Thursday, July 31, 2008

School of Bolivia

Hello from La Paz, the world's highest capital. The School of Bloggers have been in Cochabamba, Bolivia for a couple of weeks (following two weeks in and around Guadalajara, Mexico, where Chris's sister got married), and are now in La Paz for a little bit of business and mostly pleasure.

Now on to the interesting stuff: Bolivia has been in a familiar state of discontent recently in the weeks leading up to a referendum on the country's first indigenous president, Evo Morales. In the past week or so there have been a lot of road blocks, protests, and strikes over the pension system.

In the Cochabamba department, the urban and rural teachers' unions have been on strike for about a week now. All of the strike days will be made up at the end of the school year, like snow days, but that hasn't prevented government officials from making nasty statements that sound all too familiar. A representative from the Department of Education said something the other day like, "We ask that the teachers have a little more respect for their students."

Hmm. Just like in the U.S., if teachers think about their own livelihoods, they are being selfish.

Anyway, we are having a great time, and I will post another update when I can.

Wednesday, July 30, 2008

What Education Book Do You Want Obama to Read?

Picking up a meme from progressivehistorians.com:

What one book on education do you think Obama should read?

Kozol's Savage Inequalities is an easy out, but probably doesn't get at what I'd really like him to know that he doesn't already know.

Consider readability, clarity of the argument made, etc. He's not a scholar, he's a busy candidate (or, likely, president). Please explain why you arrived at this choice. Entries will be judged by the coherence of their justifications :).

I have to think about this myself.

What Education Book Do You Want Obama to Read?

Picking up a meme from progressivehistorians.com:

What one book on education do you think Obama should read?

Kozol's Savage Inequalities is an easy out, but probably doesn't get at what I'd really like him to know that he doesn't already know.

Consider readability, clarity of the argument made, etc. He's not a scholar, he's a busy candidate (or, likely, president). Please explain why you arrived at this choice. Entries will be judged by the coherence of their justifications :).

I have to think about this myself.

Unplugged

The Education Optimists will be taking a well-deserved respite from blogging during the first part of August. We hope you enjoy our prior posts and look forward to sharing ideas with you again soon!

Tuesday, July 29, 2008

Get Your Carnival Entries Submitted!

Entries for the 182nd edition of The Carnival Of Education (Hosted this week over at The Chancellor's New Clothes.) are due. Please email them to: learnersinherit [at] gmail [dot] com . (Or, easier yet, use this handy submission form.) Submissions should be received no later than 6:00 PM (Eastern) 3:00 PM (Pacific) Today. Contributions should include your site's name, the title of the post, and

Monday, July 28, 2008

The Purpose of Small Schools

This is cross-posted from Bridging Differences with the explicit permission of Deborah Meier. That is a site worth monitoring. And I thought this might be of interest. - tk

Dear Diane,


A lot of questions. I’d love to know more about your answers, too. But part of the problem is that there are lots of different things called charters—even the charter laws differ dramatically in different states and the schools even more so. Not all are small, and many are no more, and sometimes maybe less, self-governing than the average regular public school. Vouchers are, of course, a straightforward proposal to get out of the public school business—except maybe for the left-overs.


The Edison schools (now moving into online learning) have been as large as any public school. In fact, most charter school students in Massachusetts attend large schools, although the average charter is modest in size. Many of the “chains” are even more “standardized” than KIPP. You sent me a piece, recently Diane, about IKEA schools—in of all places, Sweden!—whose leader boasts: "We do not mind being compared to McDonald's. If we're religious about anything, it's standardization. We tell our teachers it is more important to do things the same way than to do them well." A colleague and pro-KIPP’er friend acknowledged that their kids sometimes have difficulty in high schools that expect kids to be more independent, speak up, write well, and be intellectual explorers. He hoped they’d learn from this. But deciding to go into the high school business may just be postponing the bad news. (See Mike Rose’s brilliant "Lives On the Boundary" about just this subject.)


A side note on test scores: dramatic system-wide improvements in test scores, like New York state’s and D.C.'s, would have sent up a red flag in the days of psychometric standards when such results were a sign of poor tests or cheating. One of the odd qualities of the current mania for testing is that we have no standards for standardized tests.


But back to small schools. The purpose of smallness—that kids and faculty and families are better known to each other—is generally irrelevant in many of the new “small learning communities” and in most of the chains that profess smallness. Irrelevant, that is, for the purposes we had in mind. The reason for the large “dinner table” conversation that small schools (and smaller classes) allow for is precisely in order to make difficult decisions together, to weigh trade-offs, to look across age spans at unexpected side effects (or no effects at all, e.g. “successfully teaching fractions” starting at scratch year after year). Kids have always created their own form of smallness (cliques, gangs, groupings), so have adults! What we wanted was smallness on behalf of educational decision-making close to the ground.


Knowing kids better is not simply to help kids “feel good” (which is definitely a positive), but so that we can over time better understand their interests, styles, passions, “ways of thinking”—and our own. It matters only if we—school and family—are in control of how we can respond to what we learn. It’s a laboratory, in effect, for democracy. It’s not intended to turn teachers into social workers (although hopefully there are social workers that the kids can see) but into wiser intellectual leaders. Fewer and fewer kids take for granted any more that they live within something they can call “a community”—a living culture held together by common bonds as well as common norms for dealing with differences. Democracy is one kind of community, and a very complex kind. When our lives depend on democracy many of its citizens have only the faintest notion about how to think, much less operate, within it. Often enough, they abandon it at precisely such moments as a frill we cannot afford.


When we tease local school boards, or local decision-making in general, for stupidity, we are acknowledging that we have created a society in which very few people “think like” democrats, seeing the importance of connecting their knowledge to their arguments, taking the opinions of others into account, and on and on and on. Once every four years we deride “elitism” but in between we operate with elitist assumptions about the way “ordinary people” think. That’s the most telling indictment of our schools, not their scores on tests.


Yes, representative democracy is essential when the numbers prevent direct democracy, so we must learn equally how to operate within such a system. But each school needs to develop its own set of trade-offs between the two, which was a central argument of the NYC Network project. I think the Boston pilots come close to representing a helpful model that has captured the strengths of charters, but has remained true to our commitment to public’ness. I’m hoping the L.A. model follows in that path.


But, remember, what you and I have hoped for in public schooling has always been aspirational. As you have noted in your books, it has had a rocky and uneven history. Many were excluded. Nor have we ever depended on them as much as we do today given all the other publics kids were once exposed to in their growing years. Today, the young experience the adult world, if at all, through a variety of media, via pre-programmed, often solo games. They require very little negotiation amongst peers, and the ends are pure amusement—to induce the state of wanting “more, more”. (I’m sure there are some skills that are honed, some knowledge taken in—I’m an acknowledged novice at kids’ electronic games.)


Small schools are an attempt to re-create, intentionally, the best of the family dinner table, the town meeting, the public square, the legislative process, the team, and the academy of thinkers—with as much of the diversity of the larger community as we can corral all in one manageable place.


You asked many other questions; particularly about the reason so many hedge fund managers (etc.) want to start schools. Money and the pleasure of control is my short answer. The longer answer is that they really are “believers”. Note the rest of that piece, where IKEA’s spokesman broadens his McDonald’s analogy. What works for hotels and airlines, he says, is what’s best for schools.


But this is more than enough for starters.


