[Numeracy 330] Re: Controversial News Articles

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Marilyn Hendryx marilynh at coffeyville.edu
Tue Apr 27 09:16:51 EDT 2010


I agree and well put.

On Mon, Apr 26, 2010 at 5:07 PM, Jacqueline Kiefer <jkiefer at dacc.nmsu.edu>wrote:


> You hit the nail right on the head when you said maybe we expect too

> little. I came to Anthony, NM (a state that also is at the bottom of the

> educational barrel) 4 years ago. I was told, by the GED Coordinator, not to

> use TIME magazine in the classroom because the students wouldn’t

> understand. I told her of course they won’t understand, unless we use it to

> teach them.

>

> Jackie

>

>

>

> *From:* numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] *On

> Behalf Of *Christine Miller

> *Sent:* Saturday, April 24, 2010 6:06 AM

> *To:* The Math and Numeracy Discussion List

> *Subject:* [Numeracy 324] Re: Controversial News Articles

>

>

>

> Michael,

>

>

>

> There is a Chinese woman in one of my classes who immigrated here as an

> adult and now has children in American public schools. She was embarrassed

> by her brother the last time they visited and her looked at her teenaged

> daughter's high school math textbook. In the United States, part of what

> informs our math curricula is the idea of cognitive readiness for some math

> concepts. How do you explain China and India where they introduce some

> concepts much sooner? Perhaps it is how we introduce concepts. Another

> student said that in India, students are encouraged to not only count on

> their fingers, but to use the knuckles so they can go to higher numbers. Why

> not look at other cultures and emulate what works well? In our last class,

> we talked about motivation and the discussion turned to urban schools.

> Numerous external reasons were given to explain why many students don't do

> well. The Chinese lady basically thought that was poppycock and said that

> many students are hungry and poor at school in China yet they do well

> because it is expected. Maybe in our culture, we expect too little and the

> students live down to our low expectations.

>

>

>

> As for special needs, I would be completely surprised to find out that

> India and China reach out to the the level that the United States does. I

> think that this is one of our most admirable qualities as Americans. You

> bring up a good point -- our noble intentions versus the reality of our

> limited resources.

>

>

>

> Chris Miller

> ------------------------------

>

> *From:* numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] on behalf of

> Michael Gyori [tesolmichael at yahoo.com]

> *Sent:* Friday, April 23, 2010 1:10 PM

> *To:* The Math and Numeracy Discussion List

> *Subject:* [Numeracy 322] Re: Controversial News Articles

>

> Christine,

>

>

>

> You are so right, a high school diploma, one would imagine, should signify

> college readiness. The fact is that it doesn't, and there are huge

> differences among colleges, to boot. The three children of my

> gastroenterologist who is also a friend of mine all attended Yale. I just

> spoke with his wife yesterday, who shared that the students attending Yale

> especially from Korea, China, and India were considerably better prepared

> academically than their U.S.-born peers (in spite of language barriers).

>

>

>

> I also help non-native English speakers who attend to college. The

> differences between entry college-level English (reading and composition)

> classes across locations and even across instructors at the same school can

> be enormous. Theoretically, students should be at 13.0 or higher GLE to

> attend. Let's get real...

>

>

>

> We must have discussions, but all participants at the table must be given

> equal footing. Let's work on building some manner of consensus derived from

> understanding. National standards today will accomplish little more at this

> time than demoralize learners and educators even more.

>

>

>

> As for the notion of equality in education, that's one enormous beast we

> need to face. It means different things to different people. For starters,

> without taking a position and just as an example: should a profoundly deaf

> child be eligible for a personal deaf educator, educational assistant,

> and also a contracted ASL interpreter who is paid $100 per hour (keeping in

> mind that public education is funded with taxpayers' monies)?

>

>

>

> Michael

>

>

> Michael A. Gyori

>

> Maui International Language School

>

> www.mauilanguage.com

>

>

>

>

> ------------------------------

>

> *From:* Christine Miller <cmiller53 at student.gsu.edu>

> *To:* The Math and Numeracy Discussion List <numeracy at nifl.gov>

> *Sent:* Fri, April 23, 2010 6:32:35 AM

> *Subject:* [Numeracy 321] Re: Controversial News Articles

>

> I don't think that having national standards leads to a pot of money. The

> federal government legally compels equality in education for all -- not just

> minorities but special needs as well. Many states seem to try and get away

> with doing the least amount possible. Setting standards is not supposed to

> be just an exercise in multiplication. They should be the result

> of thoughtful discussions with the understanding that standards change as

> society changes. To say that you have a college track high school diploma

> should mean that you are ready for college algebra (or better) and that you

> are literate.

> ------------------------------

>

> *From:* numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] on behalf of

> shirley burns [threedog at cyberport.net]

> *Sent:* Tuesday, April 20, 2010 6:52 PM

> *To:* 'The Math and Numeracy Discussion List'

> *Subject:* [Numeracy 318] Re: Controversial News Articles

>

> I’m just getting in this, but are you sure it is the standards that make

> the education. It doesn’t sound to me like the problem in the south is

> standards. I can’t believe that we can honestly believe that the FED

> government would do a better job of the states in setting standards. Most

> standards are copies from one another. It sound like you don’t have as

> much faith in national standards as you think that having them will give

> some pot of money from the Federal gov’t. There is no pot of money. It

> comes with a high price tag.

