Friday, August 31, 2012
Thursday, August 30, 2012
Tuesday, August 28, 2012
Defending the Indefensible: KIPP -- Susan Ohanian
Defending the Indefensible: KIPP -- Susan Ohanian
Note Ohanian's excellent commentary preceding the reposting.
Note Ohanian's excellent commentary preceding the reposting.
Monday, August 27, 2012
The New Politics of the Textbook: Critical Analysis in the Core Content Areas
The New Politics of the Textbook: Critical Analysis in the Core Content Areas
In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students. The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students’ political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies.
Constructing Knowledge: Curriculum Studies in Action Volume 2
ISBN 978-94-6091-929-9 hardback USD99/EUR90
ISBN 978-94-6091-928-2 paperback USD49/EUR45
July 2012, 368 pages
Free Preview
Buy this book at Amazon: paperback | hardback
Amazon International
Buy this book at Barnes & Noble: paperback | hardback
Heather Hickman and Brad J. Porfilio (Eds.)
In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students. The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students’ political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies.
Constructing Knowledge: Curriculum Studies in Action Volume 2
ISBN 978-94-6091-929-9 hardback USD99/EUR90
ISBN 978-94-6091-928-2 paperback USD49/EUR45
July 2012, 368 pages
Free Preview
Buy this book at Amazon: paperback | hardback
Amazon International
Buy this book at Barnes & Noble: paperback | hardback
Sunday, August 26, 2012
Friday, August 24, 2012
Thursday, August 23, 2012
Wednesday, August 22, 2012
Tuesday, August 21, 2012
Monday, August 20, 2012
Sunday, August 19, 2012
Saturday, August 18, 2012
Tuesday, August 14, 2012
Sunday, August 12, 2012
Friday, August 10, 2012
Thursday, August 9, 2012
Wednesday, August 8, 2012
Sunday, August 5, 2012
Friday, August 3, 2012
Thursday, August 2, 2012
Thomas: Linking teacher pay to test scores helps no one - Editorial Columns - TheState.com
Thomas: Linking teacher pay to test scores helps no one - Editorial Columns - TheState.com
Starting in the early 1980s, education reform focused on increasing expectations for students by establishing state standards and graduation requirements that included high-stakes exit exams. In the past few years, education reform has shifted from student accountability to teacher accountability.
Under federal pressure from Race to the Top and opting out of No Child Left Behind, many states are addressing teacher quality through changes to teacher evaluation and pay scales that include student test scores.
Superintendent Mick Zais argues that teacher experience and advanced degrees are insignificant to both teacher evaluation and pay; thus, the SC Department of Education is currently presenting to teacher focus groups a plan to field test a new teacher evaluation system that will link teacher quality, at least in part, to student test-scores, constituting as much as 40% of that evaluation.
The Los Angeles Times created a great deal of controversy surrounding test-based teacher evaluation by calculating and publishing value-added models (VAM) of ranking teachers. From that controversy, a growing body of research reveals the significant flaws in linking teacher evaluation to student test scores:
“Many researchers have raised concerns regarding the use of value-added models (VAM) for teacher evaluation. Briefly, VAM do not provide guidance for improvement, are comparative rather than absolute measures, assess a small part of teacher’s responsibilities, force different kinds of teaching into one scale, do not produce consistent results for given teachers over time, and may not identify effects actually caused by the teachers.”
Just as no solid evidence supports SC increasing commitments to charter schools and Teach for America, test-based teacher evaluation should have no place in education and teacher quality reform in SC. Let’s consider the many reasons that addressing teacher quality through test scores is a waste of precious time and resources for our state at the expense of our students and teachers:
• As noted above, the relatively new but growing body of evidence on the validity and reliability of test-based teacher evaluations reveals that data are unstable; in other words, as the populations of students change or the school settings change, the rankings of the teachers fluctuate. Test-based teacher evaluation can be of value only if it can offer a stable message that a teacher is strong or weak. If that label isn’t predictive, it has no positive contribution to policy and personnel decisions.
• In order to implement test-based teacher evaluation that shows student growth, SC will have to create and implement two tests per course for every teacher in the state and in every content area taught. Since there is no compelling evidence test-based teacher evaluation data are stable or valid, this investment in time and money is a catastrophic failure by our state leaders. How will we identify growth in music, P.E., and art, and how can we justify the costs associated with generating all of these tests?
• Test-based teacher evaluations create a competitive environment in which teachers must choose between the welfare of their students and their own professional security as that becomes threatened by the outcomes of other teachers and their students. In effect, each teacher must seek to use her/his students against the outcomes of other teachers’ students for their own personal gain. Education is best served by a collaborative, not competitive, environment.
• Test-based evaluations of teachers place far too much weight on flawed assumptions. First, high-stakes testing distorts how well any tests reflect student learning. Next, high-stakes testing decreases the quality of both teaching and learning since it encourages teaching to the test. Further, linking teacher evaluations to student outcomes confuses “high-quality teaching” with student test scores, although we have no way to insure that teacher quality is always positively correlated with those scores. And finally, test-based evaluations of teachers imply that student outcomes are or can be linked only to the teacher’s room that any student sits in when the test is administered. Here is the great failure of test-based evaluations of teachers: Data linked to a student are correlated with dozens of conditions (that cannot be controlled for) that distort any one teacher’s quality.
Claiming that teacher quality is central to education reform is a powerful and compelling message—although teacher quality is overshadowed by out-of-school factors. As I have noted about committing to charter schools, SC must stop pursuing solutions without identifying the primary problems, which include the inequity that creates poverty and the inequitable distribution of high-quality teachers.
Test-based reforms to teacher evaluation, pay, and retention are distractions from genuine reform to teacher quality and pay. To pursue test-based teacher evaluation while the state continues to struggle economically and educationally is an inexcusable failure of state leadership.
Subscribe to:
Posts (Atom)