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| ed school follies: The Trouble with Ed Schools David F. Labaree, 2008-10-01 American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions. David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programs, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school’s attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schools—admiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes. |
| ed school follies: Ed School Follies Rita Kramer, 1991 Revealing that our teacher-training institutes have reached an all-time low, this scathing expose shows a betrayal of traditional ideals and values and a remarkably low intellectual level throughout the educational establishment. |
| ed school follies: Class Warfare J Martin Rochester, 2002-12-01 Class Warfare: Besieged Schools, Bewildered Parents, Betrayed Kids and the Attack on Excellence offers a first-hand account of the Great American Education War being waged from coast to coast, including the reading wars, math wars, testing wars, and other schoolyard scuffles reported almost daily by the nation’s media. Martin Rochester takes the reader on a field trip that begins with his own upper-middle class suburban school district in St. Louis and then moves on to inner-city locales and some of the best private schools, in showing how “pack pedagogy” has steamrolled parent resistance in promoting disasters such as whole-language, fuzzy math, multiple intelligences theory, teacher-as-coach, the therapeutic classroom, and all the other latest fads found in today’s schools. A college professor, Rochester became deeply involved in public education as a result of his children’s misadventures in the classroom. After several years of trying to improve the status quo as a dogged volunteer, he graduated from involved parent to informed critic of a system in which “progressive” educators continue to assault the techniques of traditional schooling (ability-grouping, grades, homework, etc), allow nonacademic diversions to crowd out academic study, and subordinate a commitment to excellence to an obsession with “equity.” As a result of his experiences, Rochester concludes that all children are being victimized, not only the most gifted, but especially “average” students and those lower achieving kids whose needs are now supposedly driving the entire curriculum. Martin Rochester began as a concerned parent and wound up creating a fever chart of what is wrong in our nation’s classrooms. |
| ed school follies: Teacher Education and the Struggle for Social Justice Kenneth M. Zeichner, 2009-08-10 In this selection of his work from 1991-2008, Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. |
| ed school follies: The Life and Work of Teachers Christopher Day, Alicia Fernandez, Trond E. Hauge, Jorunn Muller, 2005-06-23 Contributors from around the world tackle the factors that have the greatest impact on creating quality learning opportunities for students: namely policy, school leadership and teaching/teachers' lives. Drawing on a range of critical conceptual and empirical perspectives, the contributions illustrate the extent to which experience can be similar around the world. The book sheds much-needed light on the effects of mandated change upon school leaders and teachers, both nationally and internationally. It also demonstrates how teachers have coped or flourished, both because and in spite of the changing circumstances they work under. |
| ed school follies: In the Name of Education Jonas E. Alexis, 2007 Alexis convincingly examines the crisis in education from a Christian perspective. (Social Issues) |
| ed school follies: Teacher Education Alka Ahuja, 2004 |
| ed school follies: The Struggle for the Soul of Teacher Education Kenneth M. Zeichner, 2017-10-10 The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education that need to be addressed for this shift to be educative. Readers are sure to gain insight on transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high-quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children. |
| ed school follies: Behavior Analysis, Education, and Effective Schooling John Hummel, 2000-05-01 The American government makes a great case for being interested in education and claims to take great pains to 'leave no child behind.' Current education-system enhancement strategies emphasize testing and accountability and focus on rewarding or penalizing teachers whose students make statistical headway at exam time. But little is offered to teachers in the way of new, better skills to make their teaching more effective. In Behavior Analysis, Education, and Effective Schooling, four leaders in the field of education-related applied behavior analysis, spell out a case for implementing curricular materials and instructional methods that research has shown to be effective in any classroom at any level. The concise survey includes chapters on achieving educational success, educational theory, schools and schooling. It discusses instructional strategies, classroom management, assessing academic performance, teacher training, and educational myths-all from an applied behavior-analytic point of view. |
