Education Commons^™

Educational Genocide: Examining The Impact Of National Education Policy On African American Communities, Christopher B. Knaus, Rachelle Rogers-Ard

The Bridge: Interdisciplinary Perspectives on Legal & Social Policy

Abstract This paper clarifies the cumulative impact of the current national education policy on African-American children, which ultimately aims to limit local control of urban schools. The authors argue that urban schools in the United States are increasingly required to rely upon temporary teachers who are trained to implement a curriculum focused on standardized testing. The No Child Left Behind Act and the current Duncan administration’s approach to closing (and re-opening) schools combines to further exclude low-income community involvement in local schools. These efforts to control the development, hiring, and evaluation of local educators further expands educational racism that silences …

Assessing Eli Broad's Assault On Public School System Leadership. A Response To "The Broad Challenge To Democratic Leadership: The Other Crisis In Education.", Fenwick W. English, Zan Crowder

Democracy and Education

Eli Broad’s approach to reforming urban public education does not recognize his own self-interest in promoting changes within such educational systems, a classic problem of misrecognition. The Broad agenda is an assault on the notion of the mission of public education as a service instead of a for-profit enterprise concerned with making money for the owners and stock holders. This article examines the backgrounds of the graduates of the Broad Superintendents Academy and raises critical issues such as how can Broad claim that graduate preparation in educational administration is unnecessary when at least half of his own graduates already have …

Reviewing The Roots Of Response To Intervention:Is There Enough Research To Support The Promise?, Tammi R. Ridgeway, Debra P. Price, Cynthia G. Simpson, Chad A. Rose

Administrative Issues Journal

In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying students with specific academic deficits and who demonstrate the need for individualized forms of instruction. Specifically, professional educators utilize quantitative data accumulated from common student assessment scores, which is thought to reflect a student’s response to instruction in the general classroom, in addition to his or her response to more …

Business Education And Gender Bias At The ‘C-Level', Gina L. Miller, Faye A. Sisk

Administrative Issues Journal

Women in business are perceived to have been successful; however, the numbers of women in ‘C-level’ positions (e.g., CEO, CFO, CIO, etc.) provide evidence to the contrary. This paper examines obstacles to women rising to ‘C-level’ positions and how business education contributes to, but may ultimately help resolve these problems by identifying ways to increase the effectiveness of business education and educators regarding gender bias. Barriers that prevent women from advancement and contributing factors in business education are identified. Recommendations for strategies in business education to reduce, manage, and create awareness of gender bias in the classroom are presented. For …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Fall/Winter 2012 edition of The Electronic Journal for Inclusive Education.

This quarter’s edition continues the international emphasis on inclusion with articles from Japan, New Zealand, Israel, the USA , Zimbabwe, and Botswana. Each research piece deals with another aspect of inclusive education from bullying to foreign language acquisition.

Mr. Asim Das and Dr. Toshiro from Hiroshima University, Japan explore views concerning the effectiveness of Certificate in Education courses for preparation to teach in inclusive classrooms. This study reveals that lack of content in special educational needs is the main impediment to competent teaching in inclusive classrooms in …

Analyzing Levels Of Feedback Delivered By Cooperating Teachers And Supervisors In A Teacher Internship: A Case Study, James Badger

Georgia Educational Researcher

This research analyzed the feedback delivered by cooperating teachers and university supervisors in an internship, and reports how student teachers perceived the feedback they received during debriefing sessions with their mentors. Hattie and Timperley’s (2007) framework for conceptualizing effective feedback was used to analyze cooperating teachers’ and field supervisor’ assessment of the student teachers’ classroom instruction. Findings from two surveys, documents, and interviews revealed a preponderance of feedback that was devoted to instruction and classroom management with a relative paucity of feedback dedicated to the processing of instruction, consideration of student learning, and development of self-reflection in the student teachers. …