Education Commons^™

Reviving Social Hope And Pragmatism In Troubled Times., Sarah M. Stitzlein

Education

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Review of:

Pragmatism and Social Hope: Deepening Democracy in Global Contexts. Judith M. Green. New York, Columbia University Press, 2008. Pp. x 1 292. Hbk. $34.50, d24.00.

This article commends Judith Green for reviving pragmatism as a persuasive basis for deepening democracy in her latest book Pragmatism and Social Hope. It highlights her criticisms of neopragmatist Richard Rorty and describes the useful directives she provides for developing a unifying and mobilizing hopeful vision for the future. Finally, it spells out the educational implications resulting from Green’s inspiring call to participatory democracy.

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A Time For The Humanities: Futurity And The Limits Of Autonomy, James J. Bono, Tim Dean, Ewa P. Ziarek

Education

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This book brings together an international roster of renowned scholars from disciplines including philosophy, political theory, intellectual history, and literary studies to address the conceptual foundations of the humanities and the question of their future. What notions of the future, of the human, and of finitude underlie recurring anxieties about the humanities in our current geopolitical situation? How can we think about the unpredictable and unthought dimensions of praxis implicit in the very notion of futurity?

The essays here argue that the uncertainty of the future represents both an opportunity for critical engagement and a matrix for invention. Broadly conceived, …

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Fordham: A History And Memoir, Revised Edition, Raymond A. Schroth S.J.

Education

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Fordham University is the quintessential American-Catholic institution—and one now looked upon as among the best Catholic universities in the country. Its story is also the story of New York, especially the Bronx, and Fordham’s commitment to the city during its rise, fall, and rebirth. It’s a story of Jesuits, soldiers, alumni who fought in World Wars, chaplains, teachers, and administrators who made bold moves and big mistakes, of presidents who thought small and those who had vision. And of the first women, students and faculty, who helped bring Fordham into the 20th century. Finally it’s the story of an institution’s …

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Performing Life Stories: Getting By In Teaching For Social Justice, Sarah M. Stitzlein

Education

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Response to Philosophy and the Art of Teaching for Social Justice by Kathy Hyttenn. Philosophy of Education, 2006. pp 441-449.

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Examination Of Eco-Behavioral Assessments Designed For Understanding Complex Behaviors And Environments., Kristie L. Pretti-Frontczak, Sarah M. Stitzlein, Laura Vilardo, Melody Tankersley

Education

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Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students’ behavior and daily interactions. The utility of EBAs in second-generation research has increased substantially. Numerous EBAs now exist for use with all ages of learners and provide a valid, reliable, and cost effective method for intervention research. This paper examines 18 EBAs as well as software systems designed to support and enhance the use of EBAs. The examination serves as a comprehensive resource …

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Higher Education Collaboratives For Community Engagement And Improvement, Penny A. Pasque, Bruce L. Mallory, Ryan E. Smerek, Brighid Dwyer, Nick Bowman

Education

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Our society is in a period of dramatic change with the transition from an industrial-based to a knowledge-based economy, as well as technological advances, fiscal challenges of higher education, and cultural shifts in society as a whole. Increasing collaborations between communities and universities in order to influence the public good becomes paramount during this time of dramatic change. As frustratingly slow as the movement to strengthen the relationship between higher education and society sometimes seems to be, few social institutions are better situated than colleges and universities to stimulate significant community improvement. Individually and collectively, institutions of higher education possess …

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The National Research Council Recommendations: Education As Intervention?, Sarah M. Stitzlein

Education

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The National Research Council’s (NRC) recent report, Scientific Research in Education, issues an important call for increased scientific rigor within educational research. There is more at stake in the question of how to achieve good, scientific educational research than just science and how it can best be done in a community of educational researchers, however. The meaning and aims of education itself are at issue. I set out here to delineate the implicit conception of education underlying the NRC report, namely education as intervention. I will show how the committee conceives education as an instrumental intervention for solving social problems …

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Political Agency And The Classroom: Reading John Dewey And Judith Butler Together., Sarah M. Stitzlein

Education

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In Toronto last year, several PES members joined a panel session to discuss “agency after Foucault.” Many philosophers of education, in the wake of Foucault and other recent poststructuralists, often struggle to make sense of agency, intention, and the individual subject, particularly within social justice education. Some participants in this session and others challenged certain assumptions about human subjects as autonomous, self-made, efficacious agents of social and political change, many of which were held by the pragmatists whose work largely began and continues to influence our field. In many cases, the views of pragmatists and poststructuralists are stubbornly opposed to …

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Replacing The ‘View From Nowhere’: A Pragmatist-Feminist Science Classroom., Sarah M. Stitzlein

Education

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ABSTRACT

Despite the importance of having an appropriate, coherent, and defensible philosophy of science, many science teachers have either given this part of their profession little thought or adhere to problematic and outdated philosophies. This article begins by tracing a brief history of the "view from nowhere" and its adoption by many teachers as the epistemological framework for teaching science. This conception of objectivity and its corresponding philosophy of science are shown to be problematically masculinist, disembodied, and aperspectival. Within this discussion, a new notion of pragmatist-feminist objectivity, as the socially conscious intersection of multiple and diverse perspectives in regard …

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Flexible Habits: Explosive Transactions Across Raced And Gendered Selves., Sarah M. Stitzlein

Education

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No abstract provided.

