We should hold public schools accountable for effectively spending the funds with which they've been entrusted. But policies like NCLB, based exclusively on math and reading scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish.
Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education - basic knowledge and skills, critical thinking, an appreciation of the arts, and preparation for skilled employment - and then develop means to measure, and ensure, schools' success in achieving them.
Grading Education describes a new kid of accountability plan for public education. It relies upon both higher quality testing and professional evaluation. This new plan is practical and builds upon capacities we already possess. It requires a big commitment, but one necessary to fulfill responsibilities to provide for our youth and the nation's future.
After reading, Tony Wagner's The Global Achievement Gap, I have launched myself into Grading Education by Richard Rothstein, just in time for summer. It looks for some engaging reading, simply from the back of the book posted above. The concept of "broad outcomes we expect" - but don't evaluate - is important, and I am intrigued by the premise. Hopefully, many will be reading and discussing this book.
Thursday, June 4, 2009
Wednesday, June 3, 2009
Charter Growth in Colorado
Colorado charter schools continue to grow — adding schools, students and more diversity, according to a study released Tuesday by the Colorado Department of Education.
"It's fascinating to see as time goes on, statistics and laws of nature take over and charters end up looking like everyone else," said Jim Griffin, president of the Colorado League of Charter Schools.
As I've noted before, in Colorado, open enrollment and the growth of charters is the preferred model. This is preferable to a general statewide voucher system which is not needed or desired because for at least three quarters of families, the neighborhood school is preferable, and people move into neighborhoods for the schools. Thus, a voucher system isn't necessary, nor in demand, though I would concede that some voucher advocates want the option of private schools, and that concern should be addressed.It's also important to remember there is regular opposition from the communities of struggling schools when districts attempt to close them. Thus, the support for the neighborhood model is still high. I applaud the growth of charter schools as well, and I will continue to support the system of choice that exists in Colorado.
Tuesday, June 2, 2009
Evaluating Teachers is the Problem
According to the Denver Post:
Excellent teaching goes unrecognized and poor teaching is ignored across the country and in Denver, according to a national study that says failed policies make teachers as interchangeable as widgets. The two-year study called "The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness" examined four states and 12 school districts, including those in Denver and Pueblo. It found common patterns: that teacher effectiveness rarely factors into decisions, such as how teachers are hired, fired or promoted.
Again, start at the top people. The Rockies just fired their manager because the team was losing. Take a memo.
Excellent teaching goes unrecognized and poor teaching is ignored across the country and in Denver, according to a national study that says failed policies make teachers as interchangeable as widgets. The two-year study called "The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness" examined four states and 12 school districts, including those in Denver and Pueblo. It found common patterns: that teacher effectiveness rarely factors into decisions, such as how teachers are hired, fired or promoted.
"If you ask a superintendent and head of a union to name the top teachers and the bottom teachers, they couldn't tell you," said Dan Weisberg, vice president of policy for the New Teacher Project — the national nonprofit that conducted the study. "It goes back to the widget effect, which is the flawed assumption that each teacher is as good as the next."
While there is much to criticize in teaching today, there is much more to criticize in school administration. Granted, there are many stories of the difficulty schools face when they try to dismiss or discipline teachers. However, that does not excuse districts from managing their staff. Far too often, stories are revealed of all teachers receiving "satisfactory" evaluations when there are clearly ineffective and underperforming teachers on staff. In fact, Tony Wagner recounted, in his book the Global Achievement Gap, the story of his first evaluation in which he was called into the office to sign his "satisfactory" report, though he'd never been observed.Again, start at the top people. The Rockies just fired their manager because the team was losing. Take a memo.
Sunday, May 31, 2009
Random School Drug Testing in Colorado
It appears that the country's paranoid hysteria over drug use continues to dismiss the "innocent-until-proven-guilty" component in our legal system. From the Denver Post, "Springs school district weighs random drug tests:"
A random drug test program being considered by Cheyenne Mountain School District 12 would be the first such program in the Pikes Peak region and only the fourth in the state. The policy, which had its first reading at a May 20 school board meeting, would allow random drug tests of high school students who are involved in district extracurricular activities, including sports, clubs and musical groups.