Deb

The Purpose of Small Schools

This is cross-posted from Bridging Differences with the explicit permission of Deborah Meier. That is a site worth monitoring. And I thought this might be of interest. - tk

Dear Diane,


A lot of questions. I’d love to know more about your answers, too. But part of the problem is that there are lots of different things called charters—even the charter laws differ dramatically in different states and the schools even more so. Not all are small, and many are no more, and sometimes maybe less, self-governing than the average regular public school. Vouchers are, of course, a straightforward proposal to get out of the public school business—except maybe for the left-overs.


The Edison schools (now moving into online learning) have been as large as any public school. In fact, most charter school students in Massachusetts attend large schools, although the average charter is modest in size. Many of the “chains” are even more “standardized” than KIPP. You sent me a piece, recently Diane, about IKEA schools—in of all places, Sweden!—whose leader boasts: "We do not mind being compared to McDonald's. If we're religious about anything, it's standardization. We tell our teachers it is more important to do things the same way than to do them well." A colleague and pro-KIPP’er friend acknowledged that their kids sometimes have difficulty in high schools that expect kids to be more independent, speak up, write well, and be intellectual explorers. He hoped they’d learn from this. But deciding to go into the high school business may just be postponing the bad news. (See Mike Rose’s brilliant "Lives On the Boundary" about just this subject.)


A side note on test scores: dramatic system-wide improvements in test scores, like New York state’s and D.C.'s, would have sent up a red flag in the days of psychometric standards when such results were a sign of poor tests or cheating. One of the odd qualities of the current mania for testing is that we have no standards for standardized tests.


But back to small schools. The purpose of smallness—that kids and faculty and families are better known to each other—is generally irrelevant in many of the new “small learning communities” and in most of the chains that profess smallness. Irrelevant, that is, for the purposes we had in mind. The reason for the large “dinner table” conversation that small schools (and smaller classes) allow for is precisely in order to make difficult decisions together, to weigh trade-offs, to look across age spans at unexpected side effects (or no effects at all, e.g. “successfully teaching fractions” starting at scratch year after year). Kids have always created their own form of smallness (cliques, gangs, groupings), so have adults! What we wanted was smallness on behalf of educational decision-making close to the ground.


Knowing kids better is not simply to help kids “feel good” (which is definitely a positive), but so that we can over time better understand their interests, styles, passions, “ways of thinking”—and our own. It matters only if we—school and family—are in control of how we can respond to what we learn. It’s a laboratory, in effect, for democracy. It’s not intended to turn teachers into social workers (although hopefully there are social workers that the kids can see) but into wiser intellectual leaders. Fewer and fewer kids take for granted any more that they live within something they can call “a community”—a living culture held together by common bonds as well as common norms for dealing with differences. Democracy is one kind of community, and a very complex kind. When our lives depend on democracy many of its citizens have only the faintest notion about how to think, much less operate, within it. Often enough, they abandon it at precisely such moments as a frill we cannot afford.


When we tease local school boards, or local decision-making in general, for stupidity, we are acknowledging that we have created a society in which very few people “think like” democrats, seeing the importance of connecting their knowledge to their arguments, taking the opinions of others into account, and on and on and on. Once every four years we deride “elitism” but in between we operate with elitist assumptions about the way “ordinary people” think. That’s the most telling indictment of our schools, not their scores on tests.


Yes, representative democracy is essential when the numbers prevent direct democracy, so we must learn equally how to operate within such a system. But each school needs to develop its own set of trade-offs between the two, which was a central argument of the NYC Network project. I think the Boston pilots come close to representing a helpful model that has captured the strengths of charters, but has remained true to our commitment to public’ness. I’m hoping the L.A. model follows in that path.


But, remember, what you and I have hoped for in public schooling has always been aspirational. As you have noted in your books, it has had a rocky and uneven history. Many were excluded. Nor have we ever depended on them as much as we do today given all the other publics kids were once exposed to in their growing years. Today, the young experience the adult world, if at all, through a variety of media, via pre-programmed, often solo games. They require very little negotiation amongst peers, and the ends are pure amusement—to induce the state of wanting “more, more”. (I’m sure there are some skills that are honed, some knowledge taken in—I’m an acknowledged novice at kids’ electronic games.)


Small schools are an attempt to re-create, intentionally, the best of the family dinner table, the town meeting, the public square, the legislative process, the team, and the academy of thinkers—with as much of the diversity of the larger community as we can corral all in one manageable place.


You asked many other questions; particularly about the reason so many hedge fund managers (etc.) want to start schools. Money and the pleasure of control is my short answer. The longer answer is that they really are “believers”. Note the rest of that piece, where IKEA’s spokesman broadens his McDonald’s analogy. What works for hotels and airlines, he says, is what’s best for schools.


But this is more than enough for starters.


Deb

Sunday, July 27, 2008

Best IMO performance for Malaysia

Got an email from Shien Jin, a former International Math Olympiad (IMO) representative, about Malaysia's best performance at the IMO this year (2008). We ranked 55 out of 93 countries and for the first time, one of our competitors, Loke Zhi Kin, obtained a silver medal for Malaysia. Indeed, his score of 24 beat out the top scores for the Singapore team, even though the Singaporean team as a whole still beat us (ranked 32 versus 55). And for the first time, 5 out of 6 competitors from Malaysia received at least an honorable mention.

The full history of the IMO competition can be accessed here.

Malaysia's history in the IMO has not been a good one. Our best ranking before this year was 59 out of 83 in 2001. In the first year which Malaysia was in the competition, 1995, we ranked 72 out of 73. Last year, in 2007, we ranked 74 out of 93. We jumped almost 20 ranking positions from 74 to 55 this year.

The first time Malaysia won a bronze medal was in 2000, when Shien Jin (who went to MIT for his undergrad and Harvard for his PhD) and Suhaimi Ramly (who went to MIT). They would have gotten a higher ranking for Malaysia if Malaysia had sent more than 3 competitors (lack of funding, I was told).

Suhaimi was the 'observer' for the Malaysian team this year, meaning that he was the trainer for the team. And with Suhaimi, who's also the executive director of Aidan Corp and a co-founder of Ardent Education Consultants, in charge of training future teams, I'm sure that this is a sign of better things to come for the Malaysian IMO team.

A cursory look at the IMO historical results makes for interesting reading. Some of the usual suspects dominate the competition - China, Russia, USA. Japan, South Korea and Taiwan do well as well as do some of the former Eastern European countries - Bulgaria, Poland, Romania and Hungary.

But I was surprised to see Thailand ranked 6 and Vietnam ranked 12 this year. Iran is also a powerhouse in the IMO competition!

In addition, the Nordic countries, who do well on most other indicators (HDI, competitiveness, education standards) perform so so only. India also does not do as well as one might imagine, with all that brainpower.

My sense is that countries who do well in this competition probably have 2 common practices. Firstly, they probably have a fairly open competitive process to select the participants. This is to ensure that the net is cast wide enough such that the best competitors are selected. Secondly, they probably have a fairly well developed training regiment where the skills of these participants are honed.

I'm guessing that China probably throws tons of resources at the selection and training of these candidates much like how their gymnasts and other athletic prodigies are selected and trained.

Obviously, it would be unrealistic for us to compete against the Chinese, let's say. (5 gold medals and 1 silver!) But Suhaimi tells me that a goal of achieve 100 total points for 6 competitors is realistic. This would put Malaysia at around the 30th position, on par with what Singapore achieved this year (98 points, 32nd position). I feel pretty good about our chances with someone like Suhaimi in charge.

Games and social foundations classes?