| ed school follies: Bad Students, Not Bad Schools Robert Weissberg, 2019-01-22 Americans are increasingly alarmed over our nation's educational deficiencies. Though anxieties about schooling are unending, especially with public institutions, these problems are more complex than institutional failure. Expenditures for education have exploded, and far exceed inflation and the rising costs of health care, but academic achievement remains flat. Many students are unable to graduate from high school, let alone obtain a college degree. And if they do make it to college, they are often forced into remedial courses. Why, despite this fiscal extravagance, are educational disappointments so widespread? In Bad Students, Not Bad Schools, Robert Weissberg argues that the answer is something everybody knows to be true but is afraid to say in public America's educational woes too often reflect the demographic mix of students. Schools today are filled with millions of youngsters, too many of whom struggle with the English language or simply have mediocre intellectual ability. Their lackluster performances are probably impervious to the current reform prescriptions regardless of the remedy's ideological derivation. Making matters worse, retention of students in school is embraced as a philosophy even if it impedes the learning of other students. Weissberg argues that most of America's educational woes would vanish if indifferent, troublesome students were permitted to leave when they had absorbed as much as they could learn; they would quickly be replaced by learning-hungry students, including many new immigrants from other countries. American education survives since we import highly intelligent, technically skillful foreigners just as we import oil, but this may not last forever. When educational establishments get serious about world-class mathematics and science, and permit serious students to learn, problems will dissolve. Rewarding the smartest, not spending fortunes in a futile quest to uplift the bottom, should become official policy. This book is a bracing reminder of the risks of political manipulation of education and argues that the measure of policy should be academic achievment. |
| ed school follies: Schools and Societies Steven G. Brint, 2006 Abstract:. - http://www3.openu.ac.il/ouweb/owal/new_books1.book_desc?in_mis_cat=111625. |
| ed school follies: Higher Education: Handbook of Theory and Research Michael B. Paulsen, 2015-01-12 Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. |
| ed school follies: The Village Proposal Christopher Paslay, 2011-09-01 The Village Proposal is based on the African proverb that it takes a village to raise a child. Part education commentary, part memoir, the book analyzes the theme of shared responsibility in public schools and evaluates the importance of sound teacher instruction; the effectiveness of America's teacher colleges; the need for strong school leaders and supports; the need for strong parental and community involvement; the effectiveness of multiculturalism and social justice in closing the achievement gap; the relevancy of education policy; the impact of private business and politics on schools; and how the media and technology are influencing education. |
| ed school follies: Incorrect Thoughts John Leo, 2018-01-16 A volume of political essays and social commentary, providing an alternative to the slant of much political journalism. John Leo offers his views of what is going on in law, education, advertising, television, the news media, language and various liberation movements in the USA. |
| ed school follies: Schools and Societies Steven Brint, 1998-01-14 For use as the core text for Sociology of Education courses offered in Sociology Departments and Social Foundations of Education courses offered in Schools of Education. Schools and Societies is a gem of volume that combines in one comprehensive text superb theoretical acuity and scholarly judgment, a keen sense of the connection of research to policy, and a breadth of coverage that reflects the multidimensionality of education as an institution in a manner rare in social-scientific treatments of education. It deserves to be the leading survey of this field for a long time to come. Paul DiMaggio, Princeton University |
| ed school follies: The Business of Reforming American Schools Denise Gelberg, 1997-01-01 Focusing on the influence of the business community on schools, this book describes how popular business management theories and production processes have been imported into schools during periods of societal upheaval in order to create a sense of order and efficiency while meeting the objective of producing a workforce that meets the specifications set down by employers. Unlike other books that say why schools need to be reformed or how that reform should proceed, this study takes a critical look at the latest call to restructure schools in light of the economic, social, and political forces that affect the education establishment and the children of our nation. |
| ed school follies: IJER Vol 1-N4 International Journal of Educational Reform, 1992-10-01 The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world. |