Discussions about adopting such a policy grew out of an investigation last fall that revealed what police called a "significant" heroin problem at Cheyenne Mountain High School. Police arrested former students and Mexican nationals in a bust linked to the school, but no students were arrested. District officials met with students and parents to determine how serious the drug problem was at the school, offering counseling and other services to students using drugs. About 25 students were involved in the drug incident involving black tar heroin, a potent form of the drug trafficked through Mexico, district officials said.
The board and administration in January began to consider a random drug testing policy. Such policies are controversial because some people believe they are an invasion of privacy and aren't warranted to ferret out the small number of students who abuse drugs.
The interesting component is the focus on activity-involved kids. It may seem to be the one thing districts hold over the kids' heads. But are they just not concerned with the uninvolved kids who are smoking across the street while the activities kids are at meetings and practice?
A random drug test program being considered by Cheyenne Mountain School District 12 would be the first such program in the Pikes Peak region and only the fourth in the state. The policy, which had its first reading at a May 20 school board meeting, would allow random drug tests of high school students who are involved in district extracurricular activities, including sports, clubs and musical groups.
Discussions about adopting such a policy grew out of an investigation last fall that revealed what police called a "significant" heroin problem at Cheyenne Mountain High School. Police arrested former students and Mexican nationals in a bust linked to the school, but no students were arrested. District officials met with students and parents to determine how serious the drug problem was at the school, offering counseling and other services to students using drugs. About 25 students were involved in the drug incident involving black tar heroin, a potent form of the drug trafficked through Mexico, district officials said.
The board and administration in January began to consider a random drug testing policy. Such policies are controversial because some people believe they are an invasion of privacy and aren't warranted to ferret out the small number of students who abuse drugs.
The interesting component is the focus on activity-involved kids. It may seem to be the one thing districts hold over the kids' heads. But are they just not concerned with the uninvolved kids who are smoking across the street while the activities kids are at meetings and practice?
Saturday, May 30, 2009
NCEE Thinks They Have the Answer
According to an op-ed in the Washington Post today, William Brock, Secretary of Labor in the Reagan administration, Ray Marshall, Secretary of Labor in the Carter administration, and Marc Tucker, president of the National Center on Education and the Economy (NCEE), have the answers for a "world class" education system. However, excuse me if I hold my applause for their basic recitation of the regular mantras of "better teachers" and "accountability" and the ever-present, and slightly clueless obsession with "preparation for college." Their proposals are not so radical as they think, though some of their assumptions are off the mark. For example:
The key to U.S. global stature after World War II was the world's best-educated workforce. But now the United States ranks No. 12, according to the Organization for Economic Cooperation and Development, and today's younger generation is the first to be less educated than the preceding one.
A dubious claim, as I've noted countless times, when the rankings are based on international tests that are voluntary for American students and are often blown off by the test takers. The real test is truly the economy and the state of society. In this regard, the American system is still the place of innovation it has always been, and its college system is still the envy of the world. Ultimately, with 85% of Americans saying they are satisfied with their education, the system is obviously serving its populations to their satisfaction. And isn't that the point? Couldn't we be more like Europe and Asia in test scores if we eliminated sports programs and the arts and theater and student government and recess and physical education and proms and homecomings and fundraisers, etc., etc., etc.? Do the communities want that? I don't think so. But, of course, I could be wrong because I'm just a parent and a teacher in a very successful school district, and not a former Secretary of Labor or head of a "think tank."
Additionally, the authors note a regression from sixty years ago, yet high school graduation is up and more diverse and the top students are breaking down the walls of higher education with AP/IB programs ever expanding with more and more kids doing college-level and even graduate-level work in high school. There is much success in the current system, and the variables for arguing that the population is "less educated" than their parents is dubious at best.
Hold faculty accountable for student achievement. Take over every school that, after three years, is unable to get at least 90 percent of all major groups of students on track to leave high school ready to enter college without the need to take any remedial courses.
Accountability. Of course. But 90% in college. If that means technical schools, maybe. But the country has maxed out at 30% with a four-year degree, and their is no evidence the economy needs or could even accommodate more than that. Remedial courses may say more about the student, than the system.
