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Full-Text Articles in Education

Cuny Trustees Vote To End Remedial Classes, Alisa Solomon Jul 1998

Cuny Trustees Vote To End Remedial Classes, Alisa Solomon

Center for LGBTQ Studies (CLAGS)

In a decision that threatens to slam closed the door on thousands of CUNY undergraduates, the University's Board of Trustees voted on May 26 to eliminate remedial courses at the system's eleven senior colleges. For people interested in CLAGS — which is not involved in remedial education and is based at the Graduate Center — the new policy may not seem momentous, relevant, or even objectionable. Nonetheless, it has far-reaching political, economic, and practical implications for CLAGS. What's more, as hundreds of CUNY faculty, students, and community groups testified at public hearings over the last several months, it's a pedagogically …


De-Platonizing And Democratizing Education As The Bases Of Service Learning, Ira Harkavy, Lee Benson Apr 1998

De-Platonizing And Democratizing Education As The Bases Of Service Learning, Ira Harkavy, Lee Benson

Service Learning, General

The theoretical bases of academic service learning are examined, with particular attention to John Dewey’s contributions. The service learning movement is conceptualized as part of an ongoing—and still unsuccessful—effort to “de-Platonize” and democratize American higher education in particular and American schooling in general.


The Political Legacy Of School Accountability Systems, Sherman Dorn Jan 1998

The Political Legacy Of School Accountability Systems, Sherman Dorn

Educational and Psychological Studies Faculty Publications

The recent battle reported from Washington about proposed national testing program does not tell the most important political story about high stakes tests. Politically popular school accountability systems in many states already revolve around statistical results of testing with high-stakes environments. The future of high stakes tests thus does not depend on what happens on Capitol Hill. Rather, the existence of tests depends largely on the political culture of published test results. Most critics of high-stakes testing do not talk about that culture, however. They typically focus on the practice legacy of testing, the ways in which testing creates perverse …


Tales Out Of School: Six Secrets From Successful Teachers, John Strassburger Jan 1998

Tales Out Of School: Six Secrets From Successful Teachers, John Strassburger

Publications

This is the third in a series of occasional papers about the challenges confronting students and what Ursinus is doing to help them enter adult life.


Volume 13, No. 4 Jan 1998

Volume 13, No. 4

Thinking: The Journal of Philosophy for Children

Barnbaum, Deborah. “Why Tamagatchis Are Not Pets.” 41-­43.

Cabrera, Gumercindo. “Philosophy for Children in Guatemala: A Report.” 44­-45.

Davydov V. V. “The Renewal of Education and the Mental Development of School Children.” 5­-7.

Kodrat’ev, Ie. A. “Philosophy and Philosophy for Children.” 20­-22.

Liao, Boqin. “Children’s Preconceptions and Aristotle’s Theory of Kinetics.” 33-­35.

Margolis A. A. “The Philosophy for Children Program.” 2-­4.

Matthews, Gareth. “Thinking in Stories: Lulu and the Flying Babies by Posy Simmonds.” 1.

O’Donaghue, David. “William James, Pragmatism and Philosophical Counseling.” 36­40.

Telegin, M. V. “Fragment from a First­Grade, Philosophy for Children Lesson.” 23­-25.

Telegin, M. V. “Philosophy …


Volume 14, No. 1 Jan 1998

Volume 14, No. 1

Thinking: The Journal of Philosophy for Children

Bohm, David. “On Dialogue.” 2-­7.

dePuig, Irene and Eulalia Bosch. “Philosophy and Narration.” 11­-12

Fearnley-­Sander, Mary. “Care and the Force of the Argument in Respecting Difference.” 24-­28.

Freire, Paulo and Donaldo Macedo. “The Importance of the Act of Reading.” 8­-10.

Glaser, Jen. “Thinking Together: “Arendt’s Visiting Imagination and Nussbaum’s Judicial Spectatorship as Models for a Community of Inquiry.” 17­-23.

Kennedy, David. “Reconstructing Childhood.” 29­-37.

Matthews, Gareth. “Thinking in Stories: The King at the Door by Brock Cole.” 1.

Morton, Adam. “Felosophy.” 46-­47.

Phillips, Christopher. “Philosophical Counseling: An Ancient Practice is Being Rejuvenated.” 48­-49.

Reed, Ron. “Philosophy and Children: A Perspective …


Volume 14, No. 2 Jan 1998

Volume 14, No. 2

Thinking: The Journal of Philosophy for Children

Anthone, Richard. “The Cage: A Prototype of a New Category of Books?” 35­-40.

Dunne, Joseph. “To Begin in Wonder: Children and Philosophy.” 9­-17.

Lagodzka, Anna and Beata Elwich. “Vision and Words: Exercises for Thinking.” 41-­47.

Leeuw, Karel van der. “Review of Cristopher Selter and Harmut Spiegel, Wie Kinder Rechnen [How Children Calculate].” 48­-49.

Lipman, Matthew. “On Children’s Philosophical Style.” 2­-8.

Navarro, Ana Maria Vicuna. “Ethical Education Through Philosophical Discussion.” 23­26.

Ohlsson, Ragnar. “An Early Form of the Community of Inquiry: The Study Circle.” 27­28.

Turgeon, Wendy C. “Metaphysical Horizons of Philosophy for Children: A Survey of Recent Discussions Within the …


The Protective-Style Questionnaire: Self-Protective Mechanisms Among Stigmatized Adolescents, Shlomo S. Sawilowsky Jan 1998

The Protective-Style Questionnaire: Self-Protective Mechanisms Among Stigmatized Adolescents, Shlomo S. Sawilowsky

Theoretical and Behavioral Foundations of Education Faculty Publications

Crocker and Major (1989) hypothesized three mechanisms by which members of stigmatized groups may protect self-esteem. The mechanisms are: a) ingroup social comparisons, b) valuing/devaluing performance selectively, and c) racial prejudice. We provide a test of Crocker and Major’s hypothesized mechanisms with the development of the Protective Style Questionnaire which was administered to a sample of 78 African-American adolescents. Evidence of high internal consistency reliability (about .86) and factor loadings support the orthogonality of the three mechanisms. Results showed varying levels of endorsement of each mechanism.


Grade Retention: A History Of Failure, William A. Owings, Susan Magliaro Jan 1998

Grade Retention: A History Of Failure, William A. Owings, Susan Magliaro

Educational Foundations & Leadership Faculty Publications

Although almost 50 years of research has shown that grade-level retention affords no academic advantages to students, this practice is gaining increasing attention as schools face political pressure to be accountable for student achievement. The negative effect that retention has on children is ignored in favor of an overly simplistic view of it as a panacea for education woes. In an attempt to better meet student needs, educators historically have seen retention as a way to reduce skill variance in the classroom. However, this practice has not achieved its objective. An at-risk population is cognitively and affectively harmed by retention. …