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Articles 1 - 14 of 14
Full-Text Articles in Education
Navigating Through The Storm: Reinventing Education For Postmodern Democracies, Jess L. Gregory
Navigating Through The Storm: Reinventing Education For Postmodern Democracies, Jess L. Gregory
Journal of Educational Research and Practice
No abstract provided.
Teacher Professional Standards, Accountability, And Ideology: Alternative Discourses, Katarina Tuinamuana
Teacher Professional Standards, Accountability, And Ideology: Alternative Discourses, Katarina Tuinamuana
Australian Journal of Teacher Education
Teacher professional standards and accountability are today writ large on the landscape of both schooling and teacher education practice around the world. This paper explores some of the related debates through a discussion of four discourses on teacher professional standards: namely, discourses of commonsense, professionalism and quality, managerialism/performativity, and strategic manoeuvring. It is argued that each of these discourses legitimises particular understandings of standards and quality, illustrating the competing set of lenses through which they are viewed, as well as the broader ideologies from which they emerge, including neoliberalism and technical rationality. These discourses also represent the interpretive practice that …
Evidence-Based Or Just Good For The Soul? Examining The Efficacy Of Peer Tutoring In College, James D. Breslin
Evidence-Based Or Just Good For The Soul? Examining The Efficacy Of Peer Tutoring In College, James D. Breslin
Kentucky Journal of Higher Education Policy and Practice
As peer tutoring programs have become pervasive on college campuses, it has become common to hear their benefits extolled. The goal of this paper is to examine the literature to determine in what ways accessing peer tutoring may impact college students. Specifically, the dual lenses of cognitive development and the generation and conversion of academic and social capital are employed to limit the scope of the research and focus the analysis. Conclusions include that while “peer tutoring” lacks a commonly accepted definition, students may receive intellectual benefits and their social networks may be broadened when accessing services that are intentionally …
Recognizing And Serving Low-Income Students In Higher Education (Review), Michael Peabody
Recognizing And Serving Low-Income Students In Higher Education (Review), Michael Peabody
Kentucky Journal of Higher Education Policy and Practice
In a time of decreasing appropriations from state and federal agencies, institutions of higher education are making changes to the services they provide. In this book Adrianna Kezar (ed.) examines the policies and practices that negatively affect low-income students and utilizes a post-structuralist lens to provide a framework for institutions to think differently about the services they provide.
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind", William J. Mathis
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind", William J. Mathis
Democracy and Education
Although the federal government claims otherwise, Race to the Top is not research based. Rather, its foundation is in ideology and belief-based realism. The overall effort is fundamentally antiscientific and distracts valuable and needed attention, resources, and focus from the nation's real problems of social, economic, and educational deprivation.
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy and Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.
The Potential For Deliberative Democratic Civic Education, Jarrod S. Hanson, Ken Howe
The Potential For Deliberative Democratic Civic Education, Jarrod S. Hanson, Ken Howe
Democracy and Education
The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens’ autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students …
Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov
Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov
Democracy and Education
As a sociocultural educator and scholar, I have always been ambivalent about No Child Left Behind's slogan. I like its democratic ideal of “education without failure,” but I do not like the current educational policies guided by a neoliberal ideology. This article begins a discussion about what a No Student Left Behind educational practice might look like from a sociocultural democratic education perspective.
Locating Rousseau's Legislator In The Social Contract, Courtney C. Nussbaumer
Locating Rousseau's Legislator In The Social Contract, Courtney C. Nussbaumer
The Macalester Review
It is challenging to define precisely what role the legislator plays in Rousseau’s Social Contract; however, when viewed in light of the ancient guardians, the role of the legislator becomes less obscure. This paper pursues the similarities between Rousseau’s concept of the legislator and Plato’s concept of the guardian while also exploring the poignant differences between the two. One cannot help but notice their fundamental similarities such as the superior character and intelligence of the legislator and how each communicates with the people. Their ultimate purpose and legitimacy differs, however, in that the legislator plays a more esoteric role in …
Worldview, Sphere Sovereignty, And Desiring The Kingdom: A Guide For (Perplexed) Reformed Folk, James K. A. Smith
Worldview, Sphere Sovereignty, And Desiring The Kingdom: A Guide For (Perplexed) Reformed Folk, James K. A. Smith
Pro Rege
Dr. James K.A. Smith presented this paper at the ARIHE Symposium, November 5, 2010, at Redeemer University College, Ancaster, Ontario.
Schooling For Democracy: A Common School And A Common University? A Response To “Schooling For Democracy”, Diane Reay
Schooling For Democracy: A Common School And A Common University? A Response To “Schooling For Democracy”, Diane Reay
Democracy and Education
This short paper is a response to Nel Noddings’s article on schooling for democracy. Whilst agreeing with the basic premises of Noddings’s argument, it questions the possibility of parity between academic and vocational tracks given the inequitable social and educational contexts the two types of learning would have to coexist within. Drawing on the educational philosophies of John Dewey and R. H. Tawney, I argue that both the United States and the United Kingdom need to create educational systems that reduce the social distance between people rather than, as the current systems do, exacerbate them. This is an issue of …
Democracy And Development: The Role Of Outside-Of-School Experiences In Preparing Young People To Be Active Citizens, Carrie L. Lobman
Democracy And Development: The Role Of Outside-Of-School Experiences In Preparing Young People To Be Active Citizens, Carrie L. Lobman
Democracy and Education
Public schools historically have been the primary institution responsible for preparing young people for participation in a democratic society. However, the almost exclusive focus by today’s schools on knowledge and skills hinders their ability to be environments that support overall development and to produce the kinds of flexible, creative, and critical citizens that are needed to continuously create and recreate democracy. This review of the literature reframes the topic of democracy and education so as to address the relationship between democracy and development specific to youth development. In so doing, it adds practices by and findings from outside-of-school youth development …
Meaningful Hope For Teachers In Times Of High Anxiety And Low Morale, Carrie Nolan, Sarah Marie Stitzlein
Meaningful Hope For Teachers In Times Of High Anxiety And Low Morale, Carrie Nolan, Sarah Marie Stitzlein
Democracy and Education
Many teachers struggle to maintain or build hope among themselves and their students in today’s climate of high anxiety and low morale. This article describes and responds to those challenging conditions. It offers teachers and scholars of education a philosophically sophisticated and feasible understanding of hope. This notion of hope is grounded in pragmatism and grows out of the pragmatist commitment to meliorism. Hope is described as a way of living tied to specific contexts that brings together reflection and intelligent action alongside imagination and gratitude. Such hope is realistic and generative, rendering it well suited for teachers struggling in …
Schooling For Democracy, Nel Noddings
Schooling For Democracy, Nel Noddings
Democracy and Education
There is a widespread movement today to prepare all students for college, and it is promoted in the name of democracy. I argue here that such a move actually puts our democracy at risk by forcing students into programs that do not interest them and depriving them of courses at which they might succeed. We risk losing the vision of democracy that respects every form of honest work and cultivates a deep appreciation of interdependence.