I've been pondering how to engage students in an asynchronous class this fall, and I'm going to take a turn trying a game (that I've audaciously named Strata because, well, it starts out with a straightforward stratification focus). I may well fall flat on my face, but there's a deeper question: what are the possibilities for using games or simulations in social foundations classes? My interest here is in generating discussion about the game (and the meta-gameplay I'll plan for partway through the semester), but there are other purposes that could be served by such activities. We create a simulated case for our multi-section undergrad social foundations class, and both my colleagues and I have run one- or two-class simulations.

But those are in my limited experience. If you've taught social foundations, have you used simulations or games, and in what structures?

Games and social foundations classes?

I've been pondering how to engage students in an asynchronous class this fall, and I'm going to take a turn trying a game (that I've audaciously named Strata because, well, it starts out with a straightforward stratification focus). I may well fall flat on my face, but there's a deeper question: what are the possibilities for using games or simulations in social foundations classes? My interest here is in generating discussion about the game (and the meta-gameplay I'll plan for partway through the semester), but there are other purposes that could be served by such activities. We create a simulated case for our multi-section undergrad social foundations class, and both my colleagues and I have run one- or two-class simulations.

But those are in my limited experience. If you've taught social foundations, have you used simulations or games, and in what structures?

"Illusory" Test Score Gains

Here is a neat little story from today's Washington Post that puts my recent post about Maryland test scores into some context.
Recent reports from the Thomas B. Fordham Institute and [Bruce] Fuller's group, Policy Analysis for California Education, have concluded that most recent gains on state tests are illusory, reflecting better test-taking skills or lower standards rather than increased knowledge. Another study, from the Center on Education Policy, concluded that the gains seemed genuine but did not necessarily reflect greater learning.

Saturday, July 26, 2008

IEJME, July 2008

IEJME, July 2008

TMME monograph

The Montana Mathematics Enthusiast and editor Bharath Sriraman has released a new monograph. This time it is about Creativity, Giftedness, and Talent Development in Mathematics. Here is a copy of the web presentation of the monograph:
Our innovative spirit and creativity lies beneath the comforts and security of today's technologically evolved society. Scientists, inventors, investors, artists and leaders play a vital role in the advancement and transmission of knowledge. Mathematics, in particular, plays a central role in numerous professions and has historically served as the gatekeeper to numerous other areas of study, particularly the hard sciences, engineering and business. Mathematics is also a major component in standardized tests in the U.S., and in university entrance exams in numerous parts of world.

Creativity and imagination is often evident when young children begin to develop numeric and spatial concepts, and explore mathematical tasks that capture their interest. Creativity is also an essential ingredient in the work of professional mathematicians. Yet, the bulk of mathematical thinking encouraged in the institutionalized setting of schools is focused on rote learning, memorization, and the mastery of numerous skills to solve specific problems prescribed by the curricula or aimed at standardized testing. Given the lack of research based perspectives on talent development in mathematics education, this monograph is specifically focused on contributions towards the constructs of creativity and giftedness in mathematics. This monograph presents new perspectives for talent development in the mathematics classroom and gives insights into the psychology of creativity and giftedness. The book is aimed at classroom teachers, coordinators of gifted programs, math contest coaches, graduate students and researchers interested in creativity, giftedness, and talent development in mathematics.

TMME monograph

The Montana Mathematics Enthusiast and editor Bharath Sriraman has released a new monograph. This time it is about Creativity, Giftedness, and Talent Development in Mathematics. Here is a copy of the web presentation of the monograph:
Our innovative spirit and creativity lies beneath the comforts and security of today's technologically evolved society. Scientists, inventors, investors, artists and leaders play a vital role in the advancement and transmission of knowledge. Mathematics, in particular, plays a central role in numerous professions and has historically served as the gatekeeper to numerous other areas of study, particularly the hard sciences, engineering and business. Mathematics is also a major component in standardized tests in the U.S., and in university entrance exams in numerous parts of world.

Creativity and imagination is often evident when young children begin to develop numeric and spatial concepts, and explore mathematical tasks that capture their interest. Creativity is also an essential ingredient in the work of professional mathematicians. Yet, the bulk of mathematical thinking encouraged in the institutionalized setting of schools is focused on rote learning, memorization, and the mastery of numerous skills to solve specific problems prescribed by the curricula or aimed at standardized testing. Given the lack of research based perspectives on talent development in mathematics education, this monograph is specifically focused on contributions towards the constructs of creativity and giftedness in mathematics. This monograph presents new perspectives for talent development in the mathematics classroom and gives insights into the psychology of creativity and giftedness. The book is aimed at classroom teachers, coordinators of gifted programs, math contest coaches, graduate students and researchers interested in creativity, giftedness, and talent development in mathematics.

How to stay up to date during the summer holidays

In Norway, we are now in the middle of our summer holidays, and I too have some lazy days with my family. Because of this, I don't have the opportunity to keep this blog as frequently updated as I normally do. If you want to keep more up to date the last week of my holidays, you should check out this automatically updated site of all the journals I follow!

How to stay up to date during the summer holidays

In Norway, we are now in the middle of our summer holidays, and I too have some lazy days with my family. Because of this, I don't have the opportunity to keep this blog as frequently updated as I normally do. If you want to keep more up to date the last week of my holidays, you should check out this automatically updated site of all the journals I follow!

Limits of a sequence

Kyeong Hah Roh has written an article that was recently published online in Educational Studies in Mathematics. The article is entitled Students’ images and their understanding of definitions of the limit of a sequence, and here is the abstract:
There are many studies on the role of images in understanding the concept of limit. However, relatively few studies have been conducted on how students’ understanding of the rigorous definition of limit is influenced by the images of limit that the students have constructed through their previous learning. This study explored how calculus students’ images of the limit of a sequence influence their understanding of definitions of the limit of a sequence. In a series of task-based interviews, students evaluated the propriety of statements describing the convergence of sequences through a specially designed hands-on activity, called the É›–strip activity. This paper illustrates how these students’ understanding of definitions of the limit of a sequence was influenced by their images of limits as asymptotes, cluster points, or true limit points. The implications of this study for teaching and learning the concept of limit, as well as on research in mathematics education, are also discussed.

Limits of a sequence

Kyeong Hah Roh has written an article that was recently published online in Educational Studies in Mathematics. The article is entitled Students’ images and their understanding of definitions of the limit of a sequence, and here is the abstract:
There are many studies on the role of images in understanding the concept of limit. However, relatively few studies have been conducted on how students’ understanding of the rigorous definition of limit is influenced by the images of limit that the students have constructed through their previous learning. This study explored how calculus students’ images of the limit of a sequence influence their understanding of definitions of the limit of a sequence. In a series of task-based interviews, students evaluated the propriety of statements describing the convergence of sequences through a specially designed hands-on activity, called the É›–strip activity. This paper illustrates how these students’ understanding of definitions of the limit of a sequence was influenced by their images of limits as asymptotes, cluster points, or true limit points. The implications of this study for teaching and learning the concept of limit, as well as on research in mathematics education, are also discussed.

Friday, July 25, 2008

Vocational and Technical Training

Vocational and technical training doesn't get much airplay on this blog. Probably because neither Tony or myself are familiar with how it works in Malaysia. But it is an important component of the education system.

The Star reported that the MOE was in the process of revamping its vocational and technical training programs. It didn't exactly say how it would be revamped or what was wrong with it now.