>

>

>

> *From:* numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] *On

> Behalf Of *Christine Miller

> *Sent:* Tuesday, April 20, 2010 2:33 PM

> *To:* The Math and Numeracy Discussion List

> *Subject:* [Numeracy 316] Re: Controversial News Articles

>

>

>

> Should't we at least consider having a national discussion about what

> knowledge we value? Coming from the South and knowing about the history of

> public education in the South in comparison to say, the Mid-Atlantic states,

> I am cynical about depending on state politicians to improve and/or maintain

> education. Georgia arm wrestles every year with Mississippi, Alabama, and

> South Carolina for the bottom four ranking order. I believe that a lot of

> our struggles originate from our shared history. Southern states were the

> last to offer public education and we have a checkered past when it comes to

> inclusion and realistic funding. The federal government interventions have

> sometimes offered the only relief from injustice. Hopefully, talk about

> national standards will include a broader discussion of how the outdated way

> we pay for education, i.e. through property taxes, means that those who need

> the most will always get the least.

>

>

>

> Chris

> ------------------------------

>

> *From:* numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] on behalf of

> Michael Gyori [tesolmichael at yahoo.com]

> *Sent:* Tuesday, April 20, 2010 1:37 PM

> *To:* The Math and Numeracy Discussion List

> *Subject:* [Numeracy 314] Re: Controversial News Articles

>

> The problem with national standards is that they become the primary means

> of evaluating performance by means of multiple-choice assessments. Linda

> herself is one of the leading opponents of such assessments, as evidenced by

> her espousal of assessment practices elsewhere that shed light on the

> reasoning processes our students undergo. They take a lot more time to

> "score" and don't lend themselves to digitalized scoring.

>

>

>

> The federal government already has too huge of an impact on what and how

> teachers should teach. The backlash to that impact is itself, IMO, a major

> cause of educational failures.

>

>

>

> Michael

>

>

> Michael A. Gyori

>

> Maui International Language School

>

> www.mauilanguage.com

>

>

>

>

> ------------------------------

>

> *From:* Christine Miller <cmiller53 at student.gsu.edu>

> *To:* The Math and Numeracy Discussion List <numeracy at nifl.gov>

> *Sent:* Tue, April 20, 2010 4:37:36 AM

> *Subject:* [Numeracy 312] Re: Controversial News Articles

>

> In reading the article about the closing of the charter school that

> Stanford and Linda Darling-Hammond ran, it seems like a good illustration of

> the challenges facing educators everywhere -- systemic poverty, diversity,

> limited resources, english language learning, assessments. The fact that

> Linda Darling-Hammond has the President's ear and hopefully Secretary

> Duncan's as well could be a really positive thing. The article said that the

> schools had shown improvments, just not the dramatic leaps which observers

> demand. Maybe this is a valuable "teachable" moment demonstrating that

> education is a lengthy process of many steps.

>

> I am trying to understand why the idea of national standards or a

> curriculum is objectionable. I am from Georgia and I see how bogged down our

> state and local governments get in the politics of curricula. We also linger

> towards the bottom in national tests like the SAT. What would be so bad

> about having a set standard of math objectives for each grade so that to say

> you graduated from a U.S. high school means that your math education

> included whatever is in the national definition? Another bonus would be that

> if students have to move during their k12 career, they are ready for their

> new school.

>

> Christine Miller

>

> ________________________________________

> From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] on behalf of

> tsticht at znet.com [tsticht at znet.com]

> Sent: Saturday, April 17, 2010 3:58 PM

> To: numeracy at nifl.gov

> Subject: [Numeracy 311] Controversial News Articles

>

> Colleagues: Here are extracts from two news stories that may be of

> interest.

> They seem to challenge some of the more innovative actions (e.g., authentic

> assessments; professional development in math) that many educational

> researchers recommend to improve the nation's K-12 educational system. No

> doubt these reports will be considered quite controversial! You can find

> full stores on www.educationnews.org

> Tom Sticht

>

> Posted on 4/17/2010 at www.educationnews.org

>

> #1 Middle School Mathematics Professional Development Impact Study:

> Findings

> After the First Year of Implementation

>

> Results after one year of providing teachers math professional development

> (PD) indicate no improvement on their students' math achievement when

> compared to teachers who did not receive the study-provided PD.

>

>

>

>

> #2 Obama’s Linda Darling-Hammond and Her Failed School”

>

> by Donna Garner

>

>

>

> Early in Obama’s presidency, it looked as if he was going to appoint Linda

> Darling-Hammond as his Secretary of Education. Instead, Obama decided to

> empower Darling-Hammond to complete the federal takeover of the public

> schools by authorizing her to help develop the national tests (i.e.,

> assessments). These assessments are the centerpiece in Obama’s plan to put

> the federal government in charge of what gets taught each day to public

> school students.

>

>

>

> By having national standards, national curriculum, national assessments,

> and

> a national database tying students’ scores directly to teachers’ pay and

> longevity, teachers will be forced to teach their students whatever is in

> the national standards and on the national assessments.

>

>

>

> Today we see that Linda Darling-Hammond’s approach to education has failed.

> The school she founded in California is to be closed because of low test

> scores and lack of significant improvement.

>

> A similar charter school (Aspire) in the same district focused on

> academics;

> Darling-Hammond’s school focused on project-based learning, subjective

> assessments, portfolios, and “students’ emotional and social lives.”

>

>

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>

>

>

>

>

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>



--
Marilyn Hendryx
Adult Education Instructor
Coffeyville Community College
400 W. 11th
Coffeyville, KS 67337
Phone: 620-252-7019
Fax : 620-252-7016
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