Showing papers in "Harvard Educational Review in 1986"
TL;DR: Cummins as discussed by the authors presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education.
Abstract: Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers ways in which educators can change these relationships, thereby promoting the empowerment of students which can lead them to succeed in school.
1,628 citations
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TL;DR: In this article, the authors define the concept of "research as praxis" and explore issues in the developing area of emancipatory research in the field of critical theory.
Abstract: The author, who is concerned with the methodological implications of critical theory, explores issues in the developing area of emancipatory research. She defines the concept of "research as praxis...
1,529 citations
TL;DR: The role of education in the reproduction of the social system, while illuminative, need to be grounded in descriptions of particular aspects of the educative process as mentioned in this paper, and the author addresses this need by drawing on her experiences as a teacher/educator to offer an analysis of the reproductive mechanisms at work in teacher education.
Abstract: Deborah Britzman believes that recent theoretical discussions of the role of education in the reproduction of the social system, while illuminative, need to be grounded in descriptions of particular aspects of the educative process. The author addresses this need by drawing on her experiences as a teacher/educator to offer an analysis of the reproductive mechanisms at work in teacher education. She describes the way in which teachers' personal histories interact with common myths of our culture to maintain current teaching practices. By becoming conscious of these mechanisms, Britzman argues, student teachers can gain a critical perspective and, hence, control of the social mechanisms which otherwise tend to control them.
609 citations
TL;DR: Giroux and McLaren as discussed by the authors argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century.
Abstract: Henry A. Giroux and Peter McLaren argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via an ethical and political discourse that recasts, in emancipatory terms, the relationships between authority and teacher work, and schooling and the social order. Moreover, the authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a critical pedagogy, one that values student experience and student voice.In presenting this essay, the ed...
603 citations
TL;DR: Murnane and Cohen as mentioned in this paper showed that teaching is not an activity that satisfies the conditions under which performance-based pay is an efficient method of compensating workers, and they then showed that merit pay plans survive in a few school districts, in part because the districts are special and in part due to the merit-pay plans are quite different from conventional notions of performancebased pay.
Abstract: Richard J. Murnane and David K. Cohen use the framework of microeconomics to account for the short lives of most merit pay plans. They demonstrate that teaching is not an activity that satisfies the conditions under which performance-based pay is an efficient method of compensating workers. They then show that merit pay plans survive in a few school districts, in part because the districts are special and in part because the merit pay plans are quite different from conventional notions of performance-based pay.
426 citations
TL;DR: In this paper, the authors describe the estrangement many minority teachers feel from the progressive movement and advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
Abstract: In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
264 citations
TL;DR: In this paper, Greene discusses the primacy of developing a critical pedagogy appropriate for education in this country and suggests ways educators can begin to reappropriate our cultural heritage in order to create conditions for a pedagology which is meaningful to the American experience.
Abstract: Maxine Greene discusses the primacy of developing a critical pedagogy appropriate for education in this country. The author asserts that because the problems of education are great and educators' notions of the possibilities for change limited by a constrained discourse, it is often difficult merely to envision more humane, more just, and more democratic alternatives. Yet, without that vision, one cannot develop a critical pedagogy. She therefore suggests ways educators can begin to reappropriate our cultural heritage in order to create conditions for a pedagogy which is meaningful to the American experience.
235 citations
TL;DR: A growing number of teachers and researchers are collaborating on research projects involving classroom learning; some teachers, however, become their own investigative reporters as mentioned in this paper and develop a method for studying the young child in their classroom that is at the same time a new approach to teaching.
Abstract: A growing number of teachers and researchers are collaborating on research projects involving classroom learning; some teachers, however, become their own investigative reporters. Vivian Gussin Paley has developed a method for studying the young child in her classroom that is at the same time a new approach to teaching. In this essay, she explains how the method evolved and describes its effect in the classroom.
188 citations
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TL;DR: The authors proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning and describes how such teaching can, at the same time, be seen as a form of research.
Abstract: After an extended account of two features which she considers to be the essence of teaching, Eleanor Duckworth describes how such teaching can, at the same time, be seen as a form of research. In conclusion, she proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning.
150 citations
TL;DR: The overwhelming experience of women in a society dominated by men is that of being silenced as mentioned in this paper, and women are often silenced everywhere they turn, including in the classroom, which is a common experience for women.