I say that vocational and technical education is important because not everyone should be expected to take the path of going to a university and getting a university degree. Some people prefer to take a non-academic path because this is where their passion and interests lies. As such, having a good vocational and technical training and education program is important to ensure that students who are inclined towards these sectors have a respectable channel to pursue skills in this area.

In Germany, for example, apprenticing with a mentor in a 'skills' industry is a perfectly respectable career choice. One of my favorite American comics, Jay Leno, sponsors a scholarship for auto-mechanics to McPherson college and he's mentioned on his show that many of these graduates make good money - more than $100,000 a year (which is about what recent MBA graduates earn).

In Malaysia, I don't think there are such channels. Making the pursuit of these skills (being a mechanic, electrician, plumber, carpenter, etc...) more respectable is one of the ways to reduce school dropout rates and to increase the skills and earning power of those who do not lean towards the academic arena.

Since this area is more or less a black hole for me, I was wondering if any of our readers who know more about this can write a post enlightening us on the state of vocational and technical training in Malaysia?

JPA doctors don't want to come back

Yet another example of how JPA scholars are blatantly flouting their bonds. The Star reported that '236 medical graduates studying overseas under Public Service Department scholarships refused to return home to work.'

Thursday, July 24, 2008

DC Pay Update

Today's Washington Post reports on the new teacher compensation proposal put forth by Washington, DC Schools Chancellor Michelle Rhee.

D.C. teachers interested in the huge salary increases proposed by Schools Chancellor Michelle A. Rhee would not only have to relinquish their seniority but also risk dismissal by spending a year on probation, according to details of the plan released yesterday.

The tradeoff, part of one of two salary scenarios under discussion, could earn an instructor with five years of experience as much as $100,000 in base pay and bonuses. The structure would put the city's teachers in an elite class in a profession in which the national average salary is $47,600, according to the most recent survey conducted by the American Federation of Teachers.

D.C. school officials said the leaps in pay would be subsidized partly by private foundations.

See background blog posts here and here.

Wednesday, July 23, 2008

The Carnival Of Education: Week 181

Welcome to the midway of the 181st edition of The Carnival of Education!Here's the very latest roundup of entries from around the EduSphere. Unless clearly labeled otherwise, all entries this week were submitted by the writers themselves.Folks interested in hosting a future edition of the C.O.E. should please let us know via this email address: owlshome [at] earthlink [dot] net.Thanks to everyone

Musical Elective of the Week

The Musical Elective of the Week is Lucinda Williams.

Lucinda Williams, 55, a Louisiana native, is a little bit country, a little bit folk, a little bit rock 'n' roll ... and then some. She is a premier songwriting talent and brings more musicianship to the stage and the recording studio in her right hand then many artists bring in their entire beings. She has won three Grammy awards in the course of her career and earned 7 more nominations.

Lucinda has been recording for 30 years. She released a couple of traditional country albums in 1979 (Ramblin') and 1980 (Happy Woman Blues), but it was her self-titled album (Lucinda Williams) in 1988 that began to earn her some notice. It included the single "Passionate Kisses" (which earned Lucinda a songwriting Grammy in 1994 for her song performed by Mary Chapin-Carpenter).

1998's Car Wheels On A Gravel Road is the album that brought Lucinda into the mainstream. It included the singles "Can't Let Go" and "Still I Long For Your Kiss" as well as the title track, "Right In Time," "Joy," "Concrete and Barbed Wire" and an ode to her hometown "Lake Charles." Car Wheels includes guest appearances by Steve Earle and Emmylou Harris. It received a Grammy for Best Contemporary Folk Album, and is listed (#304) among Rolling Stone magazine's 500 Greatest Albums of All Time.

Lucinda's other albums include: Sweet Old World (1992), Essence (2001), World Without Tears (2003), Live @ The Fillmore (2005) and West (2007). Lucinda Williams plans to release the 8th studio album of her career on September 16, 2008. It will be entitled Little Honey.

Quite admittedly, Sara turned me onto Lucinda's catalog back 5 years ago. My prior experience with her music was largely hearing tracks off of her Car Wheels album on an album-friendly radio station -- WNCS/The Point in Vermont. Not a bad way to spend the car ride from Burlington to Montpelier and back.

I've seen this award-winning talent in concert twice over the last several years and she rocks! I count both those shows -- at Milwaukee's Summerfest and at Madison's Barrymore Theatre -- among the best live shows I've ever seen (right up there with just about any Crowded House concert (especially during the Paul Hester years) and Midnight Oil's last 9:30 Club show in Washington, DC).

Lucinda seems to tour constantly. 2008 is no exception. She's currently completing a tour in support of John Mellencamp, and she's playing up and down the West Coast in August and September. Check out her tour schedule.

If you want to learn more about Lucinda Williams, please visit her web site.
Flirt with me don't keep hurtin' me
Don't cause me pain

Be my lover don't play no game

Just play me John Coltraine
--"Righteously," from World Without Tears (2003)

-----------------------------------------------------------------------------------------------

Extra Credit--Past Musical Electives of the Week:
Great Big Sea
Griffin House
Dave Carter & Tracy Grammer
Neil Finn
Ray LaMontagne
Stuart Stotts
Dan Wilson
Kathleen Edwards

Tuesday, July 22, 2008

Free Research!

Check out this story from Education Week. Stanford University's School of Education says that it will make all of its academic research available free of charge.
Faculty members at Stanford University’s school of education have voted to make scholarly articles available to the public for free, a policy change that the university says makes Stanford’s education school the first such school in the nation to join the growing “open access” movement in academia.
This is a welcome development. Of course, policymakers will continue to need skilled interpreters and brokers to figure out what -- especially quantitative -- research actually says (and doesn't say) and how it is relevant to the challenges and contexts in which they work.

What are the financial costs of such a policy? And who bears them? Will other institutions -- both public and private -- follow in Stanford's footsteps?

New Teaching Blog

The National Commission on Teaching and America's Future (NCTAF) just announced a new blog -- the NCTAF Learning Network.

Hmmm ... not exactly an inspiring name for a blog, but NCTAF does some good work around learning communities, teaching practice, and teaching standards. It's worth keeping an eye on. For now, there is some work to do on the formatting of the blog and there's really no content up yet either.

In related news, NCTAF recently held its annual symposium in Washington, DC. Fun was had by all.

For those of you hellbent on instant gratification with respect to teaching, check out these blogs:
What are some other good teaching-related blogs out there?

OOo /me coming - first cws nearing completion -- yo!

Finally, we (/me and ericb2) seem to have finished first part of wae4binfilter01 (fixing warnings in binfilter module) and we are searching for developer to review our changes. It has been wonderful experience working with ericb2 and other devs at edu and dev channel :) Now is time for issue 972 and ctors initializations.

It is great fun learning while contributing here with OOo ;-)

OOo /me coming - first cws nearing completion -- yo!

Finally, we (/me and ericb2) seem to have finished first part of wae4binfilter01 (fixing warnings in binfilter module) and we are searching for developer to review our changes. It has been wonderful experience working with ericb2 and other devs at edu and dev channel :) Now is time for issue 972 and ctors initializations.

It is great fun learning while contributing here with OOo ;-)

OOo /me coming - first cws nearing completion -- yo!

Finally, we (/me and ericb2) seem to have finished first part of wae4binfilter01 (fixing warnings in binfilter module) and we are searching for developer to review our changes. It has been wonderful experience working with ericb2 and other devs at edu and dev channel :) Now is time for issue 972 and ctors initializations.

