4423 Slices
Medium 9781475815900


International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Henry A. Giroux

After the fires went out in Los Angeles, the Bush Administration once again reneged on its responsibility to address the problems and demands of democratic public life. In the face of escalating poverty, increasing racism, growing unemployment among minorities, and the failure of an expanding number of Americans to receive adequate health care or education, the Bush Administration invoked a wooden morality coupled with a disdain for public life by blaming the nation’s ills on the legislation of the Great Society, TV sitcom characters such as Murphy Brown, or the alleged breakdown of family values. Within this scenario, poverty is caused by the poverty of values, racism is seen as a “black” problem (lawlessness), and social decay can be rectified by shoring up the family and the free market.

The Bush Administration’s response to the Los Angeles uprising exemplifies the failure of leadership characteristic of the Reagan/Bush eras. Abandoning its responsibility for moral leadership, the federal government has reduced its intervention in public life to waging war against Iraq, using taxpayer’s money to bail out corrupt bankers, and slashing legislation that would benefit the poor, the homeless, and the disadvantaged. But there is more at stake here than simply the failure of moral and political leadership; at all levels of national and daily life, the breadth and depth of democratic relations are being rolled back. For example, this is seen in the growing disparity between the rich and poor, the ongoing attacks by the government and courts on civil rights and the welfare system, and the proliferating incidents of racist harassment and violence on college and public school sites.

See All Chapters
Medium 9781943874903

5 Powerful Prefixes

Angela B. Peery Solution Tree Press ePub


Powerful Prefixes

Prefixes, along with sentence-level and paragraph-level context clues, can be helpful as students try to read difficult text. However, in my experience, even high school students don’t know all the word parts (roots, prefixes, and suffixes) that they should know in order to best support them as they tackle complex text for class discussion and in their independent reading.

A prefix is a not a word but a word part, attached to a stem to make a new word, often with a very different meaning from the stem alone.

This deficit that our students so readily display as we engage with academic text in our classrooms thus presents us with quite the dilemma. The good news about prefixes is that only twenty of them account for 97 percent of all prefixed words in printed academic text (White et al., 1989). So, if we choose to teach about prefixes and prefixed words, focusing most of our teaching time on the top twenty prefixes just makes good common sense.

See All Chapters
Medium 9781475816730

School Reform: Community, Corporatism, and the Social Good

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Richard R. Verdugo

ABSTRACT: Paradigms are important. Since the early part of the 20th century, a corporatist paradigm has influenced education policy and structure. A corporatist view is based on two assumptions: Schools are like businesses; therefore, sound business practices will improve schools. Another paradigm that has received only minimal attention in formulating education policy in the United States is a community paradigm, which envisions education as a comprehensive endeavor and the integration of students into the larger social system as the paramount goal. Both paradigms have views about the social good, and in my article, I attempt to outline each paradigm, its assumptions, and its potential impact on schooling in the United States.

Paradigms are important. The business paradigm emerged as a ubiquitous influence on many social institutions shortly after World War II. A small group of European immigrant intellectuals, mostly Austrian, faced off with an English-born scholar, and their battle, so to speak, would have long-lasting effects on U.S. domestic policy. The five immigrant intellectuals were Ludwig von Mises, Friedrich Hayek, Joseph Schumpeter, Karl Popper, and Peter Drucker. The views of these five scholars would hold U.S. domestic policy in its grip for years to come.

See All Chapters
Medium 9781576750674

5. Learning From Presentations: Cognitive Learning

Davis, James R. Berrett-Koehler Publishers ePub

Stand outside of lecture halls and listen to students as they come pouring through the doors, and you will often hear them saying, “ … that was so boring … I had no idea what was going on in there today … besides, who’s going to remember all that stuff.” Every student or participant in training knows from prior experience that a presentation can be brilliant or dull, involving or boring, enlightening or deadly. The same can be said for books, articles, training manuals, and other modes of presenting information. What makes it so? Some would say the personality of the author or presenter, the content, or the visuals. In fact, a lot has to do with the format of the presentation and the way it matches or fails to match up with how human beings are designed to attend to, process, and remember information. The response of the learner is also important.

Time Out

You are one of two hundred managers and supervisors invited to a presentation next week by the chief executive officer (CEO) of your company. The topic is quarterly performance and near-range and long-term goals. You remember your previous experience with lectures and presentations in college and you are already bored just thinking about it. Listening to presentations doesn’t fit your preferred learning style. You also know that this is no ceremonial speech, not a symbolic exercise of rhetoric and platitudes, but a serious effort to communicate company performance and goals. How can you learn what you need to learn from this presentation?

See All Chapters
Medium 9780253010551

2 Writing (#55–95)

Martin H. Krieger Indiana University Press ePub

Learn to write clear prose, with grammar and diction that do not call attention to your writing. It is perhaps remarkable that some doctoral students cannot write straightforward sentences and paragraphs, but it is unimaginable that they do not learn as soon as possible how to do much better. I am told by colleagues in the natural sciences, engineering, and mathematics that these problems are present in their students, too.

The novelist Stephen King, in his book On Writing (2000): sit down, regularly, write, hold off judgment, and keep on writing. Writing or art is a defense against life. He ends the book with an account of how he started writing again after a very serious automobile accident in which he was grievously hurt.

Greg Hise to a student: “I can’t state strongly enough how important it is for you to get out in the field, right now. It’s the equivalent of a historian getting into the archives. No matter how sound and interesting your question appears, it is just that, a question. It is a hunch, one informed by your reading (the literature) and theory, but a hunch (or hypothesis) none the less. Begin with a place that is convenient to where you live or work, but begin. Test your methods, see what you find, refine your questions. Your questions may change, the literature may be all wrong; you may wind up comparing at very different places than you anticipated. You may find these generalizations faulty. This is precisely the point, and why we do research.”

See All Chapters

See All Slices