Kenneth A. Strike

Bio: Kenneth A. Strike is an academic researcher from Cornell University. The author has contributed to research in topics: Philosophy of education & Liberalism. The author has an hindex of 21, co-authored 50 publications receiving 7219 citations. Previous affiliations of Kenneth A. Strike include University of Maryland, College Park.

Accommodation of a scientific conception: Toward a theory of conceptual change

Abstract: It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning. Its roots can be traced back to early Gestalt psychologists. However, Piaget’s (1929, 1930) early studies of children’s explanations of natural phenomena and his more recent studies of causality (Piaget, 1974) have perhaps had the greatest impact on the study of the interpretive frameworks students bring to learning situations. This research has led to the widespread study of students’ scientific misconceptions.2 From these studies and, particularly, from recent work by researchers such as Viennot ( 1979) and Driver (1 973), we have developed a more detailed understanding of some of these misconceptions and, more importantly, why they are so “highly robust” and typically outlive teaching which contradicts them (Viennot, 1979, p. 205). But identifying misconceptions or, more broadly speaking, “alternative frameworks” (Driver & Easley, 1978), and understanding some reasons for their persistence, falls short of developing a reasonable view of how a student’s current ideas interact with new, incompatible ideas. Although Piaget (1974) developed one such theory, there appears to be a need for work which focuses “more on the actual content of the pupil’s ideas and less on the supposed underlying logical structures” (Driver & Easley, 1978, p. 76). Several research studies have been performed (Nussbaum, 1979; Nussbaum & Novak, 1976; Driver, 1973; Erickson, 1979) which have investigated “the substance of the actual beliefs and concepts held by children” (Erickson, 1979, p. 221). However, there has been no well-articulated theory explaining or describing the substantive dimensions of the process by which people’s central, organizing concepts change from one set of concepts to another set, incompatible with the first. We believe that a major source of hypotheses concerning this issue is contemporary philosophy of science, since a central question of recent philosophy of science is how concepts change under the impact of new ideas or new information. In this article we first sketch a general model of conceptual change which is largely derived from current philosophy of science, but which we believe can illuminate * This article is partly based on a paper entitled “Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.

The Ethics of Teaching

Abstract: This bestselling text has been expanded to include the most important ethical issues in contemporary schooling. The Fifth Edition features a reconsideration of Equal Treatment of Students and an updated list of Recommendations for Further Reading. Written in a style that speaks directly to today's teacher, The Ethics of Teaching, Fifth Edition uses realistic case studies of day-to-day ethical dilemmas. The book covers such topics as: punishment and due process * intellectual freedom * equal treatment of students * multiculturalism * religious differences * democracy * teacher burnout * professional conduct * parental rights * child abuse/neglect * sexual harassment. The Ethics of Teaching is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.

The Ethics of School Administration

Abstract: Providing school administrators with a rigorous yet practical approach to the difficult dilemmas that so often arise in their profession, this volume covers-- Standards-- Assessment and evaluation-- Equal opportunity-- Multiculturalism-- Religious differences-- Due process-- Freedom of expression-- Personal liberty, and-- Authority. The new Third Edition features a totally new chapter that addresses diversity (emphasizing both religious and cultural differences) and new cases that discuss such current issues as sexual harassment and child abuse.

A Categorization Scheme for Principles of Sequencing Content

Abstract: The question of how content should be sequenced or ordered has been the subject of educational debates for at least the past 70 years (Dewey, 1902; Rugg, 1927; Tyler, 1950; Taba, 1962, Ausubel, 1964; Bruner, 1960; Suppes, 1966; Gagné, 1970; Popham & Baker, 1970; Posner, 1974). However, no satisfactory answer has been developed, and no adequate prescription is expected in the near future. In order to properly deal with the prescriptive question, How should content be sequenced? we need first to ask the prior descriptive question, In what ways can,content be sequenced? That is, what principles can be used to sequence content? We have very little information, based on hard data, regarding the consequences of alternative content sequences and will need a good deal more research effort before we are able to satisfactor­ ily suggest how content should be sequenced. Our intention here is to consider the question, What are the alternatives?

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Toward a Theory of Culturally Relevant Pedagogy

Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.