It is great fun learning while contributing here with OOo ;-)

Monday, July 21, 2008

Praise Jesus (in Public Schools)

As reported in the Houston Chronicle, the Texas State Legislature passed and the Texas State Board of Education approved an elective high school Bible course with no standards because they might be "too difficult to write". Critics say the law is headed for the courts.
"I predict we're headed for a constitutional train wreck," said Mark Chancey, chairman of the religious studies department at Southern Methodist University. "The people who suffer will be the educators and the students, and the people who will foot the bill will be us the taxpayers."

Public school Bible classes can be wonderfully enriching, he said, but teachers need resources and specific guidelines.

"Instead, the state board of education is sending them into a minefield without a map," Chancey said.

Here's what the Austin American-Statesman had to say.

-----------------------------------------------

Moving east .... Not to be outdone, last month the Louisiana State Legislature and Governor Bobby Jindal approved a law that suggests that evolution is open to debate. It encourages students to "analyze," "critique," and "review" scientific topics including evolution and global warming and instructs the State Board of Education to "allow and assist" (aid and abet?) teachers who want to question such science through "supplemental materials". The bill was supported by the pro-intelligent design Discovery Institute.

The New York Times editorialized about this law last month.

The new bill doesn’t mention either creationism or its close cousin, intelligent design. It explicitly disavows any intent to promote a religious doctrine. It doesn’t try to ban Darwin from the classroom or order schools to do anything. It simply requires the state board of education, if asked by local school districts, to help create an environment that promotes “critical thinking” and “objective discussion” about not only evolution and the origins of life but also about global warming and human cloning, two other bêtes noires of the right. Teachers would be required to teach the standard textbook but could use supplementary materials to critique it.

That may seem harmless. But it would have the pernicious effect of implying that evolution is only weakly supported and that there are valid competing scientific theories when there are not. In school districts foolish enough to head down this path, the students will likely emerge with a shakier understanding of science.

Ed Week's Curriculum Matters blog provides additional background.

-----------------------

I'm not sure what's worse, unstructured Bible classes funded by taxpayer dollars or a clever approach to undermining scientific principles in the classroom. What a choice.

Sunday, July 20, 2008

Student Achievement in Maryland

In Maryland, the glass is half full ... or is it half empty?
From 2007 to 2008, the share of students statewide who were judged proficient or better rose six percentage points in reading and four points in math, to 82 percent and 76 percent, respectively, on the Maryland School Assessments.
But
State reading and math tests taken by Maryland students were shortened and tweaked this year, leading some critics to question whether the shifts contributed to surprisingly strong gains in achievement.
Is this uptick in student achievement in Maryland legit? Or is this another example of a state gaming the system [see here and here] when it comes to NCLB's adequate yearly progress requirements?

Ed Week's David Hoff provides a nice summary of the trickery employed by states in this blog post from November 2007.

--------------

ADDED: Read Eduwonk's take on this.

Meritocracy examined

Just wanted to point our readers to an insightful analysis done by 'unwanted citizen', someone who's clearly in the know about the medical faculty and intake at University Malaya (UM). My conclusion from his analysis is this - there has been a more transparent implementation of meritocracy, meaning that those students who perform well in STPM AND Matriculation, are getting into the medical program at UM. The clear losers from this are the bumiputeras from Sabah and Sarawak.

Saturday, July 19, 2008

Key Thinkers Lost to Education?

An article in the Chronicle of Higher Education explores how key scholars from a range of fields have been essentially written out of their history:
How is it that Freud is not taught in psychology departments, Marx is not taught in economics, and Hegel is hardly taught in philosophy? Instead these masters of Western thought are taught in fields far from their own. Nowadays Freud is found in literature departments, Marx in film studies, and Hegel in German. But have they migrated, or have they been expelled? Perhaps the home fields of Freud, Marx, and Hegel have turned arid. Perhaps those disciplines have come to prize a scientistic ethos that drives away unruly thinkers. Or maybe they simply progress by sloughing off the past.
Can people think of examples of this in education? It's a more complicated issue, since education is an interdisciplinary "field," if it counts as a field at all in the same way as these others.

I would point to an entire group of educators that I'm calling the "personalists" from the 1920s and the 1960s with a vision of psychoanalytically and aesthetically based efforts to release the unique creativity of individuals in communal settings. Essentially the "romantics" of education, like Margaret Naumburg, Caroline Pratt, Paul Goodman, A.S. Neill, and the like. But they certainly aren't on the same level as a Hegel. (Philosophers have forgotten Hegel? Bizarre!)

Others?

Key Thinkers Lost to Education?

An article in the Chronicle of Higher Education explores how key scholars from a range of fields have been essentially written out of their history:
How is it that Freud is not taught in psychology departments, Marx is not taught in economics, and Hegel is hardly taught in philosophy? Instead these masters of Western thought are taught in fields far from their own. Nowadays Freud is found in literature departments, Marx in film studies, and Hegel in German. But have they migrated, or have they been expelled? Perhaps the home fields of Freud, Marx, and Hegel have turned arid. Perhaps those disciplines have come to prize a scientistic ethos that drives away unruly thinkers. Or maybe they simply progress by sloughing off the past.
Can people think of examples of this in education? It's a more complicated issue, since education is an interdisciplinary "field," if it counts as a field at all in the same way as these others.

I would point to an entire group of educators that I'm calling the "personalists" from the 1920s and the 1960s with a vision of psychoanalytically and aesthetically based efforts to release the unique creativity of individuals in communal settings. Essentially the "romantics" of education, like Margaret Naumburg, Caroline Pratt, Paul Goodman, A.S. Neill, and the like. But they certainly aren't on the same level as a Hegel. (Philosophers have forgotten Hegel? Bizarre!)

Others?

'Cosmestic' changes to the UUCA criticized

We've been anticipating the proposed changes to the UUCA for some time now. Both Tony and I have blogged about this in the past - here, here and here - and we both agree that the UUCA is too restrictive and needs to be reformed. But according to this latest Mkini report, the proposed changes to the UUCA are purely 'cosmetic'.

I haven't read the proposed bill which details the changes in the UUCA but according to the Malaysiakini report reproduced below, it still bars students in public universities from joining political parties and allows the VCs and the Minister for Higher Education way too much latitude in deciding which organizations students were banned from joining.

Firstly, I think this kind of ban borders on being unconstitutional. What ever happened to freedom of association? Secondly, with this kind of suppression of political activities among university students, is it surprising that we have about 5 million unregistered voters in the country, a majority of whom are below 35 years of age?

Students slam 'cosmetic' changes to UUCA
Tarani Palani and Rahmah Ghazali | Jul 18, 08 1:21pm
Student leaders have described the proposed amendments to the Universities and University Colleges Act (UCCA), the law which regulates their participation in political activities, as “cosmetic”.

"We do not agree with the amendments, and as we have suspected, the suggested amendments do not solve the difficulties faced by students (in political activities),” said Faridzul Nasarudin, a researcher for University Students’ Movement to Abolish UUCA (GMMA).

“The amendments are superficial and politically cosmetic."

He said the proposed changes to section 15 and 16 of the bill, which are made by the Higher Education Ministry, did not amount to much.

"The language used does not give students any concrete freedom. We can see that the decisive power still very much lies in the hands of the university administration and the minister."

Under the existing Act, students in Malaysian universities are not allowed to participate in any organisation that is political in nature.

