Showing papers in "Harvard Educational Review in 1970"
TL;DR: Rist as mentioned in this paper reported the results of an observational study of one class of ghetto children during their kindergarten, first-and second-grade years, and concluded that the way in which the teacher behaved toward the different groups became an important influence on the children's achievement.
Abstract: Many studies have shown that academic achievement is highly correlated with social class. Few, however, have attempted to explain exactly how the school helps to reinforce the class structure of the society. In this article Dr. Rist reports the results of an observational study of one class of ghetto children during their kindergarten, first- and second-grade years. He shows how the kindergarten teacher placed the children in reading groups which reflected the social class composition of the class, and how these groups persisted throughout the first several years of elementary school. The way in which the teacher behaved toward the different groups became an important influence on the children's achievement. Dr. Rist concludes by examining the relationship between the "caste" system of the classroom and the class system of the larger society.
1,619 citations
TL;DR: In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world as discussed by the authors.
Abstract: In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world. Such education in Freire's view is cultural action for freedom, through authentic dialogue rather than for domestication. In this concluding section, the author proceeds to consider the philosophical basis and the social context of his own thought. With specific reference to Latin America, he discusses the emergence of the masses into the political process in the Third World and analyzes the levels of consciousness which characterize that emergence. Finally he discusses the nature and function of a truly liberating education in this period of historical transition.
390 citations
TL;DR: In this paper, the authors advocate a theory and practice based on authentic dialogue between teachers and learners, which leads not only to their acquisition of literacy skills, but also to their awareness of their right and capacity as human beings to transform reality.
Abstract: Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate, then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.
389 citations
TL;DR: The authors discusses the relation of conventional English orthography to the sound structure of the language, showing that this relation is much closer than is ordinarily assumed, and points out that the relation between orthography and sound structure is much more complex than is usually assumed.
Abstract: The author discusses the relation of conventional English orthography to the sound structure of the language, showing that this relation is much closer than is ordinarily assumed. She points out th...
344 citations
TL;DR: Baratz et al. as mentioned in this paper argue that the failure to recognize and utilize existing cultural forms of the lower-class Negro community to teach new skills not only dooms intervention programs such as Head Start to failure, but also constitutes a form of institutional racism.
Abstract: Joan and Stephen Baratz examine the underlying assumptions of intervention programs that tacitly label Negro behavior as pathological. They suggest that the failure to recognize and utilize existing cultural forms of the lower-class Negro community to teach new skills not only dooms intervention programs such as Head Start to failure, but also constitutes a form of institutional racism. An illustration of a pathological versus cultural interpretation of Negro behavior is presented when the Baratzes contrast the interventionists' statements that describe Negro children as verbally destitute and linguistically underdeveloped with current sociolinguistic data that indicate that Negro children speak a highly developed but different variety of English from that of the mainstream standard. The cultural difference model is presented as a viable alternative to the existing genetic inferiority and social pathology models, both of which share the view of the Negro as a "sick white man."
301 citations
TL;DR: The authors raise serious questions about the sampling procedures used in the study, and present the results of a re-analysis which suggest that some full-year Head Start centers were effective, particularly those with black children in urban areas.
Abstract: The Westinghouse-Ohio national evaluation of Head Start evoked criticism from both social scientists and statisticians when it was issued last Spring. The authors present a history of Head Start and of the national evaluation. They raise serious questions about the sampling procedures used in the study, and they present the results of a re-analysis which suggest that some full-year Head Start centers were effective, particularly those with black children in urban areas. Policy implications discussed by the authors focus on the relationship between program evaluation and public policy.
95 citations
TL;DR: In this article, Harman reviews current definitions of illiteracy and functional illiteracy, and discusses their relationship both to estimates of the scope of the problem and, by implication, to efforts toward its solution.
Abstract: Mr. Harman reviews current definitions of illiteracy and functional illiteracy and discusses their relationship both to estimates of the scope of the problem and, by implication, to efforts toward its solution. Applying functional standards according to the requisites of particular societies, it can be seen that even countries with high literacy rates, such as the United States, harbor large functionally illiterate populations. The author argues that adult basic education efforts here and abroad should be planned on a situation-specific basis, with goals, content, and evaluative components derived independently of the usual grade school equivalencies.
75 citations
TL;DR: Benne as discussed by the authors analyzes the concept of authority and the reasons for its neglect by philosophers and its disrepute among educators, and proposes anthropogogical authority, which may provide a way of describing the relationships of students, teachers, and community in a more vital and relevant model of education.
Abstract: "Authority" is seldom discussed by proponents of educational reform, except as something to be abolished. In this article, Professor Benne analyzes the concept of authority and the reasons for its neglect by philosophers and its disrepute among educators. He describes two types of authority, expert authority and rule authority, and the limitations of these two concepts in dealing with current education. He then proposes a third type, which he calls anthropogogical authority, which may provide a way of describing the relationships of students, teachers, and community in a more vital and relevant model of education.
59 citations
TL;DR: In this article, the authors argue that large scale educational interventions at the national level should incorporate evaluation as an integral part of program development and suggest several statistical techniques which developers could use.