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Reflections On The Wingspread Experience, Bruce L. Mallory

Education

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No abstract provided.

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Fifty Years Of Equality?, Sarah M. Stitzlein

Education

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Fifty years after the Brown decision monumentally drew issues of equality to the fore, equality continues to occupy the theorizing of educational philosophers, the practice of teachers, and the decisions of judges. Within the past year, questions regarding race and schooling, including the intention to eliminate racial inequality, were raised once again in Grutter v Bollinger, the case of a disgruntled white law school applicant who suspected that she was denied admission based upon the criteria of race. In this article, I will trace the history of equality as a concept, a working goal, and an educational right over the …

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Living Across And Through Skins: Transactional Bodies, Pragmatism, And Feminism. [Review], Sarah M. Stitzlein

Education

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Review of:

Shannon Sullivan, Living across and through Skins: Transactional Bodies, Pragmatism and Feminism. Bloomington, IN: Indiana University Press, 2001. 204 pp.

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The Demands Of Liberal Education. [Review], Sarah M. Stitzlein

Education

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Oxford-trained liberal theorist and practicing teacher, Meira Levinson, offers a well-articulated argument for her vision of the ideal liberal education in The Demands of Liberal Education. Particularly helpful for those of us who struggle to convey the aims of liberal education to our children and students, she provides an eloquent explanation as she describes her ideal school and the steps necessary for its realization:

The aim of liberal education is to teach children the skills, habits, knowledge, and dispositions for them to be thoughtful, mature, self-assured individuals who map their path in the world with care and confidence, take responsibility …

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Exploring Reading Specialists’ Collaborative Interactions With School Psychologists: Problems And Possibilities, Amy R. Hoffman, Jeanne Jenkins

Education

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No abstract provided.

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Play And Imagination In Children With Autism, By Pamela J. Wolfberg., Bruce L. Mallory, Karen Erickson

Education

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Play and Imagination in Children with Autism, by Pamela J. Wolfberg. Teachers College Press, 1999; 208 pp. $22.95 paperback

Reviewed by: Bruce L. Mallory, Ph.D. and Karen Erickson, Ph.D., University of New Hampshire

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Learning The Art Of Instructional Conversation: The Influence Of Self-Assessment On Teachers' Instructional Discourse In A Reading Clinic, Kathleen A. Roskos, Sophie Boehlen, Barbara J. Walker

Education

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Over 2 decades of sociolinguistic research describe the teacher's powerful role in creating the communication system that supports students' learning. Yet research evidence about how to prepare and develop professionals for this role beyond their natural discourse tendencies and style remains sparse. This study examined self-assessment as a means of teacher learning that develops teachers' understanding and use of discourse strategies that support instructional conversation. Using a discourse analysis tool and related procedures (transcription, analysis, and interpretation), 9 teachers examined the conceptual and social functions of their talk from videotaped excerpts of tutorial instruction over 5 weeks. Although the teachers' …

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Two Beginning Kindergarten Teachers Planning For Integrated Literacy Instruction, Kathleen A. Roskos, Susan B. Neuman

Education

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This study reports the characteristics and strategies of 2 beginning kindergarten teachers' planning for an integrated approach to literacy instruction. Using ethnographic observational and analytic techniques, we describe features and structures of integrated instruction as a planning ''problem.'' The teachers' problem-solving strategies under the conditions of this task are also examined. Results revealed the multiple and complex nature of integrated instruction as a planning problem. Based on domain and componential analyses, the task appeared to include at least 6 kinds of planning activity and to make multiple demands on the planners' time, specificity of planning, level of pedagogical knowledge, and …

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Landing The Job: A Survey Of New Teachers, Amy R. Hoffman

Education

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A survey of recent graduates who successfully landed teaching positions was conducted to provide practical information for future teachers and the university personnel and faculty who may assist them with this process. The survey yielded insight as to the format and content of the interview and other factors which school district personnel may examine when making their decisions. The new teachers perceived that individual matters, such as gender or timing, and personality characteristics, such as enthusiasm or honesty, were probable reasons for landing their job as often as were factors relating to their teaching skills and knowledge. Innovative aspects of …

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Consequences Of Categorical Labeling Of Preschool Children, Bruce L. Mallory, Georgia M. Kerns

Education

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The use of categorical diagnostic labels prescribed in P.L. 94--142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from non-categorical early intervention programs serving children birth to 3 years into categorical preschool programs for children …

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