Section 15(1) in the amended bill stipulates that students must still abstain from political activities, despite the provision allowing them to participate in “general organisations”. Even in this, the final say is with the higher education minister and university administrators.

According the amended section, university students “may become members of any society and organisation in or outside Malaysia”. But it bans student participation in “political parties, any unlawful organisation, and any organisation which the minister has specified in writing to vice-chancellors as unsuitable to the interests and well-being of the students or the university”.

Faridzul lamented that the proposed changes continue to restrict student activitism.

“Although some of the amendments open the door for greater student freedom, the limitations set are against human rights.”

Student leaders make suggestions

GMMA representatives yesterday handed a ‘suggestion paper’ on the organisation’s views regarding the amendments to Lembah Pantai MP Nurul Izzah in Parliament.

Co-coordinator Ridzuan Mohammad stressed that students are capable of critical thinking and have followed the law by submitting their suggestions and not taking to the streets to voice their dissatisfaction.

"We have not acted rashly. We have the capability to think intellectually and thus we are submitting this suggestion paper. At least, we have not organised demonstrations."

raja petra court case 060508 nurul izzahNurul Izzah (right) backed the students and argued that the proposed amendments fail to reflect the demands and aspirations of students.

Meanwhile, Segambut MP Lim Lip Eng, when asked, stated “the amendments still have a lot of restrictions, with an ambiguous section 15."

Batu Gajah MP Fong Po Kuan - a law graduate of the International Islamic University - added that the much-awaited amendments are “disappointing as it still restricts student involvement in politics”.

However both parliamentarians conceded that there are improvements in the proposed amendments.

According to Lim, those who breach the UCCA will now face a ‘disciplinary action committee’ instead of being charged in court.

Fong said that previously anyone found guilty would be subjected to immediate suspension but now the decision lies with the discretion of the vice-chancellor.

GMMA has also presented its suggestion paper to Backbenchers Club (BBC) chairperson Tiong King Sing on Tuesday.

According to Ridzuan, the backbenchers chief said he was not in favour of abolishing the UCCA but was willing to support amending or removal of certain sections opposed by students.

The ministry has tabled the amended bill on Wednesday night.

However, the higher education deputy minister requested debate on the bill be put off to the next sitting of parliament in August.

Parliament ended its current session yesterday.

Friday, July 18, 2008

America's Greatest Education Governor

The National Education Association (NEA) -- the nation's largest teachers' union -- recently awarded the title of "America's Greatest Education Governor" to North Carolina's Mike Easley.

While many such awards may seem hokey on their face, this is actually one that is well-deserved, based on Governor Easley's leadership on improving teacher quality and public education in North Carolina.

Easley pioneered Teacher Working Conditions surveys. As my New Teacher Center colleague (and North Carolina resident) Eric Hirsch says, assessing working conditions involves collecting data to determine what teachers want and need, and how their perceptions of various aspects of their jobs correlate with student achievement and teacher retention. Fundamentally, it's about helping schools create environments where teachers can thrive and students can succeed.

In addition, the NEA recognized Easley's leadership on three other policy initiatives:
  • The More at Four pre-kindergarten program for at-risk four-year-olds;
  • The Learn and Earn initiative, which allows high school students to jump-start their college education through 42 Learn and Earn high schools located on community college or university campuses; and
  • EARN grants, which have allowed approximately 25,000 students from low- and moderate-income families to receive up to $8,000 of financial aid over two years.
Easley was first elected Governor in 2000 and will complete his second term in office at the end of 2008.

Read the NEA press release

Read more on teacher working conditions here and here

Norwegian thesis: Tone Bulien

Tone Bulien has defended her thesis (dr. polit): Matematikkopplevelser i lærerutdanningen : en fenomenologisk orientert narrativ analyse av studenttekster (in Norwegian). The thesis is freely available as a pdf, and here is the abstract:
The thesis is a study of texts from and interviews with six Norwegian teacher students enrolled in a compulsory course in mathematics. It is a critical constructive descriptive investigation where the aim has been to listen to the students sharing their experiences studying mathematics. The thesis is not intended as an evaluation of the teacher education program, the students’ work or methodology, but rather as a contribution towards defining the didactic challenges teacher training is faced with. The thesis proceeds from a phenomenological perspective, using narratives as an important feature in both the analysis itself and the presentation of the results. Using phenomenologically oriented knowledge sociology and theories of narrative analysis, a description of the students’ perceptions of teaching and learning mathematics, both prior to and in the course of the compulsory course, is made visible through narratives. The methodology employed is narrative analysis. The students’ experiences are divided into four main areas of beliefs: beliefs about mathematics in general, beliefs about themselves as practitioners of mathematics, beliefs about teaching mathematics, and beliefs about how mathematics are learnt. One of the results indicated that the students’ experience of the compulsory course in mathematics did not depend on their previously held beliefs on mathematics education or their attitudes towards mathematics in general. Another result was that about 50% of all the students had higher expectations about their grade at the beginning of the semester than what they actually ended up with at the end. The reason for this remains to be conclusively demonstrated, but it seems likely that the way mathematics is taught in a teacher training program differs from the students’ previous experiences in how to learn mathematics. This should be taken into consideration in prospective mathematics programs, for instance by supervising the students about their own beliefs in a meta-perspective by analyzing their own narratives and how they are subject to alterations during the course.

Norwegian thesis: Tone Bulien

Tone Bulien has defended her thesis (dr. polit): Matematikkopplevelser i lærerutdanningen : en fenomenologisk orientert narrativ analyse av studenttekster (in Norwegian). The thesis is freely available as a pdf, and here is the abstract:
The thesis is a study of texts from and interviews with six Norwegian teacher students enrolled in a compulsory course in mathematics. It is a critical constructive descriptive investigation where the aim has been to listen to the students sharing their experiences studying mathematics. The thesis is not intended as an evaluation of the teacher education program, the students’ work or methodology, but rather as a contribution towards defining the didactic challenges teacher training is faced with. The thesis proceeds from a phenomenological perspective, using narratives as an important feature in both the analysis itself and the presentation of the results. Using phenomenologically oriented knowledge sociology and theories of narrative analysis, a description of the students’ perceptions of teaching and learning mathematics, both prior to and in the course of the compulsory course, is made visible through narratives. The methodology employed is narrative analysis. The students’ experiences are divided into four main areas of beliefs: beliefs about mathematics in general, beliefs about themselves as practitioners of mathematics, beliefs about teaching mathematics, and beliefs about how mathematics are learnt. One of the results indicated that the students’ experience of the compulsory course in mathematics did not depend on their previously held beliefs on mathematics education or their attitudes towards mathematics in general. Another result was that about 50% of all the students had higher expectations about their grade at the beginning of the semester than what they actually ended up with at the end. The reason for this remains to be conclusively demonstrated, but it seems likely that the way mathematics is taught in a teacher training program differs from the students’ previous experiences in how to learn mathematics. This should be taken into consideration in prospective mathematics programs, for instance by supervising the students about their own beliefs in a meta-perspective by analyzing their own narratives and how they are subject to alterations during the course.

Thursday, July 17, 2008

The Role of Education In Moving The Milwaukee Economy Forward

An interesting report on Moving The Milwaukee Economy Forward was released in early June by the Wisconsin Policy Research Institute (WPRI).

