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30 Nov 09

The Dumbing Down of Quality Teaching: How Policymakers Snooker the Public « Larry Cuban on School Reform and Classroom Practice

  • The squishing of “good” teaching with “successful” learning, then, does further collateral damage to the profession of teaching by setting up the expectation that only heroes need apply.
  • By stripping away from “good” learning essential factors of students’ motivation, the contexts in which they live, and the opportunities they have to learn in school–federal, state, and district policymakers twist the links between teaching and learning into a simpleminded formula thereby miseducating the public they serve while encouraging a generation of idealistic newcomers to become classroom heroes who end up deserting schools in wholesale numbers within a few years because they come to understand that “good” teaching does not lead automatically to “successful” learning. F & R help us parse “quality teaching” into distinctions between “good” and “successful” teaching and learning. Now policymakers, voters, parents, and educators need to learn and use those distinctions responsibly. Until they (and we) do, the high price of bad policy and ill-conceived reform will be paid by both teachers and students directly and the nation indirectly.
17 Nov 09

How Researchers Can Silence Teachers’ Voices « Larry Cuban on School Reform and Classroom Practice

  • Change clearly meant one thing to teachers and another to researchers. Teachers had, indeed, made a cascade of incremental changes in their daily lessons. Researchers, however, keeping in mind what policymakers intended, looked for fundamental changes in teaching.
  • Researchers, however, publish their studies and teachers like Mrs. O seldom tell their side of the story. Yet teachers’ perceptions of change have to be respected and voiced because they have indeed altered their practices incrementally and as any practitioners (lawyers, doctors, accountants) will tell you, that is very hard to do. How to honor teachers’ incremental changes while pointing out few shifts in fundamental patterns of teaching is the dilemma with which I have wrestled in researching high-tech use in schools.
29 Sep 09

Lucy Suchman on framing technology – Og så alligevel…

  • This frame cuts out a lot of context in order to focus on the specific interactions.
  • Where are we to make the cut between human and machine in a given research frame? How do we make those frames? How might we expand those frames? How can we take responsibility for the cuts we make?
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