| ed school follies: Excellence for All Jack Schneider, 2010 Excellence For All: American Education Reform, 1983-2008 examines the history of school reform in the United States over the past quarter-century. Specifically, the work examines an approach to educational change best characterized by the phrase excellence for all—an equity-focused policy phenomenon uniquely situated for the policymaking context of the late twentieth and early twenty-first centuries. The idea of promoting excellence for all students united a broad enough coalition to pursue a truly national reform effort and captured the imaginations of leaders in state and local government, at philanthropic foundations, in colleges and universities, and in school districts across the country. Led by a corps of self-styled educational entrepreneurs aggressively pursuing reforms that they could take to scale, the movement sought to remake the American high school piece by piece. The dissertation examines this reform movement through the nation's three largest districts—New York, Chicago, and Los Angeles—and through three particular change efforts: a physical plant reform (the small schools movement), a personnel reform (Teach For America), and a curricular reform (the Advanced Placement Program). The work aims to establish the ways in which this most recent era of school reform represented a departure from previous reform eras, strives to explain the movement's broad appeal, and ultimately, aims to understand its shortcomings by exploring the assumptions underlying the excellence for all approach and the tradeoffs required by it. |
| ed school follies: Curriculum and Teaching Dialogue David J. Flinders, P. Bruce Uhrmacher, 2013-01-01 Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs. |
| ed school follies: Teacher Education Policy and Practice Joce Nuttall, Alex Kostogriz, Mellita Jones, Jenny Martin, 2017-05-08 This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society. |
| ed school follies: Voices of Inquiry in Teacher Education Thomas S. Poetter, Jennifer Pierson, Chelsea Caivano, Shawn Stanley, Sherry Hughes, 2013-11-05 This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants. |
| ed school follies: Left Back Diane Ravitch, 2001-07-31 In this authoritative history of American education reforms in this century, a distinguished scholar makes a compelling case that our schools fail when they consistently ignore their central purpose--teaching knowledge. |
| ed school follies: Controversial Therapies for Developmental Disabilities John W. Jacobson, Richard M. Foxx, James A. Mulick, 2005-01-15 What approaches to early intervention, education, therapy, and remediation really help those with mental retardation and developmental disabilities improve their functioning and adaptation? This book brings together leading behavioral scientists and practitioners to focus light on the major controversies surrounding such questions. |
| ed school follies: Developing and Maintaining a High-quality Teacher Force United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning, 1999 |
| ed school follies: Teacher Education in America NA NA, 1997-02-15 Teacher Education in America is a thought-provoking analysis of the major issues and problems surrounding teacher preparation. Christopher Lucas offers valuable insights into this ongoing debate. Including an illuminating account of the history of teacher education in the United States. |
| ed school follies: Telling the Truth National Endowment for the Humanities, 1992 |
| ed school follies: Secondary English Teacher Education in the United States Donna L. Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, Leslie S. Rush, 2017-12-14 Winner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - field experiences - standards and assessment - teaching literacy to integrate reading and writing - working with English language learners to address cultural and linguistic diversity - new technologies in English education |
| ed school follies: Catholic Education Kimberly Hahn, Mary Hasson, 2012-12-11 Two experienced home schooling moms present a very thorough, balanced and practical guide to both the merits of home education, as well as the important ideas, resources and curriculums to home school. Hahn and Hasson cover all aspects - statistics supporting home schooling's excellence, the nitty-gritty of lesson plans, and hundreds of ways to keep the fun in (and boredom out) of learning. Most importantly, they offer compelling advice and inspiration for parents as they undertake their child's religious, moral and intellectual formation. This is a reliable guide for Catholic parents who want to stay close to the heart of the church in the schooling of their children. The authors demonstrate that home schooling is not a fringe movement on the Church's periphery, but it is squarely based on Catholic teachings drawn from Sacred Scripture, natural law, and the writings of saints and popes. Readers will find the right combination of secular and sacred, theoretical and practical. Whether you are looking for advice and encouragement, language resources, aids for teaching multiplication or phonics - or the Ten Commandments - this book is sure to be a very functional tool. |
| ed school follies: The Teacher’s Role in the Changing Globalizing World Hannele Niemi, Auli Toom, Arto Kallioniemi, Jari Lavonen, 2018-07-17 The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher’s role have been identified internationally and are both conceptual and practical. Teachers’ work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher’s Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role. |
