(2004). Beware of False Promises. Community College Journal, v74 n5 p36-39 Apr-May. The "good fruit, bad fruit" parable provides a metaphor for sound accountability. If one wants to assess the source of problems to determine quality, then one must look at what has been produced. Unfortunately, many researchers and practitioners have examined the fruit without determining the quality of the tree. This failure has allowed institutions like the community college to escape responsibility for the results of their harvest. The new, national, educational accountability system, which requires K-12 schools to demonstrate success for each racial subgroup, has created an institutional dialogue in school districts across the nation on teaching and schooling practices that best suit the needs of underachieving populations. Although this policy is a minor step towards addressing the educational inequity of the K-12 system, it has created conversation around race and achievement. The community college system at this point has not undergone this same type of scrutiny. It… [Direct]
(1991). Challenges of Cultural and Racial Diversity to Counseling: Volume 1. Great Britain and the United States. London Conference Proceedings (June 25-29, 1989). This document presents the proceedings of the first international conference sponsored by the American Association for Counseling and Development (AACD) and the British Association for Counselling (BAC). The document contains a foreword by Robert Nejedlo; a preface by Edwin Herr and John McFadden; an overview of the language of counseling in the United States and Britain by Colin Lago, Joyce Thompson, and Courtland Lee; and the following plenary and workshop papers: (1) "Ecological Challenges to Counseling in a World of Cultural and Racial Diversity" (Edwin Herr); (2) "Ecological Interrelatedness: A Global Counseling Perspective" (John McFadden); (3) "Cross-Cultural Counseling Issues and the Education of Minorities in the United States" (Sara Melendez); (4) "The Application of Some Ideas From Anthropology to Counseling, Therapy, and Cross-Cultural Counseling" (Ian Owen); (5) "An International Model of Counseling: The Authentic Counseling…
(1993). Fighting Back in Appalachia: Traditions of Resistance and Change. Sixteen essays document the extent and variety of community resistance and struggle in Appalachia since 1960, and the origins and factors contributing to success or failure of particular efforts. They also relate the study of Appalachian dissent to issues informing scholarly discussions of dissent nationally. Of particular educational relevance are chapters describing: the role of the Highlander Research and Education Center in eastern Tennessee in encouraging activist networks and the creation of a social movement in Appalachia; organizations providing job training and advocacy for women seeking to enter traditional male occupations; cultural education and the rebirth of regional culture as a force in regional identity and community organizing; and the emergence of Appalachian studies, and related political implications of postmodernist thought. Chapters are: "Stopping the Bulldozers: What Difference Did It Make?" (M. B. Bingman); "Like a Flower Slowly Blooming:…
(1989). The Future of African-Americans to the Year 2000. This study considers the present condition of African-Americans and makes projections for the year 2000, emphasizing the relative conditions of European-Americans and African-Americans, and considering the public and private policy implications of these projections. Section 1, an overview of the subject, covers the following topics: (1) "The Current Crisis of the United States"; (2) "The Current Condition of African-Americans"; (3) "The Core Future"; (4) "The Budget and Closing the Gap"; (5) "Policies to Avert Disaster"; and (6) "Methodology and Contents." Section 2, "The Black Class Structure," covers the following topics: (1) "Basic Characteristics of the Black Underclass and the Black Middle Class"; and (2) "Policy Implications." Section 3, "The Special Question of Black Children," covers the following topics: (1) "The Present Condition and Outlook of Black Children"; and…
(2020). Developing a Researcher Identity of Relevance for Remote Indigenous Language Education. International Journal of Information and Learning Technology, v37 n5 p341-350. Purpose: The study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous S√°mi and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a PhD study on remote 1-9 S√°mi language education can be informed by an Indigenous research paradigm. What philosophical guidelines are needed in navigating a sensitive field of investigation shaped by historical atrocities, discrimination and racist assumptions towards the S√°mi people and other Indigenous, marginalised groups? Design/methodology/approach: A dialogical approach has been used between readings of mainly Indigenous scholars' writings on the topic and anecdotes illustrating personal experiences from a lived life as S√°mi. Findings: Through this process, a researcher identity has developed, informed by the views from an Indigenous… [Direct]
(2020). Setting a New Course: A Legal Guide to Operating Schools in the Pandemic Era. National School Boards Association When K-12 school districts nationwide closed buildings and moved instruction online in the spring of 2020, American life changed. This guide identifies some of the legal issues school leaders should be considering as schools reopen in a world where the new coronavirus and the illness it causes, COVID-19, continue to be major public health concerns. Identified in this guide are the following areas where the operational shifts may increase schools' risk of legal liability and suggest issues for school leaders to consider as policies are developed to address those risks: (1) Health and Safety; (2) Funding; (3) Employment and Labor; (4) School District Operations; (5) Equity & Discrimination; (6) Serving Students with Disabilities; (7) Serving English Learners; and (8) Virtual Platforms and Student Data Privacy. [For the Addendum to this guide, see ED626075.]… [PDF]