I always consider the source of policy reports like this prior to digesting the recommendations. Given WPRI's self-professed status as a "free market" (read: anti-government) think tank and its heavy reliance on Bradley Foundation and Roe Foundation monies, I generally approach its offerings very cautiously. Despite the potential for bias, I honestly find this report to be a balanced and worthy contribution to the public policy discussion in the state of Wisconsin and in the Milwaukee metropolitan area. In addition, I really like the breadth with which it investigates what's needed to strengthen and retool the Milwaukee area economy. (I guess you could call this a backhanded compliment?)

With respect to the report's education-related recommendations, I offer some cheers and jeers:

Cheers: The report includes some excellent (although not always particularly detailed) recommendations on early childhood education, project-based learning, high school graduation and restructuring the senior year of high school.

Jeers: The report falls short in ignoring some critical structural issues that Wisconsin must address in order to improve and reform its education system. These include school finance, including revenue limits, an over-reliance on local property taxes, and the qualified economic offer. In addition, it doesn't sufficiently address the need to raise educator quality in Wisconsin and in Milwaukee Public Schools (MPS), in particular. That would include a focus on new teacher induction and mentoring, the MPS teacher residency requirement, additional and differentiated compensation and high-quality professional development.

If you're concerned about the economy and/or education in Milwaukee, this report certainly deserves your attention.

Real-life connections in Japan and the Netherlands

One of my own articles have finally appeared in International Journal for Mathematics Teaching and Learning. The article is entitled "Real-life Connections in Japan and the Netherlands: National Teaching Patterns and Cultural Beliefs". The article is freely available online, and here is the abstract:
The TIMSS 1999 Video Study revealed that Japan had the lowest (of the seven participating countries) amount of real-life connections in the eighth grade mathematics classrooms, whereas the Netherlands had the highest amount of connections with real life. This article examines more closely how these ideas were actually implemented by teachers in these two countries.

Real-life connections in Japan and the Netherlands

One of my own articles have finally appeared in International Journal for Mathematics Teaching and Learning. The article is entitled "Real-life Connections in Japan and the Netherlands: National Teaching Patterns and Cultural Beliefs". The article is freely available online, and here is the abstract:
The TIMSS 1999 Video Study revealed that Japan had the lowest (of the seven participating countries) amount of real-life connections in the eighth grade mathematics classrooms, whereas the Netherlands had the highest amount of connections with real life. This article examines more closely how these ideas were actually implemented by teachers in these two countries.

U. of California Proposes Sweeping Admissions Changes

The Chronicle of Higher Education reports that the University of California System is considering changes to its admissions policies that would "de-emphasize test scores and give the system's nine undergraduate campuses greater flexibility in choosing their freshman classes." The plan was proposed by faculty leaders concerned that an over-emphasis on student test scores disqualifies capable and deserving low-income and minority students from being admitted to UC campuses.
Since the 1960s, California's premier public-university system has promised admission to at least one of its campuses to the top 12.5 percent of the state's high-school graduates, as determined primarily by grades and test scores. Under the faculty plan, the proportion of students who are guaranteed a spot would be reduced to about the top 10 percent. The remaining spots would go to students chosen by individual campuses, which would more closely consider applicants' personal backgrounds.
The changes may not impact top UC campuses -- such as Berkeley and UCLA -- because those schools already employ a comprehensive review of each student's application and they are highly selective institutions.

Mark Yudof, the new president of the UC System, recently arrived from Texas, says that he is "sympathetic on the merits" of the proposal but wants to see more details.

Read more:
Chronicle story
LA Times story
SF Chronicle story

PME 32

The PME conference this year is the 32. version of this annual research conference, and it is a joint meeting between the International Group and the North American Chapter of PME. The conference is held in Mexico. It starts today, and will finish on July 21. The program is downloadable as a pdf, and is voluminous. Take a look at the website, which contains lots of information, and feel free to tell me if you know about people who write about the conference in their blogs, twitter accounts, etc.

PME 32

The PME conference this year is the 32. version of this annual research conference, and it is a joint meeting between the International Group and the North American Chapter of PME. The conference is held in Mexico. It starts today, and will finish on July 21. The program is downloadable as a pdf, and is voluminous. Take a look at the website, which contains lots of information, and feel free to tell me if you know about people who write about the conference in their blogs, twitter accounts, etc.

Wednesday, July 16, 2008

Musical Elective of the Week

The Musical Elective of the Week is Great Big Sea.

Great Big Sea [web site] is a band that hails from Canada -- our neighbor to the north -- specifically, St. John's, Newfoundland. It originally formed in 1993, securing its first album contract in 1995, and just released its ninth studio album, Fortune's Favour, in June 2008.

GBS is probably best described as a folk-rock outfit, but also plays traditional tunes from its Irish, English and French heritage and incorporates many such melodies into its original songs. Band members -- including Alan Doyle, Sean McCann, and Bob Hallett -- also play a variety of instruments, including the guitar, accordion, bagpipes, bodhran, fiddle, mandolin and tin whistle. The band describes its music this way: "Our songs come from the sea and the cliffs and the rocks and all the other natural beauties our country provides. Without her we simply couldn’t exist."

Overall, my favorite Great Big Sea album in 2002's Sea of No Cares. It includes the title track as well as the single "Clearest Indication" as well as a mix of traditional songs such as "Yarmouth Town" and "Own True Way." My other favorite Great Big Sea songs include "Ordinary Day" from 1997's Play (and 1998's U.S.-only Rant and Roar), "Consequence Free" from 1999's Turn, and "Shines Right Through Me" from 2004's Something Beautiful.

GBS is known and has gained a following as much for its raucous live shows as for its catchy singles from its nine studio albums. If you want to catch the wave, check out (with a Canadian pronunciation, please) Great Big Sea's tour schedule. For you local Madison readers, GBS is coming to the Majestic Theatre on September 11th, and for those of you trapped inside the Beltway during the hot DC summer, my sympathies. Get on out to Wolf Trap on August 22nd to see GBS. The rest of you need to do your own homework!
I could really use to lose my Catholic conscience
Cuz I'm getting sick of feeling guilty all the time
I won't abuse it, yeah I've got the best intentions

For a little bit of anarchy but not the hurting kind

--"Consequence Free" from Turn (2000)

---------------------------------------

Extra Credit--Past Musical Electives of the Week:
Griffin House
Dave Carter & Tracy Grammer
Neil Finn
Ray LaMontagne
Stuart Stotts
Dan Wilson
Kathleen Edwards

Small School Movement

I haven't posted in ages, but thought I would see if I could get a debate going on the merits of the small school movement. I recently visited a small school in Brooklyn that really impressed me. All of the seniors in a school that almost exclusively serves low-income Black and Latino/as applied to college and the majority were accepted (in some cases to great schools like Brandeis and UNC Chapel Hill). Most passed the New York Regeants tests in math and English and an increasing number in the harder science subjects. The teachers all appeared dedicated to the mission of ensuring that their students were well-disciplined, passed the regeants and went to college. They worked collectively to improve pedagogy and share information on individual students, including an impressive accountability system that tracked students throughout the year and culled those who needed additional help. The students all seemed to know each other and had a strong relationship with the teachers and principle. There was an air of comfort, structure and shared commitment to learning in a nurturing, caring environment. The school was originally a large, urban high school, but split into three schools that are isolated from one another.