Make a range of social services available to children from low-income families and coordinate those services with those students' school programs. We have the most unequal distribution of income of any industrialized nation. If the problems posed by students' poverty are not dealt with, it may be nearly impossible for schools to educate the students to world-class standards. The state cannot eliminate students' poverty, but it can take steps to alleviate its effects on students' capacity to learn.
Offer high-quality early-childhood education to, at a minimum, all 4-year-olds and all low-income 3-year-olds. Students from low-income families entering kindergarten have less than half the vocabulary of the other students. In kindergarten and the early grades, those with the smallest vocabularies cannot follow what is going on and fall further behind. By the end of fourth grade, they are so far behind they can never catch up.
This, I admit, is intriguing. There is certainly evidence for its validity with the Harlem Children's Zone and its Promise Academies. We'll see if taxpayers are willing to pony up for the equality of funding and extra services for struggling populations.
The key to U.S. global stature after World War II was the world's best-educated workforce. But now the United States ranks No. 12, according to the Organization for Economic Cooperation and Development, and today's younger generation is the first to be less educated than the preceding one.
A dubious claim, as I've noted countless times, when the rankings are based on international tests that are voluntary for American students and are often blown off by the test takers. The real test is truly the economy and the state of society. In this regard, the American system is still the place of innovation it has always been, and its college system is still the envy of the world. Ultimately, with 85% of Americans saying they are satisfied with their education, the system is obviously serving its populations to their satisfaction. And isn't that the point? Couldn't we be more like Europe and Asia in test scores if we eliminated sports programs and the arts and theater and student government and recess and physical education and proms and homecomings and fundraisers, etc., etc., etc.? Do the communities want that? I don't think so. But, of course, I could be wrong because I'm just a parent and a teacher in a very successful school district, and not a former Secretary of Labor or head of a "think tank."
Additionally, the authors note a regression from sixty years ago, yet high school graduation is up and more diverse and the top students are breaking down the walls of higher education with AP/IB programs ever expanding with more and more kids doing college-level and even graduate-level work in high school. There is much success in the current system, and the variables for arguing that the population is "less educated" than their parents is dubious at best.
Hold faculty accountable for student achievement. Take over every school that, after three years, is unable to get at least 90 percent of all major groups of students on track to leave high school ready to enter college without the need to take any remedial courses.
Accountability. Of course. But 90% in college. If that means technical schools, maybe. But the country has maxed out at 30% with a four-year degree, and their is no evidence the economy needs or could even accommodate more than that. Remedial courses may say more about the student, than the system.
Make a range of social services available to children from low-income families and coordinate those services with those students' school programs. We have the most unequal distribution of income of any industrialized nation. If the problems posed by students' poverty are not dealt with, it may be nearly impossible for schools to educate the students to world-class standards. The state cannot eliminate students' poverty, but it can take steps to alleviate its effects on students' capacity to learn.
Offer high-quality early-childhood education to, at a minimum, all 4-year-olds and all low-income 3-year-olds. Students from low-income families entering kindergarten have less than half the vocabulary of the other students. In kindergarten and the early grades, those with the smallest vocabularies cannot follow what is going on and fall further behind. By the end of fourth grade, they are so far behind they can never catch up.
This, I admit, is intriguing. There is certainly evidence for its validity with the Harlem Children's Zone and its Promise Academies. We'll see if taxpayers are willing to pony up for the equality of funding and extra services for struggling populations.
Friday, May 29, 2009
Health Care Choice
According to the Denver Post, Howard Dean was in town on Friday stumping for health care reform:
Howard Dean, calling himself a "counterweight to the insurance industry," rallied a Denver crowd Wednesday to push for a public, government-subsidized insurance option for all ages. The former chairman of the Democratic National Committee, who is traveling the country to talk about health care reform, said Americans also should have the option of keeping their private insurance.
