How to ... be a reflective practitioner.

lies my teacher told me everything your american history lies my teacher told me everything your american history textbook got wrong james w loewen on amazon com free shipping on qualifying offers every teacher every student of history every citizen should read this book it is both a refreshing antidote to what has passed for history in our educational system and a one volume education in itself howard zinn a new edition of the, lies across america what our historic sites get wrong lies across america what our historic sites get wrong james w loewen on amazon com free shipping on qualifying offers examines more than one hundred sites that promote incorrect interpretations of american history and raises questions about what americans choose to commemorate reprint 75, freedom movement bibliography naacp freedom movement bibliography see also books written by freedom movement veterans book titles grouped by subject film videos audio movement related web links, nadir of american race relations wikipedia according to historian rayford logan the nadir of american race relations was the period in the history of the southern united states from the end of reconstruction in 1877 through the early 20th century when racism in the country was worse than in any other period after the american civil war during this period african americans lost many civil rights gains made during reconstruction, how we know indians of the midwest alan trachtenberg explores the role of the song of hiawatha in american life the poem was written by henry wadsworth longfellow whose chief source was the work of henry rowe schoolcraft who published ojibwa stories about a supernatural being who both helped and harmed humans

Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

The God Delusion is a fascinating and compelling insight into the evidence, not only against the existence of God, but a detailed analysis for the evidence for both sides of the argument, and the repercussions this has on society. It makes no attempt to hide its purpose, to enlighten believers to the reason and logic of science, and articulately, passionately and humorously describe the arguments against religion, and for the understanding and respect of science. It is important to note that I am an atheist myself, but do not be deterred by statement, for this book has plenty to offer.

The God Delusion. Richard Dawkins

/pdf/god-is-not-great-how-religion-poisons-everything-451qtjpli7.pdf

God is not great, how religion poisons everything

The Imperfect Union: School Consolidation and Community Conflictby Alan Peshkin. Chicago: The University of Chicago Press, 1982. 207 pp

Researchers who seek to understand the complex dynamics of rural schools and communities have investigated the circumstances and experiences of rural residents whose characteristics differ from the norm and whose life choices differ f rom conventional wisdom about how best to live one's life. This study follows our own path within that tradition (see, e.g., Barton, 2012; Burnell, 2003; Jacob, 1997; Sherman, 2009), focusing on the "life choice" among some teachers to be nonreligious in rural places where religious observance is expected-as it is elsewhere across the United States.To learn about the experiences of nonreligious rural K-12 teachers, we interviewed 24 individuals (working in all regions of the United States) who explicitly disclosed their nonbelief in a supernatural deity. Based on our reading of the related literature, we could find no evidence that anyone had previously studied nonbelieving K-12 teachers-wherever located. This report is part of a larger effort, in fact, that included 85 teachers from rural, urban, and suburban locales nationwide.As our background prominently includes rural education research, the study was attentive to locale, and we asked all interviewees what their communities were like. If locale were not evident in teachers' discourse, we asked about it. Probes often asked about social class structure and dynamics, race, and economic circumstances. As we explain later, our sample was neither random nor stratified, but because we were tracking locale, we were able to determine that 28% of our respondents worked in rural schools. Indeed, we were able to identify which schools they worked in and then retrieve additional contextual data from public sources.One might frame the principal issue of the study as "marginalization," with the implication being that life choices, including the choice to hold a particular viewpoint that differs sharply from conventional wisdom, are abnormal, perhaps even deviant.1 Atheism, for instance, would be read as abnormal on such a basis, especially considering that rural community members adhering to strong local norms with respect to religion (e.g., Elder & Conger, 2000) would be likely to make such a judgment. We predictably do not make that judgment, because we understand as legitimate the decision making (about life's meanings and purposes) that arises from many sources including various sorts of thought processes, commitments, and ideologies.We mention this view at the outset because it underwrites our efforts to keep systematic bias from influencing our data and our interpretation. Neither Barton (2012) nor Burnell (2003) presumed that the characteristics, practices, and beliefs of their subjects (respectively, homosexuality and refusal to pursue college studies) were abnormal, inadequate, or reprehensible. Those scholars' efforts to bracket their personal perspectives, whatever those perspectives might have been, enabled them to derive insights that would otherwise have been unlikely.2Therefore, we undertook this research with the assumption that atheism is normal because it can be a reasonable position that might even harbor interesting and useful insights for decision making about life's meaning and purposes. Furthermore, we made the assumption that what nonbelieving teachers think about the relevant issues and circumstances (e.g., what it means to hold a view counter to conventional wisdom, what personal skepticism contributes to one's views about teaching) might prove interesting to education scholars and curious practitioners.At the same time, some evidence suggested to us that rural places might not be uniformly narrow and judgmental in their treatment of difference. Some studies of international immigrants to rural places in the United States, for example, showed that they may find such places hospitable in part because they develop bonds within their own locallyestablished cultural groups before establishing bonds with others, especially those with long-standing family ties to the local mainstream community (e. …

The "Ins" and "Outs" of Rural Teachers: Who Are Atheists, Agnostics, and Freethinkers.

This research used data from educators and teacher candidates in Ohio (a state in the Midwestern United States) to produce a valid and reliable instrument for measuring instructional coaching skills. The research involved three pilot tests with large samples of respondents. Initial items came from the extant literature on instructional coaching, and data analyses enabled refinement of these initial items. Principal component analysis revealed that the final set of items loads strongly on one factor, with the factor structure remaining consistent across samples. Reliability measures showed that the instrument has strong internal consistency. As a technically adequate measure, the instrument can be used by educators to measure their own instructional coaching skills or as a pre-assessment and post-assessment for professional development programs intending to improve instructional coaching skills.

The Development of a Valid and Reliable Instrument for Measuring Instructional Coaching Skills.

During the last six decades, rural America has changed in significant ways (Lobao & Meyer, 2001). Whereas many of these changes have been structural in nature—relating to economic changes and demographic shifts—others have been rhetorical, relating to how rural people, places, and contributions are viewed by the nation as a whole (Cook & Beck, 1991; Foster & Hummerl, 1997).

Marged Howley Dudek

Papers

The "Ins" and "Outs" of Rural Teachers: Who Are Atheists, Agnostics, and Freethinkers.

The Development of a Valid and Reliable Instrument for Measuring Instructional Coaching Skills.

From Ingenious to Ignorant, From Idyllic to Backwards