| ed school follies: The Breakdown of Higher Education John M. Ellis, 2021-08-10 A series of near-riots on campuses aimed at silencing guest speakers has exposed the fact that our universities are no longer devoted to the free exchange of ideas in pursuit of truth. But this hostility to free speech is only a symptom of a deeper problem, writes John Ellis. Having watched the deterioration of academia up close for the past fifty years, Ellis locates the core of the problem in a change in the composition of the faculty during this time, from mildly left-leaning to almost exclusively leftist. He explains how astonishing historical luck led to the success of a plan first devised by a small group of activists to use college campuses to promote radical politics, and why laws and regulations designed to prevent the politicizing of higher education proved insufficient. Ellis shows that political motivation is always destructive of higher learning. Even science and technology departments are not immune. The corruption of universities by radical politics also does wider damage: to primary and secondary education, to race relations, to preparation for the workplace, and to the political and social fabric of the nation. Commonly suggested remedies—new free-speech rules, or enforced right-of-center appointments—will fail because they don’t touch the core problem, a controlling faculty majority of political activists with no real interest in scholarship. This book proposes more drastic and effective reform measures. The first step is for Americans to recognize that vast sums of public money intended for education are being diverted to a political agenda, and to demand that this fraud be stopped. |
| ed school follies: Developing and Maintaining a High-Quality Teacher Force Howard P. McKeon, 2001-05 Witnesses: Emily Feistritzer, Executive Director, Center for Educational Information, Wash., DC; Katrina Robertson Reed, Associate Superintendent for Administrative Services, District of Columbia Public Schools, Wash., DC; Robert Strauss, Professor of Economics and Public Policy, The H. John Heinz III School of Public Policy and Management, Carnegie-Mellon University, Pittsburgh, PA; Beverly Young, Associate Director for Teacher Education and K-12 Programs, California State University, Long Beach, CA; and Marci Kanstoroom, Research Director, Thomas B. Fordham Foundation, and Research Fellow, Manhattan Institute, Washington, DC. |
| ed school follies: An Introduction to Education Studies Sue Warren, 2009-03-08 An Introduction to Education Studies presents a concise overview for students who are new to this area of academic study. Part 1 introduces the reader to the main themes they will encounter in their study of education such as the sociology of education, the philosophy of education, comparative education, and ethics for educators. Part 2 explores the contexts within which education takes place in order to stimulate further thinking about education in action. Issues such as disaffection, pupil voice and breaking barriers to learning are introduced to give the reader a feel for such issues and how they might approach them. Through discussions of relevant literature and research, and the use of case studies and exploratory activities, students are encouraged to actively engage with their learning about theories and disciplines within the study of education and the contexts in which learners live and work. Each chapter is written in an accessible style and provides the reader with start points for further study. This book serves as a true course companion to meet the needs of students and lecturers working on Education Studies programmes. Prospective teachers may also find the book of interest as the subject matter is discussed in terms of theory and practical applications in a range of educational contexts. |
| ed school follies: Our Underachieving Colleges Derek Bok, 2009-02-28 Drawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago. Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught. In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril. |
| ed school follies: The Challenges for New Principals in the 21st Century Bruce G. Barnett, Autumn K. Tooms, Alan R. Shoho, 2010-09-01 This book series, International Research on School Leadership focuses on how present-day issues affect the theory and practice of school leadership. For this inaugural book, we focused on the challenges facing new principals and headteachers. Because the professional lives of school leaders have increasingly impinged on their personal well-being and resources have continued to shrink, it is important to understand how new principals or headteachers share and divide their energy, ideas, and time within the school day. It is also important to discover ways to provide professional development and support for new principals and headteachers as they strive to lead their schools in the 21st century. For these reasons, this book is dedicated to exploring the rarely-examined experiences of those who enter the role as new principals or headteachers. By giving voice to new