(2022). Crisis Response in California School Districts: Leadership, Partnership, and Community. Policy Analysis for California Education, PACE Almost daily, media headlines draw attention to students struggling academically and emotionally from interrupted learning, high student absenteeism, declining enrollment, teacher and leader burnout, staffing shortages, polarized communities, and school boards at the center of broader political debates. How did we arrive at this current state of affairs? This study, conducted during the first 14 months of the COVID-19 pandemic, provides some answers to this question. In March 2020, the research team set out to understand how seven California school districts–varying in size, geographic location, urbanicity, and grade span–responded to the unfolding health crisis. As the research progressed, the authors began to explore not only the challenges posed by COVID-19 but also the unfolding national reckoning with issues of racial injustice. Later, as data was analyzed alongside a rapidly changing pandemic and set of conditions in public schools nationwide, the authors realized the… [PDF]
(1998). Beginning To Read and the Spin Doctors of Science: The Political Campaign To Change America's Mind about How Children Learn To Read. Suggesting that the contention that phonemic awareness must be taught directly and that children need explicit systematic instruction in phonics is less of a scientific "fact" than an exercise in political persuasion, this book presents the story of the political campaign that is taking place to change the minds of Americans about how young children learn to read. The book begins with a close look at the empirical research being used to support a massive shift in the national understandings about language, literacy, and learning and concludes by revealing the ways in which research studies on early reading instruction are being used by the federal and state governments to support a new methodology that has turned early reading instruction into "a massive business of unprecedented commercial worth." The chapters in the book are: (1) In Which We Are Told Training in Phonemic Awareness Is the Key to Reading Success; (2) In Which Phonemic Awareness Research Is… [PDF]
(1999). Teaching for a Tolerant World, Grades K-6: Essays and Resources. This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's Introduction: On Constructing Memory and Hope in Childhood" (Judith P. Robertson); and "General Guidelines for Teaching about Intolerance and Genocide" (Grace M. Caporino and Rose A. Rudnitski). Part 2 (Learning about Intolerance and Genocide: Questions of Pedagogy) includes 12 essays: "Defining Genocide: Words Do Matter" (Samuel Totten); "A Letter to My Children: Historical Memory and the Silences of Childhood" (Timothy J. Stanley); "To Know Me, Read My Story. To Respect Me, Read It Well" (Yeuk Yi Pang); "Life Ties: Disrupting Anthropocentrism in Language Arts Education" (Anne C. Bell… [PDF]
(2007). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 1. New Edition–Revised and Expanded. Rethinking Schools, Ltd Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. This revised and expanded edition includes new essays on: (1) science and environmental education; (2) immigration and language; (3) military recruitment; (4) teaching about the world through mathematics; and (5) gay and lesbian issues. Creative teaching ideas, compelling classroom narratives, and hands-on examples show how teachers can promote the values of community, justice, and equality while building academic skills. This book is divided into six parts. Part One, Points of Departure, contains the following: (1) "Lions" (Langston Hughes); (2) Unlearning the Myths That Bind Us: Critiquing Cartoons and Society (Linda Christensen); (3) Rethinking "The Three Little Pigs" (Ellen Wolpert); (4) 10 Quick Ways to Analyze Children's Books for Racism and Sexism (Council on Interracial Books for Children); (5) Celebrating the Joy in Daily Events (Linda Christensen); (6)… [Direct]
(2016). Developing Curriculum to Support Black Girls' Literacies in Digital Spaces. English Education, v48 n4 p337-361. Teacher educators, literacy scholars, and classroom teachers are beginning to develop curricula that leverage digital literacy practices and make visible what elementary students are learning across modalities. Although this body of work provides valuable examples (e.g., digital storytelling, innovative uses of digital apps and platforms, creating podcasts, and integration of tablets) of twenty-first-century literacies in action, little is known about how these curricular choices support Black girls as they navigate digital spaces. In this article, I employ a Black girls' literacies framework to better understand how classroom teachers can design curriculum with layered opportunities for Black girls to develop critical literacy practices in digital spaces. This framework makes visible how digital tools can (1) highlight technological capabilities, (2) promote exploration of social issues, (3) promote agency and confidence with digital literacies, and (4) showcase learning across… [Direct]
(1996). Experiential Activities for Intercultural Learning. Volume 1. The need for new approaches, methods, and techniques in cross-cultural training and intercultural education is paramount. This collection of more than 30 exercises and activities aims to help begin a regular flow of materials into the stream of resources available to professionals in the intercultural field. The emphasis in the collection's first volume is on the development of intercultural awareness and cross-cultural sensitivity–selections include simulations, case studies, role plays, critical incidents, and individual and group exercises and range from basic introductory activities to those that facilitate the exploration of intercultural issues in significant depth. A number of activities in the collection address relatively complex workplace issues; others focus on intercultural dynamics in educational contexts. The collection should be especially valuable for trainers and educators who want to further ground their work in a solid theoretical base and at the same time…
(2003). Cross-Talk in Comp Theory: A Reader. Second Edition, Revised and Updated. This revised and updated resource contains a total of 43 essays that serve to initiate graduate students and more experienced teachers into the theories that inform composition studies. Under Section One–The Givens in Our Conversations: The Writing Process–are these essays: "Teach Writing as a Process Not Product" (Donald M. Murray); "Writing as a Mode of Learning" (Janet Emig); "The Composing Processes of Unskilled College Writers" (Sondra Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (Nancy Sommers); "The Writer's Audience Is Always a Fiction" (Walter J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (Lisa Ede and Andrea Lunsford); "Post-Process 'Pedagogy': A Philosophical Exercise" (Lee-Ann M. Kastman Breuch). Under Section Two–Talking in Terms of Discourse: What It Is; How It's Taught–are these essays: "Basic Aims of… [PDF]