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Medium 9781626564275

Chapter Two • Obedience and Disobedience: When Is Which Right?

Chaleff, Ira Berrett-Koehler Publishers ePub

Obedience and Disobedience: When Is Which Right?

“If a man can only obey and not disobey, he is a slave; if he can only disobey and not obey, he is a rebel; he acts out of anger, disappointment, resentment, yet not in the name of a conviction or a principle.”

ERICH FROMM

TO UNDERSTAND APPROPRIATE OBEDIENCE and disobedience, let’s reconsider the scenario in the previous chapter.

We saw the nurse resist what she thought to be a destructive order. Her skillful resistance caused the physician to reflect on his own reasoning and to take a different, presumably safer course. The patient recovered and the story had a happy ending. We know, however, that it could have played out differently.

Was it the success of the patient outcome that made this an act of Intelligent Disobedience as opposed to outright insubordination? Or were there intrinsic factors that made it Intelligent Disobedience, regardless of the outcome? To answer this we need to examine our concepts of obedience and disobedience.

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Medium 9781475815894

Education’s Quest for the Grail: The Search for Fiscal Equity in the Bluegrass State

R&L Education ePub

BETIY E. STEFFY

Associate Professor

University of Kentucky

Lexington, Kentucky 40506

Finding an equitable method for coping with the disparity in wealth between school systems has been public education’s equivalent of the medieval search for the Holy Grail: it is a seemingly endless quest.

Removing disparities between rich and poor in an essentially democratic, capitalist country confronts a host of putative “rights,” such as school district boundaries; the extent of the development of wealth to tax within and without those boundaries; the entanglement of the individual rights of parents to choose where to live; and for the wealthier, to live and send their children to school wherever they choose.

The growing gap between social haves and have-nots was forcefully illustrated in Jonathan Kozol’s shattering book Savage Inequalities (1992), in which he noted: “There is a deep-seated reverence for fair play in the United States, and in many areas of life we see the consequences in a genuine distaste for loaded dice; but this is not the case in education, health care, or inheritance of wealth. In these elemental areas we want the game to be unfair and we have made it so; and it will likely so remain” (p. 223). “In public schooling, social policy has been turned back almost one hundred years” (p. 4).

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Medium 9781475837520

Accountability as a Technology of Governmentality: Policy and Disruption on Teaching Practice

Rowman & Littlefield Publishers ePub

Accountability as a Technology of Governmentality

Policy and Disruption on Teaching Practice

Denise LaVoie LaFrance

ABSTRACT: Neoliberal ideology frames the discourse of the current political rhetoric of education as an economic investment in the preparation of students to compete in a global economy. These discourses that emanate from policy makers shape the construct of schooling and control the trajectory of education in the United States. Recent educational reforms implemented accountability systems that are assumed to be the drivers of positive educational outcomes and higher student achievement; however, the impact of these systems of accountability shapes teaching practice and forces teachers to be accountable to a system. This study examined the outcomes of current educational policy on daily teaching practices. In addition, it examined teachers’ self-regulation as a means to adapt and remain in a regulated environment. The perspectives of beginning and experienced teachers from an urban and a rural area were analyzed through semi-structured interviews, classroom observations, and document analysis.

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Medium 9781936763009

Chapter 4 Preparing the Foundation for Collaborative Common Assessments

Cassandra Erkens Solution Tree Press ePub

4

Preparing the Foundation for Collaborative Common Assessments

Before anything else, preparation is the key to success.

—Alexander Graham Bell

It would be wrong to send teams off to employ common assessments—whether pre-endorsed or collaboratively developed—without setting the context and providing a firm foundation for the work. In an accountability-rich culture, it is readily assumed that any data generated are visible and therefore available for decision makers. When the stakes are too high, the process will not work to invite innovation and encourage practice improvement if it is not managed well.

Figure 4.1 frames the foundation by outlining the components that are within a team’s control and that must be part of the team’s work before and during the process of designing and employing collaborative common assessments.

Figure 4.1: The preparation phase for collaborative common assessments.

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3 Enhancing Evaluation

Robin K Morgan Indiana University Press ePub

ROBIN K. MORGAN

INDIANA UNIVERSITY SOUTHEAST

Whatever else the Scholarship of Teaching and Learning (SoTL) may represent, the discipline clearly embraces an uncompromising ethic of quality control and accountability in the teaching-learning dynamic. Simply put, those who are passionate about being good teachers recognize the necessity of placing their teaching practices under the microscope, evaluating the results of such assessment, both good and bad, and reflecting on how to use such findings to improve teaching outcomes. This exercise in continuous assessment exemplifies, in many ways, the scientific attitudes of critical thinking and skepticism, and benefits a multitude of stakeholders, including the faculty themselves, their home institution, and, most notably, the students who stand to gain the most from this self-reflective endeavor.

The submissions in Chapter 3 converge on several dimensions of this assessment process. Evaluating teaching effectiveness requires that the spotlight fall on both principal players, teacher and student alike. Neither has escaped the scrutiny of the present authors. Proper assessment benefits both, and this is nowhere more apparent than in the decision to engage both formative and summative assessment in one’s class. Formative assessment provides important early data for the instructor while simultaneously offering useful and timely feedback to the student, ideally reducing “surprises” on more summative measures. Several of the current submissions demonstrate methods of providing formative feedback. Three submissions, for example, outline various techniques of using personal responses systems, or clickers, in providing real time formative feedback. Similarly, Amy Zink, in her submission, describes how she uses Google Docs to gather feedback on what students know so that she can plan her lessons accordingly. She then describes how she uses the same data to evaluate the effectiveness of her teaching.

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