Abstract: The overwhelming experience of women in a society dominated by men is that of being silenced. Feminist writers have shown that women are often silenced everywhere they turn, including in the classroom. Magda Lewis and Roger I. Simon, one as female student and the other as male teacher, describe and analyze the process of silencing as it occurred in their graduate seminar designed to explore the relationship between language and power.
135 citations
TL;DR: McDonald traces the progress of a group of teachers from different high schools who meet regularly to discuss and explore together the insights, uncertainties, and paradoxes that arise from their teaching work as mentioned in this paper.
Abstract: Teachers must often make special efforts to overcome the silences among them — silences enforced by teachers' subordinate roles and the isolation of the classrooms in which they work. Joseph McDonald traces here the progress of a group of teachers from different high schools who meet regularly to discuss and explore together the insights, uncertainties, and paradoxes that arise from their teaching work. He finds that the group has evolved through three phases — the first concerned mainly with collegiality for its own sake; the second notable for an effort to gain some policy power; and the third distinguished by increasing confidence in claiming policy power on the basis of knowledge generated by teaching practice.
TL;DR: In this paper, Brookfield describes and illustrates television's presentation of bias in programming and production and advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
Abstract: Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
TL;DR: Shor as discussed by the authors argues that conservative economic and school policy is responsible for a decline in the quality of teaching since the 1960s and suggests that teacher education must be critical, multicultural, student-centered, oriented toward equality, and desocializing, if it is to prepare teachers who can inspire students.
Abstract: Ira Shor suggests that conservative economic and school policy is responsible for a decline in the quality of teaching since the 1960s. He bases his analysis on a close observation of the current reform wave which, he points out, too often focuses only on student and teacher "mediocrity" and on the need for higher standards of "excellence." While refuting the conservative perspective, Shor proposes that the liberal critique needs to further infuse educational reform with an egalitarian overview and with the notion of change-agency. He suggests that teacher education must be critical, multicultural, student-centered, oriented toward equality, and desocializing, if it is to prepare teachers who can inspire students.
TL;DR: This paper proposed a teacher-training process that is based on a critique of the current condition of bilingual education and the professional concerns of bilingual teachers, which would enable bilingual teachers to discern and analyze interpersonal, social, and political issues unique to their struggles.
Abstract: The author prescribes a bilingual teacher-training process that is based on a critique of the current condition of bilingual education and the professional concerns of bilingual teachers. Her approach would enable bilingual teachers to discern and analyze interpersonal, social, and political issues unique to their struggles. She suggests a "creative" approach to teacher training that she believes will strengthen the image of bilingual teachers and, consequently, benefit both teachers and students.
TL;DR: In this article, Hoffmann provides a feminist critique of the problem of sexual harassment and of the institutional responses to it, and also offers guidelines for formulating policies and procedures that make clear connections between sexual harassment with social/cultural conditions and that empower victims and potential victims.
Abstract: In recent years many colleges have responded to the problem of sexual harassment of students and workers in various ways that do not address certain structural conditions underlying the problem. Frances Hoffmann provides a feminist critique of the problem of sexual harassment and of the institutional responses to it. She also offers guidelines for formulating policies and procedures that make clear connections between sexual harassment and social/cultural conditions and that empower victims and potential victims.
TL;DR: Yonemura as mentioned in this paper explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study.
Abstract: Margaret Yonemura discusses the development of her concept of empowerment and its current expression in a teacher education program. The author has been influenced by the Malting House School and its Deweyan focus on the whole child actively generating knowledge out of daily experiences, guided by a teacher who helps connect it with the disciplines. She explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study. The author joins Jean Piaget, Paulo Freire, and others in suggesting that humans beings can and must shift educational perspectives in the direction of emancipation.
TL;DR: Kami i and Labinowicz as mentioned in this paper describe the implementation of a first-grade arithmetic curriculum developed within the framework of a constructivist epistemology, which they call A Piagetian Approach.
