summer.

Do you use the Weekly Reviews? If you would like to share any ideas, please contact me at WSJProfBlog@hotmail.com.

In Case You Are Interested: Writing the Business Law Weekly Reviews

This is the approach I take when I write my reviews. While the professor writing for your discipline may take a slightly different approach, I think we all share the same goals and follow a similar path. I scour the week's worth of papers, looking for at least three good business law articles. My goal is to find articles that discuss current hot topics that would also add to the discussion in some area covered in business law classes. Sometimes I can find a long article detailing the history of a law, a current event, or an area of law. Other articles may be short but offer a great basis for discussion of an interesting point. My favorites are ones that offer an interesting story to engage the students.

I frequently print out 10 or more articles to narrow it down to the most appropriate ones. I write a summary of the article so that the professor can skim the summary and decide if he or she would like to read the entire article. It is much shorter than the article, but details the main points.

My strategy for writing questions loosely follows the theory of Blooms Taxonomy. The taxonomy includes six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. I try to structure my collection of questions so that it covers most or all of these levels. Some of my questions require only recall of the information offered in the article to see if the students read and understood it. Other questions reach to higher levels of learning, asking the student for the reasons behind the information offered in the article. Finally, I frequently write questions that push beyond the article and ask them to apply the information - lessons learned, ripple effects of the event described in the article. This range of questions help to test the degree of student understanding, as well as train students to think beyond just the facts offered. As a result, the article becomes a mini-case study.

In Case You Are Interested: Writing the Business Law Weekly Reviews

This is the approach I take when I write my reviews. While the professor writing for your discipline may take a slightly different approach, I think we all share the same goals and follow a similar path. I scour the week's worth of papers, looking for at least three good business law articles. My goal is to find articles that discuss current hot topics that would also add to the discussion in some area covered in business law classes. Sometimes I can find a long article detailing the history of a law, a current event, or an area of law. Other articles may be short but offer a great basis for discussion of an interesting point. My favorites are ones that offer an interesting story to engage the students.

I frequently print out 10 or more articles to narrow it down to the most appropriate ones. I write a summary of the article so that the professor can skim the summary and decide if he or she would like to read the entire article. It is much shorter than the article, but details the main points.

My strategy for writing questions loosely follows the theory of Blooms Taxonomy. The taxonomy includes six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. I try to structure my collection of questions so that it covers most or all of these levels. Some of my questions require only recall of the information offered in the article to see if the students read and understood it. Other questions reach to higher levels of learning, asking the student for the reasons behind the information offered in the article. Finally, I frequently write questions that push beyond the article and ask them to apply the information - lessons learned, ripple effects of the event described in the article. This range of questions help to test the degree of student understanding, as well as train students to think beyond just the facts offered. As a result, the article becomes a mini-case study.

In Case You Are Interested: Writing the Business Law Weekly Reviews

This is the approach I take when I write my reviews. While the professor writing for your discipline may take a slightly different approach, I think we all share the same goals and follow a similar path. I scour the week's worth of papers, looking for at least three good business law articles. My goal is to find articles that discuss current hot topics that would also add to the discussion in some area covered in business law classes. Sometimes I can find a long article detailing the history of a law, a current event, or an area of law. Other articles may be short but offer a great basis for discussion of an interesting point. My favorites are ones that offer an interesting story to engage the students.

I frequently print out 10 or more articles to narrow it down to the most appropriate ones. I write a summary of the article so that the professor can skim the summary and decide if he or she would like to read the entire article. It is much shorter than the article, but details the main points.

My strategy for writing questions loosely follows the theory of Blooms Taxonomy. The taxonomy includes six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. I try to structure my collection of questions so that it covers most or all of these levels. Some of my questions require only recall of the information offered in the article to see if the students read and understood it. Other questions reach to higher levels of learning, asking the student for the reasons behind the information offered in the article. Finally, I frequently write questions that push beyond the article and ask them to apply the information - lessons learned, ripple effects of the event described in the article. This range of questions help to test the degree of student understanding, as well as train students to think beyond just the facts offered. As a result, the article becomes a mini-case study.

Wednesday, October 12, 2005

SEKOLAH KEHIDUPAN (bag. 1)Oleh: Anis Matta(orang tua 4 siswa)Sumber KegembiraanMereka benar-benar hidup. Mereka masih terus berbincang dan bersenda gurau dalam perjalanan pulang ke rumah. Sehari penuh di sekolah seakan tidak melelahkan mereka. Atau mungkin - tepatnya - lelah tidak menghilangkan gairah mereka. Itu pemandangan sehari-hari dari keempat anak-anak saya dan ketiga temannya yang
SEKOLAH KEHIDUPAN (bag. 2)Oleh: Anis Matta(orang tua 4 siswa)Tradisi Ilmiah, Bukan Prestasi BelajarSekolah bukanlah lapangan pacuan kuda!!!Tapi ada sekolah yang dirancang sebagai lapangan pacuan kuda. Di sana anak-anak dipacu untuk mengetahui lebih banyak. Bukan untuk menjadi sesuatu yang lebih baik. Tapi untuk mengalahkan orang lain. Kemajuan belajar diukur dengan capaian angka-angka. Bukan

Superheroes in Brooklyn?

A friend in London sent me this wonderful article. Why haven't I been reading the Guardian's Education section all along?

The article describes 826 Valencia, a pirate shop in San Francisco that is a front for a mysterious drop-in tutoring center. There is one in Brooklyn too -- in my backyard all this time and I never knew about it! The storefront is, apparently, a superhero supply store, but education goes on within.

The creator of 826 Valencia, David Eggers, has taken on teacher pay as a cause. He wrote another piece for the Guardian on teacher pay in the U.S., and at the end of the article there's this table comparing the average salaries of teachers in the U.S. and England:


Comparative study
Starting salary for primary teacher
England: $28,608 USA: $30,339
Salary after 15 years for primary teacher
England: $41,807 USA: $ 43,999
Number of students per teacher primary
England: 20 USA: 15.5
Number of students per teacher secondary
England: 14.8 USA: 15.5
Contracted hours, full-time teacher primary
England: 1,265 USA: 1,353
Contracted hours, full-time teacher secondary
England: 1,265 USA: 1,371

Source: OECD Education at a Glance 2005. 2003 figures.
At first glance, U.S. teachers seem to be doing okay, at least comparatively. Their starting salaries are higher, and they have a smaller average class size in the early grades. But look at the number of contracted hours (even though it is safe to assume that teachers in both countries are working far more than that).

Bottom line is that in neither country are teachers paid what they should be. In Japan, average teacher salary is about $52,500 a year.

Anyway, if you haven't already, spend some time with the Guardian. There's just loads of stuff, from basic skills to the naked chef.