Of course, if Dean really wants to help the Obama administration's efforts, he didn't do them any favors when he says things like, "Republicans try to act like it's some kind of socialist, communist plot. Welcome to socialized medicine. It's called Medicare." People don't want to see socialized medicine - they want to see national health insurance. People want the doctors and the hospitals and the drug companies operating in the free market where the consumer has choices on who he sees and what he's willing to pay for. They perceive "socialized medicine" as single-payer systems in Canada and Britain where the doctors work for the government. That won't fly here. And Obama didn't help himself when he recently said of reform, "If we don't get it done this year, we're not going to get it done." Not a good idea to throw down ultimatums. We don't like being scared or threatened, and we want change, but not hasty change.
Thus, I am still baffled by the Administration's refusal to offer consumers another "choice" with a logical blend of public and private care. This is best exemplified by the Healthy Americans Act - also known as the Wyden-Bennett plan - or the extension of FEHBP - Federal Employee Health Benefits Plan - to all Americans. In these systems, the free market exists and health care providers bid to serve a pool of 300 million Americans. Each person can choose to purchase as much or as little as he needs or wants, but no one is denied access. No one is forced to give up his doctor - as I was in our current private employer-based system - and all medical decisions remain between the doctor and patient.
The problem for critics of Dean and Obama is that the country wants change, and it will come, and if conservatives are not careful, they could end up with single-payer simply because they provided no logical alternative that maintains the free market. HAA and FEHBP do this. Let's get on it.
Howard Dean, calling himself a "counterweight to the insurance industry," rallied a Denver crowd Wednesday to push for a public, government-subsidized insurance option for all ages. The former chairman of the Democratic National Committee, who is traveling the country to talk about health care reform, said Americans also should have the option of keeping their private insurance.
Of course, if Dean really wants to help the Obama administration's efforts, he didn't do them any favors when he says things like, "Republicans try to act like it's some kind of socialist, communist plot. Welcome to socialized medicine. It's called Medicare." People don't want to see socialized medicine - they want to see national health insurance. People want the doctors and the hospitals and the drug companies operating in the free market where the consumer has choices on who he sees and what he's willing to pay for. They perceive "socialized medicine" as single-payer systems in Canada and Britain where the doctors work for the government. That won't fly here. And Obama didn't help himself when he recently said of reform, "If we don't get it done this year, we're not going to get it done." Not a good idea to throw down ultimatums. We don't like being scared or threatened, and we want change, but not hasty change.
Thus, I am still baffled by the Administration's refusal to offer consumers another "choice" with a logical blend of public and private care. This is best exemplified by the Healthy Americans Act - also known as the Wyden-Bennett plan - or the extension of FEHBP - Federal Employee Health Benefits Plan - to all Americans. In these systems, the free market exists and health care providers bid to serve a pool of 300 million Americans. Each person can choose to purchase as much or as little as he needs or wants, but no one is denied access. No one is forced to give up his doctor - as I was in our current private employer-based system - and all medical decisions remain between the doctor and patient.
The problem for critics of Dean and Obama is that the country wants change, and it will come, and if conservatives are not careful, they could end up with single-payer simply because they provided no logical alternative that maintains the free market. HAA and FEHBP do this. Let's get on it.
Thursday, May 28, 2009
Health Insurance Industry Cuts Costs, Too
WASHINGTON — A major health insurer says the government can save more than $500 billion in Medicare spending by sending patients to less expensive, more efficient doctors; reducing hospital visits by the elderly; and cutting unnecessary care.
Those are among 15 suggestions made Wednesday by UnitedHealth Group Inc., a Minnesota-based health-management company that is the biggest participant in the government's Medicare insurance program for the elderly.
So, when the government talks about cutting health care costs by avoiding wasteful and superfluous spending, it's "rationing," but when private industry does it, it's just efficient and good business?
Support for Community Colleges
According to vice-presidential wife, Jill Biden, "Community colleges are the way of the future." Biden, a former teacher at Delaware Technical and Community College and current teacher at Northern Virginia Community College, was in Denver on a visit with her husband, and she offered this insight during an interview with the Denver Post. It's nice to see someone near the Obama administration talking more specifically about this post-secondary option, especially as more high schools push the four-year college track on everyone. While President Obama has said it is his goal that all students seek some secondary education or training, his Education Secretary has been more assertive in focusing on four year colleges. And anyone with any true knowledge of the education system or our economy knows that is naive and myopic. Biden has the experience to speak credibly on this issue, noting the increased enrollment in tough economic times.