I do know the critiques that have been levied against small schools, including 1) fewer class offerings 2) less diversity of students (and thus less interaction across cultures) and 3) a proclivity to be co-opted and thus to mirror negative trends in larger comprehensive high schools. But there appear to be huge benefits that cannot be easily overlooked: 1) small class size, which is generally shown to increase student achievement no matter what the right likes to saw 2) more attention to individual students and their differentiated needs 3) more opportunities for collaboration across the staff 4) the ability to build a small community that can work collectively toward common goals. It is the last two aspects that I saw first hand and that I believe could be extremely effective in closing the achievement gap and addressing the specific needs of minority and poor children who are failing in our large urban high schools at alarming rates. I really believe high expectations and a structured, caring environment can go a long way to compensate for the many disadvantages these children bring into schools. This is not to discount all of the other problems facing urban youth today, but to suggest an alternative that might be very effective at mitigating some of these disadvantages and offering these students the opportunity for academic success and a brighter future.

Thoughts?

Richard Van Heertum
Visiting Assistant Professor of Education
CUNY/College of Staten Island

Small School Movement

I haven't posted in ages, but thought I would see if I could get a debate going on the merits of the small school movement. I recently visited a small school in Brooklyn that really impressed me. All of the seniors in a school that almost exclusively serves low-income Black and Latino/as applied to college and the majority were accepted (in some cases to great schools like Brandeis and UNC Chapel Hill). Most passed the New York Regeants tests in math and English and an increasing number in the harder science subjects. The teachers all appeared dedicated to the mission of ensuring that their students were well-disciplined, passed the regeants and went to college. They worked collectively to improve pedagogy and share information on individual students, including an impressive accountability system that tracked students throughout the year and culled those who needed additional help. The students all seemed to know each other and had a strong relationship with the teachers and principle. There was an air of comfort, structure and shared commitment to learning in a nurturing, caring environment. The school was originally a large, urban high school, but split into three schools that are isolated from one another.

I do know the critiques that have been levied against small schools, including 1) fewer class offerings 2) less diversity of students (and thus less interaction across cultures) and 3) a proclivity to be co-opted and thus to mirror negative trends in larger comprehensive high schools. But there appear to be huge benefits that cannot be easily overlooked: 1) small class size, which is generally shown to increase student achievement no matter what the right likes to saw 2) more attention to individual students and their differentiated needs 3) more opportunities for collaboration across the staff 4) the ability to build a small community that can work collectively toward common goals. It is the last two aspects that I saw first hand and that I believe could be extremely effective in closing the achievement gap and addressing the specific needs of minority and poor children who are failing in our large urban high schools at alarming rates. I really believe high expectations and a structured, caring environment can go a long way to compensate for the many disadvantages these children bring into schools. This is not to discount all of the other problems facing urban youth today, but to suggest an alternative that might be very effective at mitigating some of these disadvantages and offering these students the opportunity for academic success and a brighter future.

Thoughts?

Richard Van Heertum
Visiting Assistant Professor of Education
CUNY/College of Staten Island

Tuesday, July 15, 2008

Seeking Malaysians with US Masters or PhDs

Doing this as a favor for a friend who is doing her PhD in Kentucky. Please see below and see if you can help her out.

Re: Seeking Malaysians for PhD research

My name is Pauline Chhooi and I am a Ph.D. candidate majoring in Educational Policy Studies and Evaluation at the University of Kentucky. I am writing to ask for your help in my dissertation research that that will look at how a journey to a foreign land to pursue a graduate degree might trigger more than just the attainment of that degree. I propose to look at how higher education contributes to understanding the immigration of highly-educated individuals, the push-pull factors for remaining (in the USA) or returning (to Malaysia), and the effects on the government and especially individuals.

For my dissertation project, I am seeking Malaysians (including those who are now PR or naturalized U.S. citizens), age between 23 and 50, who have already earned an American masters (i.e. M.A., M.Sc., etc.), doctoral (i.e. Ed.D., JD, Ph.D., etc.) or terminal professional degree (i.e. MBA, MD, law degree), currently working/living in the U.S. or in Malaysia on a permanent basis (i.e. not on official overseas work assignments or as visitors/stay-home parents are considered).

The project will involve a one-hour interview which will be done face-to-face OR over the phone OR via Instant Messaging (IM chat or voice), depending on the convenience and location. All I need is to ask you a few questions about the your decision-making process and how you come about to choose where you live now (ie. remained in the USA after your studies, or returned to Malaysia after your studies or after a few years of working in the USA, etc.).

Your participation in the study is voluntary and your responses will be kept confidential. You may decline to answer specific questions or end your participation at any time by letting me know. Although the
interview will be audio-recorded, all information will be reported in a form that does not identify you. You will be given an Informed Consent Form which will provide more details about this study before you begin.

If you would like to help me in my study, OR know someone who could, please contact me at pchhooi@uky.edu. Also, if you have questions about this study, please do not hesitate to contact me.

Thank you in advance....hope to hear from you!

Pauline Chhooi

University of Kentucky

pchhooi@uky.edu

Yahoo IM: paulinechhooi

Vice-Chancellor Selection Committee

Hi guys, yes, I've been posting only sporadically on this blog in recent weeks but I've certainly not forgotten about it. Thanks to Kian Ming for keeping the blog going. I've been posting several education related articles, but due to some of the political nature, I've placed them on my personal blog. The latest being the controversy of the ADUN of Subang Jaya, Hannah Yeoh being banned from attend her own alumni's prefects reunion(!).

I've also paid special attention to education issues in parliament, hoping to eke out answers from the Ministers on the various issues which has been raised by the bloggers and readers here. Unfortunately I still have to fight for attention in the Dewan to get a chance to question the Ministers, I did managed to do so on a handful of occasions.

Of interest is the on-off-on-off vague issue of a vice-chancellor selection committee which has been the subject of discussion on this blog for the past 2 years already.

Over the past 2 sessions, the Minister of Higher Education, Datuk Khaled Nordin has stated that there will be a vice-chancellor selection committee being set up without providing any details. I pursued the matter, as recorded in the Hansard on the 9th July:
Tuan Pua Kiam Wee [Petaling Jaya Utara]: Terima kasih Tuan Yang di-Pertua. Tadi
menteri telah membangkitkan satu Jawatankuasa Pemilihan bagi naib canselor. Saya hendak minta penjelasan sedikit, adakah shortlist yang dibuat oleh jawatankuasa ini akan diberikan daripada kementerian ataupun shortlist akan dicari ataupun disediakan oleh jawatankuasa ini dan apakah kuasa yang diberi kepada jawatankuasa ini?

Adakah ia akan diberikan kuasa supaya dapat membuat advertisement di suratkhabar-
suratkhabar seluruh dunia untuk mencari calon-calon yang terbaik untuk menjadi naib canselor universiti kita? Terima kasih.

Dato’ Seri Mohamed Khaled bin Nordin: Ia boleh dilakukan melalui kedua-dua cara.
Satu daripada top down daripada kementerian dan satu lagi daripada Select Committee dan dari segi tatacara dan sebagainya, kita belum lagi memikirkan secara mendalam sama ada ingin membuat pengiklanan seluruh dunia dan sebagainya ataupun tidak, kerana semua itu akan mula dilakukan setelah kita buat pindaan kepada Akta Universiti dan Kolej Universiti yang mempunyai ataupun yang akan menyentuh mengenai perkara tersebut.


In short, that means that there's still no authoritative details on how this committee will work, whether there will be strong interference from the Ministry, on the process of recruitment and just about everything else about the selection committee. Its a little unfortunately that despite this committee being talked about since the previous 2 higher education ministers, we still have to wait for the next parliamentary session before we hear new developments.

At the speed the Ministry is moving, its not surprising that our institutions of higher education isn't going to get any better any time soon.