Abstract: The authors argue that large scale educational interventions at the national level should incorporate evaluation as an integral part of program development. They suggest several statistical techniques which developers could use. Until now, the thrust of evaluation has been to take a total program and judge it as either worthy or unworthy. In contrast, the authors propose an approach which searches for those few versions which are working well, so that they can be improved and recreated in future centers. The Head Start experience illustrates many of the authors' points.
39 citations
TL;DR: In their reply to Smith and Bissell as discussed by the authors, the authors dispute both the criticisms of the Westinghouse methodology and the re-analysis of the data and argue that the reanalysis ignores the bulk of the WSP data, that it is based on a statistically incorrect procedure, and that it produces results essentially similar to those reported by Westinghouses.
Abstract: In their reply to Smith and Bissell the authors dispute both the criticisms of the Westinghouse methodology and the re-analysis of the data. They argue that the re-analysis ignores the bulk of the Westinghouse data, that it is based on a statistically incorrect procedure, and that it produces results essentially similar to those reported by Westinghouse. They conclude with some general observations on the study and the evaluation of social action programs.
TL;DR: Torrey as discussed by the authors argued that cross-cultural variations in the social functions and significance of language, rather than minor structural differences, create barriers to teaching and learning, and called for cultural and linguistic pluralism not only in grade school, but throughout this country's educational and occupational systems.
Abstract: Examining the possible implications of dialect differences for learning to read, Dr. Torrey contends that it is cross-cultural variations in the social functions and significance of language, rather than minor structural differences, that create barriers to teaching and learning. The author calls for cultural and linguistic pluralism not only in grade school, but throughout this country's educational and occupational systems.
TL;DR: Postman as mentioned in this paper argues that a predominantly literacy-based curriculum is obsolete and reactionary in the context of recent advances in electronic communications technology, and recommends broadening the base of school curricula to include multimedia literacy.
Abstract: Dr. Postman challenges the common assumptions that the literacy process is politically neutral and is the only, or even the best, avenue to jobs and aesthetic riches. He sees a predominantly literacy-based curriculum as obsolete and reactionary in the context of recent advances in electronic communications technology, and recommends broadening the base of school curricula to include "multimedia literacy."
TL;DR: This paper reviewed the history of educational experimentation from Progressivism through the "Grey Areas" projects of the 1950's and the War on Poverty and suggested that fruitful experimentation demands a difficult balance of "real world" involvement and political insulation.
Abstract: The need for experimentation is clear. But in reviewing the history of educational experimentation—from Progressivism through the "Grey Areas" projects of the 1950's and the War on Poverty—the author suggests that fruitful experimentation demands a difficult balance of "real world" involvement and political insulation. The history is particularly relevant to an understanding of the origin, evolution, and prospects of the recent "Experimental Schools" Proposal.
TL;DR: The recent Tinker decision as discussed by the authors is a notable departure from the traditional disciplinarian concept of educational purpose, which has generally accepted the political aim of American education and have generally accepted a traditional discipline-based concept.
Abstract: American courts have perceived the political aim of American education and have generally accepted a traditional disciplinarian concept of educational purpose. The recent Tinker decision is a notable departure, however. After a discussion of the legal history, the author evaluates the Tinker decision and possible directions post-Tinker.
TL;DR: In 1970, a group of literacy experts, scholars, and educators came together at the invitation of the Review to discuss "Illiteracy in America: What Can We Do About It? What Should We Do about It?" as mentioned in this paper.
Abstract: On January 7, 1970, a group of literacy experts, scholars, and educators came together at the invitation of the Review to discuss "Illiteracy in America: What Can We Do About It? What Should We Do About It?" The following is a condensed transcript of their four-hour discussion.
TL;DR: Martinez as mentioned in this paper examines the question of literacy for Hispan-Americans, calling for cultural and linguistic pluralism in educational and social practice, and argues for cultural diversity in practice.
Abstract: Mr. Martinez examines the question of literacy for Hispano-Americans, calling for cultural and linguistic pluralism in educational and social practice.
TL;DR: In this article, Frank and Robert Laubach focus on the problem of personnel for mass literacy efforts, calling for a large scale volunteer effort, and discuss the questions of training, supervision, and volunteer motivation.
Abstract: Drs. Frank and Robert Laubach focus on the problem of personnel for mass literacy efforts, calling for a large scale volunteer effort—"each one teach one." They discuss the questions of training, supervision, and volunteer motivation.
TL;DR: Gattegno as mentioned in this paper holds that reading is a relatively simple process of matching the sound system of a language with its written system, and children can be easily taught to do this, helped by color-coded instructional materials.
Abstract: Dr. Caleb Gattegno holds that reading is a relatively simple process of matching the sound system of a language with its written system. Children can be easily taught to do this, helped by color-coded instructional materials, since they internalized the algebraic and temporal structure of their language when they learned to talk.
TL;DR: The authors proposes that the university community become part of the resistance movement in the United States and actively oppose those vast power relationships in the nation which refuse to read the signs of the times and insist upon business as usual.
Abstract: "I propose that the university community become part of the resistance movement in the United States. It must actively oppose those vast power relationships in the nation which refuse to read the signs of the times and insist upon business as usual ... Indeed, it must define a new basis for survival and assume the risks of such definition, confident that in the process it will discover its nature and role for these times."