Biden said Delaware Technical & Community College, where she used to teach, logged a 30 percent increase in enrollment this year. Enrollment is up about the same amount at Northern Virginia Community College, where she now teaches English as a second language and developmental English for foreign professionals. After watching EMS faculty and students respond to a simulated heart attack in the school's mock street scene, Biden told the group, "I've taught many EMTs, firemen, police cadets and nurses. You all play such a vital role in our communities.
"In fact, we had a fire in our house four years ago. As we were running around in a panic, one of the firefighters waved and yelled at me, 'Mrs. Biden, I'm Harry, remember me from your class?' "
Biden is on the mark. Perhaps, the administration will start letting her give more interviews.
Biden said Delaware Technical & Community College, where she used to teach, logged a 30 percent increase in enrollment this year. Enrollment is up about the same amount at Northern Virginia Community College, where she now teaches English as a second language and developmental English for foreign professionals. After watching EMS faculty and students respond to a simulated heart attack in the school's mock street scene, Biden told the group, "I've taught many EMTs, firemen, police cadets and nurses. You all play such a vital role in our communities.
"In fact, we had a fire in our house four years ago. As we were running around in a panic, one of the firefighters waved and yelled at me, 'Mrs. Biden, I'm Harry, remember me from your class?' "
Biden is on the mark. Perhaps, the administration will start letting her give more interviews.
Wednesday, May 27, 2009
Principals Make the Difference
According to the Denver Post, Principal's persistence sends Lincoln High grad rate soaring. At Lincoln High School - of the notoriously struggling Denver Public Schools - the turnaround rate in dropouts to college applications has been impressive, and:
Part of the reason for the rebound is the school's principal — Antonio Esquibel, a Lincoln alum who grew up about half-mile from Lincoln. He has made it his mission to change the culture for the Lancers. Esquibel has borrowed techniques from successful charter schools, putting an emphasis on attendance, credit recovery and college readiness.
Esquibel has set clear expectations, from attendance to grades, and his enforcement of this pro-academic culture at his school is fundamental to its success. Granted, there is a long way to go. Though the message is clear. A culture of learning is integral to the success of a school community, and that culture is set by the administration.
Got a problem with the school? Start at the top. It's no different than in sports. Failing teams fire their coaches, and successful teams result from strong leadership.
Part of the reason for the rebound is the school's principal — Antonio Esquibel, a Lincoln alum who grew up about half-mile from Lincoln. He has made it his mission to change the culture for the Lancers. Esquibel has borrowed techniques from successful charter schools, putting an emphasis on attendance, credit recovery and college readiness.
Esquibel has set clear expectations, from attendance to grades, and his enforcement of this pro-academic culture at his school is fundamental to its success. Granted, there is a long way to go. Though the message is clear. A culture of learning is integral to the success of a school community, and that culture is set by the administration.
Got a problem with the school? Start at the top. It's no different than in sports. Failing teams fire their coaches, and successful teams result from strong leadership.
Tuesday, May 26, 2009
Education Blogosphere
A fond farewell to a strong voice in the edu-blogosphere - Dennis Fermoyle at Public Education Defender posted his last entry on the blog he has hosted since May of 2006. Dennis' blog was one of the first I discovered when I started blogging about education and life, and he was a source of great insight and inspiration for discussions of public education. One of my earliest postings - which was also featured in the Denver Post - challenged Sean Hannity's rant that "the government ruined public education." Dennis posted part of my piece on his blog, plus a link, and he has continually endorsed the notion that I argued - that public education is not only not "ruined," but by and large successful. Dennis signed off today with this long-running sentiment:
I firmly believe that public schools in America are doing a better job than they're given credit for. Oh, we have our flaws--there's no question about that, and I've written about a number of them. When I say we are doing are doing a good job, however, I base that on two basic points.