Abstract: The cover notes of Constance Kamii's book (with Georgia DeClark) tell us that she "has translated Piagetian theory of logico-mathematical knowledge into a con crete program of games and activities that will appeal to both children and teach ers." Similarly, E d Labinowicz refers to his book as "A Piagetian Approach." One might therefore conclude that we have two more attempts to get children to pro gress through the Piagetian stages at an accelerated rate. Nothing could be further from the truth. Instead, both Kami i and Labinowicz transcend the superficial stage aspects of Piaget's work and focus on the very core of his theory, the revolu tionary constructivist epistemology. Specifically, Kami i and DeClark, a first grade teacher, describe the implementation of a first-grade arithmetic curriculum developed within the framework of this epistemology. Labinowicz, in contrast, synthesizes contemporary research in both mathematics education and cognitive science and assimilates it into his constructivist perspective. Both offer genuine in tegrations of theory and practice that put the theoretically bankrupt fads of the last two decades — such as the "new math" and "back-to-basics" — to shame. T o do justice to these books, it is first necessary to sketch the authors' highly compatible interpretations of Piaget's Genetic Epistemology theory. This is par ticularly important as mathematics educators and cognitive psychologists who subscribe to a variety of different positions all call themselves constructivists (see Kilpatrick, 1986). Al l adherents to constructivism would agree with Labinowicz's statement that arithmetical knowledge is "constructed actively by the child in the process of adapting to his environment" (p. 5). Differences between the various
TL;DR: Burbules as mentioned in this paper offers a provocative interpretation of Tootle, a well-known children's tale, that demonstrates how ideology can inform a seemingly innocent account of schooling, work, and adulthood in modern society.
Abstract: Popular children's books not only have a story to tell about a particular cast of characters; they can also reveal much about the assumptions and values underpinning cultural expressions of social reality. In this essay, Nicholas C. Burbules offers a provocative interpretation of Tootle, a well-known children's tale, that demonstrates how ideology can inform a seemingly innocent account of schooling, work, and adulthood in modern society.
TL;DR: In this paper, an observer for a year in another teacher's classroom offers a reflection on the unfolding relationship between a teacher's unique philosophy and a child's growth, and emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn.
Abstract: The author, who was an observer for a year in another teacher's classroom, offers a reflection on the unfolding relationship between a teacher's unique philosophy and a child's growth. Detailing both the gradual uncovering of the child's questions and the careful response of the teacher who sees progress where others might see only continued stubbornness and misbehavior, the author emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn.
TL;DR: Cora Lee Five, a fifth grade teacher, put into practice innovative ideas gleaned from the work of other teachers and researchers as mentioned in this paper, however, she realized that she must rely on her own observations and questions to test these ideas in her classroom.
Abstract: Cora Lee Five, a fifth-grade teacher, puts into practice innovative ideas gleaned from the work of other teachers and researchers. She realizes, however, that she must rely on her own observations and questions to test these ideas in her classroom. Five concludes that through her own study of her students' responses to literature she has become more able to follow their development as readers.
TL;DR: A newborn baby, two parents, and a midwife give William Ayers occasion to reconsider the terms on which students and teachers might meet as discussed by the authors, and he learns that unlocking potential and power in students yields personal renewal for teachers.
Abstract: A newborn baby, two parents, and a midwife give William Ayers occasion to reconsider the terms on which students and teachers might meet. What he learns is that unlocking potential and power in students yields personal renewal for teachers.
TL;DR: The authors discusses the importance and timeliness of systematic changes in the spelling of English and considers the wide range of learning needs of language users as well as the traditional assumptions which account for the resistance to spelling change.
Abstract: Valerie Yule writes about the importance and timeliness of systematic changes in the spelling of English and considers the wide range of learning needs of language users as well as the traditional assumptions which account for the resistance to spelling change. English spelling, the author suggests, not only makes the achievement of literacy generally difficult but results in the uneven distribution of power and opportunity. She proposes areas for research that could lead to creative and practical ways to resolve these difficulties.
Journal Article•
TL;DR: In this article, the authors look at the small moments that provide some of the unexpected and surprising beauties in teaching and find that in a teacher's day-to-day life in the classroom it is often the short and small incident or event that really gets the message across to a student.
Abstract: Teachers are charged with teaching concepts, ideas, methods, information, skills, and ways of thinking. But in a teacher's day-to-day life in the classroom it is often the short and small incident or event that really gets the message across to a student. In this essay, the author looks at the small moments that provide some of the unexpected and surprising beauties in teaching.
TL;DR: In the face of parental pressure and with the lure of "high status" occupations, a prospective teacher seeks advice and insight from a former, favorite high school English instructor.
Abstract: In the face of parental pressure and with the lure of "high status" occupations, a prospective teacher seeks advice and insight from a former, favorite high school English instructor. Her question, "What does teaching mean to you?" brings a clarion reply: It is passion and paradox, love and hate, routine and excitement — and it always matters. After two years of teaching, the young teacher writes again, this time to say that she agrees — teaching does matter — but that she must leave it to try her hand at another career.