principals and headteachers, we are able to determine what aspects of leadership preparation ring true and what aspects prove to be of little or no utility. Unlike leadership texts that have focused on conceptual considerations and personal narratives from the field, this book focuses on a collection of empirical efforts centered on the challenges and issues that new principals and headteachers experience during their initial and crucial years of induction. We solicited and accepted manuscripts that explore the multi-faceted dimensions of being a new principal or headteacher in the 21st century. Our goal was to create an edited book that examines the commonalities and differences that new principals and headteachers experience from an international perspective. This edited book is comprised of six chapters, each of which contributes a unique perspective on the responsibilities that new principals and headteachers are experiencing at the dawn of the 21st century. |
| ed school follies: Generational Poverty Adam D. Vass Gal, 2020-10-06 Are the impoverished victims of circumstance or are they contributing to their situations through their own actions and principles? This perplexing question does not have a simple answer. Generational Poverty: An Economic Look at the Culture of the Poor examines both sides of the coin. Written by an economist, the book provides a unique perspective into the study of this emotionally-charged issue. It shows that economic analysis can shed light on some of the roots of persistent poverty and may point to its potential solution. Generational Poverty covers the author’s eye-opening experiences with a young man named Jermaine and his family, initiated through the Big Brothers Big Sisters (BBBS) program. As someone who cares for Jermaine and his family, it was nothing short of a surprise to see first-hand some of the obstacles Jermaine’s family are creating for themselves, while at the same time battling many of today’s social constructs. In the course of the program, the author learned a great deal about Jermaine’s life, culture, and the obstacles he faces. This work identifies impediments that Jermaine has experienced as well as common challenges faced in his community. In the words of the author: “Most of my research for this book is devoted to pinpointing these cultural issues and gathering varying opinions for each one. While I do detail each unique perspective, my goal is to align each argument to an economic fundamental. This creates a more consistent diagnosis that does not depend on a personal set of values. My hope is that future economists will continue to study this suffering portion of our population to determine the most effective way to remedy the continuingly increasing problem of poverty.” |
| ed school follies: Policy, Leadership, and Student Achievement C. Kent McGuire, Vivian W. Ikpa, 2008-09-01 This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K–16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where individuals interested in scholarly discussions and research directly related to: (1) how data can be utilized to inform policy; (2) examining the urban school context from the perspectives of the polity, school leaders; students; and other related internal and external actors; and (3) identifying strategies for improving student academic achievement can gather. During this week-long Institute, participants examined the structural problems and policy tensions affecting urban communities and student achievement. The Institute’s theme, Meeting the Challenges of Urban Schools is reflected throughout this book. Specifically, this edition explores the interrelated aspects of policy, practice and research and how they affect academic achievement. The five sections in this book examine different challenges facing urban schools and their impact on student performance. |
| ed school follies: Kill the Messenger Richard Phelps, 2017-09-04 In response to public demand, federal legislation now requires testing of most students in the United States in reading and mathematics in grades three through eight. Many educators, parents, and policymakers who have paid little attention to testing policy issues in the past need to have better information on the topic than has generally been available. Kill the Messenger, now in paperback, fills this gap.This is perhaps the most thorough and authoritative work in defense of educational testing ever written. Phelps points out that much research conducted by education insiders on the topic is based on ideological preference or profound self-interest. It is not surprising that they arrive at emphatically anti-testing conclusions. Much, if not most, of this hostile research is passed on to the public by journalists as if it were neutral, objective, and independent. Kill the Messenger explains and refutes many of the common criticisms of testing; describes testing opponents' strategies, through case studies of Texas and the SAT; illustrates the profound media bias against testing; acknowledges testing's limitations, and suggests how it can be improved; and finally, outlines the consequences of losing the war on standardized testing. |