First of all, in the great majority of public schools around the nation, any kid who really wants a good education can get one. The kids who don't give a rip don't get very much out of it, but the kids who want to go to a vo-tech are able to do that, and the kids really want to get prepared for college are able to do so.
The biggest problem in American public education today is that so many kids don't put much effort into their own education. Some kids are incredibly lazy and irresponsible, and that problem is combined with the fact that the American public does not want to put too much emphasis on school in general and academics in particular. And that leads to my second point: American public schools are giving American parents what they want.
Bill Gates and other business gurus can complain all they want, and say that American schools should be turning out more academic wizards. I'm not saying they're wrong, but that is not what the American public wants. The American public wants their kids to be "well-rounded." That means they want them get some academics, but they also want schools to enable their kids to be be sports stars, and/or work part-time jobs, and to be able to go on family vacations that last a week or more during the school year, and have homecoming and frosty-fest coronations and pep rallies during the school day, and use class time to vote for kings and queens and other things, and to be able to miss a day or two here and there for various other reasons and still get decent grades. Bill Gates might not like it, and sometimes I might not like it, but we are "public" schools, so it's our job to give the public what it wants. And that's what we do.
Finally, my last post wouldn't be complete if I didn't harp on the subject I've harped on more than any other. As good as public education is, it could be so much better. Public school teachers and principals need more power to demand better effort and behavior from our students. The bottom line on that is that it has to be easier to kick kids out. I know how harsh that sounds, but it really isn't. Believe it or not, I am not an old curmudgeon. In fact, I think it's fair to say that I'm one of the most popular teachers in our school. But 35 years as a teacher and coach has taught me that kids understand limits. Make it clear to them that a certain level of behavior and a certain level of effort is required and there will be very few who will have to be shown the door. And for those who are shown the door, allow them to come back and try again next semester or next year if they finally realize that their education matters. I have seen too many bright kids allowed to get by with performing miserably, and I've even seen some end up dropping out because we were so damned tolerant.
Those are some pretty valid points. Thanks, Dennis.
I firmly believe that public schools in America are doing a better job than they're given credit for. Oh, we have our flaws--there's no question about that, and I've written about a number of them. When I say we are doing are doing a good job, however, I base that on two basic points.
First of all, in the great majority of public schools around the nation, any kid who really wants a good education can get one. The kids who don't give a rip don't get very much out of it, but the kids who want to go to a vo-tech are able to do that, and the kids really want to get prepared for college are able to do so.
The biggest problem in American public education today is that so many kids don't put much effort into their own education. Some kids are incredibly lazy and irresponsible, and that problem is combined with the fact that the American public does not want to put too much emphasis on school in general and academics in particular. And that leads to my second point: American public schools are giving American parents what they want.
Bill Gates and other business gurus can complain all they want, and say that American schools should be turning out more academic wizards. I'm not saying they're wrong, but that is not what the American public wants. The American public wants their kids to be "well-rounded." That means they want them get some academics, but they also want schools to enable their kids to be be sports stars, and/or work part-time jobs, and to be able to go on family vacations that last a week or more during the school year, and have homecoming and frosty-fest coronations and pep rallies during the school day, and use class time to vote for kings and queens and other things, and to be able to miss a day or two here and there for various other reasons and still get decent grades. Bill Gates might not like it, and sometimes I might not like it, but we are "public" schools, so it's our job to give the public what it wants. And that's what we do.
Finally, my last post wouldn't be complete if I didn't harp on the subject I've harped on more than any other. As good as public education is, it could be so much better. Public school teachers and principals need more power to demand better effort and behavior from our students. The bottom line on that is that it has to be easier to kick kids out. I know how harsh that sounds, but it really isn't. Believe it or not, I am not an old curmudgeon. In fact, I think it's fair to say that I'm one of the most popular teachers in our school. But 35 years as a teacher and coach has taught me that kids understand limits. Make it clear to them that a certain level of behavior and a certain level of effort is required and there will be very few who will have to be shown the door. And for those who are shown the door, allow them to come back and try again next semester or next year if they finally realize that their education matters. I have seen too many bright kids allowed to get by with performing miserably, and I've even seen some end up dropping out because we were so damned tolerant.