| ed school follies: Research on Effective Models for Teacher Education D . John McIntyre, David M. Byrd, 2000-02-03 This yearbook addresses the nation's pressing need to train and retain good teachers as it explores exemplary practices in teacher education. Areas of critical concern include enhancing professional development; methods for improving teaching and learning; transformations through mentoring and social interaction; and effective models for alternative programs in teacher education. |
| ed school follies: Two Steps Ahead of the Thought Police John Leo, A satirist in the tradition of Mark Twain and H.L. Mencken, John Leo has been long entertaining his readers by pillorying the worst excesses of the Political Correctness movement while lifting high the standard of common sense. This collection of editorials is Leo at his best-bitingly funny and with a keen moral edge. -Relgion and Liberty |
| ed school follies: What's Wrong with Our Schools Michael C. Zwaagstra, Rodney A. Clifton, John C. Long, 2010-07-16 What's Wrong with Our Schools and How We Can Fix Them examines the status of public education in North America and exposes many of the absurd instructional practices found in all-too-many schools. Written by three experienced educators, this book provides readers with a direct window into public education. The language is straightforward, the case studies based on real events, and the research evidence clearly presented. With chapter titles like, 'Subject Matter Matters,' 'A Pass Should be Earned,' and 'There is Too Much Edu-Babble,' the authors systematically demolish the ridiculous fads that have taken hold of public education. As unashamed apologists for the importance of knowledge and content in school curricula, the authors clearly show why the views of romantic progressives, like those of popular author Alfie Kohn, fail to stand up to rigorous scrutiny. A consistent focus on common sense permeates this book and provides parents, teachers, and administrators with practical ways in which they can help improve public education. Anyone interested in the future of public education will benefit from reading this book. For more information, visit www.fixingourschools.com. |
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Jul 14, 2022 · Causes. The exact cause of premature ejaculation isn't known. It was once thought to be only psychological. But health care providers now know that premature ejaculation …
Benign prostatic hyperplasia (BPH) - Symptoms and causes
Benign prostatic hyperplasia (BPH) is a health issue that becomes more common with age. It's also called an enlarged prostate. The prostate is a small gland that helps make semen. It's …
Top-ranked Hospital in the Nation - Mayo Clinic
Mayo Clinic is a top-ranked hospital in the U.S., with campuses in Arizona, Florida, and Minnesota
Intrauterine insemination (IUI) - Mayo Clinic
Overview. Intrauterine insemination (IUI) is a procedure that treats infertility. IUI boosts the chances of pregnancy by placing specially prepared sperm directly in the uterus, the organ in …
Erectile dysfunction - Symptoms and causes - Mayo Clinic
Mar 1, 2025 · These tablets amplify the effects of nitric oxide. This is a chemical that your body produces that relaxes muscles in the penis. Sexual stimulation releases this chemical and …
Erectile dysfunction - Diagnosis and treatment - Mayo Clinic
Mar 1, 2025 · Urologist Tobias Kohler, M.D., answers the most frequently asked questions about erectile dysfunction. Show transcript for video Erectile dysfunction FAQs Hi. I'm Dr. Kohler, a …
Erectile dysfunction: Viagra and other oral medications
Jun 24, 2023 · Medicines that you take by mouth are called oral medicines. They're often the first line of treatment for trouble getting or keeping an erection, called erectile dysfunction (ED). …
Dietary supplements for erectile dysfunction: A natural treatment …
Jan 3, 2025 · Erectile dysfunction, also called ED, is trouble getting and keeping an erection that's firm enough for sex. ED is common, and treatments such as prescription medicines are …
Ehlers-Danlos syndrome - Symptoms and causes - Mayo Clinic
Aug 25, 2022 · Overview. Ehlers-Danlos syndrome is a group of inherited disorders that affect your connective tissues — primarily your skin, joints and blood vessel walls.
Penile implants - Mayo Clinic
Jan 19, 2024 · Penile implants are devices placed inside the penis to allow men with erectile dysfunction (ED) to get an erection. Penile implants are typically recommended after other …
Premature ejaculation - Symptoms and causes - Mayo Clinic
Jul 14, 2022 · Causes. The exact cause of premature ejaculation isn't known. It was once thought to be only psychological. But health care providers now know that premature ejaculation …
Benign prostatic hyperplasia (BPH) - Symptoms and causes
Benign prostatic hyperplasia (BPH) is a health issue that becomes more common with age. It's also called an enlarged prostate. The prostate is a small gland that helps make semen. It's …
Top-ranked Hospital in the Nation - Mayo Clinic
Mayo Clinic is a top-ranked hospital in the U.S., with campuses in Arizona, Florida, and Minnesota
Intrauterine insemination (IUI) - Mayo Clinic
Overview. Intrauterine insemination (IUI) is a procedure that treats infertility. IUI boosts the chances of pregnancy by placing specially prepared sperm directly in the uterus, the organ in …