Those are some pretty valid points. Thanks, Dennis.
Sunday, May 24, 2009
American Princesses
"When women shave their heads, cut out the make-up, and stop wearing high-heel shoes, they will take over the world."
That is how many of my students would characterize one of my standard rants in class each year. While it is a bit of my standard hyperbole, the spirit of the argument is sincere. There is much that girls and women do which adheres to historical subjugation of the rights of women, and there is much in those areas that adhere to control by men. The "princess fantasy," or expectation is another symptom of this dichotomy, and it is making the news lately, especially with the onslaught of marketing from Disney over the past decade. Is this "princess syndrome" a hindrance to the growth and independence of identity in young girls? Or is there a positive
side to the "ideal life" image of the myth?
My students would laugh at the possibility that I could see anything positive about representations of girls and women by Disney. I've written before about my opposition to my children seeing Disney movies - actually they've never really seen any movies. However, my daughter just turned four and received several Barbies from her friends. It didn't bother me, and I concede that much of the opposition to popular culture is overblown. Of course, the standard rational response - of which I am always a fan in any discussion - is the use of moderation and common sense.
We'll see what the pundits and sociologists have to say. I'm not worried about my daughter, or my students, precisely because of the openness and discussions we have.
That is how many of my students would characterize one of my standard rants in class each year. While it is a bit of my standard hyperbole, the spirit of the argument is sincere. There is much that girls and women do which adheres to historical subjugation of the rights of women, and there is much in those areas that adhere to control by men. The "princess fantasy," or expectation is another symptom of this dichotomy, and it is making the news lately, especially with the onslaught of marketing from Disney over the past decade. Is this "princess syndrome" a hindrance to the growth and independence of identity in young girls? Or is there a positive
side to the "ideal life" image of the myth?
My students would laugh at the possibility that I could see anything positive about representations of girls and women by Disney. I've written before about my opposition to my children seeing Disney movies - actually they've never really seen any movies. However, my daughter just turned four and received several Barbies from her friends. It didn't bother me, and I concede that much of the opposition to popular culture is overblown. Of course, the standard rational response - of which I am always a fan in any discussion - is the use of moderation and common sense.
We'll see what the pundits and sociologists have to say. I'm not worried about my daughter, or my students, precisely because of the openness and discussions we have.
Friday, May 22, 2009
The Net Generation
Since finishing up Tony Wagner's The Global Achievement Gap, I have been intrigued by some similar insight in two other books - one is Richard Nesbitt's Intelligence and How to Get it, and the other is Bob Pletka's Educating the Net Generation. I want to discuss Nesbitt's extensive research at some point, but, in terms of Wagner's insight about transitioning schools to a curriculum and training more relevant to their lives, I am intrigued and seeking ways to improve my approach based on his research. Pletka's point is a high-tech analysis of the concept that we must teach students where they are, not where we'd like them to be. This is relevant as I seek to incorporate applicable technologies into the classroom without feeling like I'm losing the important content and rigor of the classical education of our school and community. One example would be a desire to utilize blogging and other cyberspace formats. While there won't soon be a Facebook page for "Mazenko's English," (though I would love it), I will try to simulate that as much as possible with applications on Blackboard.
One insightful aspect of Pletka's work is the importance of connecting to students in ways that are not only relevant to the way they currently think and communicate, but also to the ways they will do so in the workplace soon enough. Pleska states:
46% of the variation in the students sense of involvement and belonging is the result of instruction. Whereas instruction dominated by lectures and note taking is associated with increased rates of disengaged students, lessons that encourage student discussion contribute to their sense of acceptance and membership in school.
While this could be perceived by some critics as "foo foo education" and a pathetic offshoot of self-esteem movements, it doesn't have to be, and I believe it can be integrally linked to rigor and development of core competencies as well as innovation. It reminds of the "flow experience" that I've written about concerning adolescent male literacy which was so well explained in Michael Smith's Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning. The whole concept reminds me of the descriptions I used to read of Dean Smith's basketball practices at UNC where everything worked like a well-oiled machine.
Total engagement is my (albeit unrealistic) goal.
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