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Social and Philosophical Foundations of Education Commons™
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Articles 31 - 35 of 35
Full-Text Articles in Social and Philosophical Foundations of Education
When The Dialogue Becomes Too Difficult: A Case Study Of Resistance And Backlash, Wilma J. Henry, Deirdre Cobb-Roberts, Sherman Dorn, Herbert A. Exum, Harold Keller, Barbara Shircliffe
When The Dialogue Becomes Too Difficult: A Case Study Of Resistance And Backlash, Wilma J. Henry, Deirdre Cobb-Roberts, Sherman Dorn, Herbert A. Exum, Harold Keller, Barbara Shircliffe
Educational and Psychological Studies Faculty Publications
This case study explains varied perspectives on a difficult dialogue. It provides recommendations for student affairs professionals and faculty members who work with students and teach courses in content areas that are related to diversity, social justice, and privilege.
Accountability In A Postdesegregation Era: The Continuing Significance Of Racial Segregation, Kathryn M. Borman, Tamela Eitle, Deanna Michael, David J. Eitle, Reginald Lee, Larry Johnson, Deirdre Cobb-Roberts, Sherman Dorn, Barbara Shircliffe
Accountability In A Postdesegregation Era: The Continuing Significance Of Racial Segregation, Kathryn M. Borman, Tamela Eitle, Deanna Michael, David J. Eitle, Reginald Lee, Larry Johnson, Deirdre Cobb-Roberts, Sherman Dorn, Barbara Shircliffe
Educational and Psychological Studies Faculty Publications
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known andpurportedpredictors of standardized testperformance. Also, these results suggest that neither recent efforts by the state of Florida to equalize the funding of education nor current efforts involving high-stakes testing will close the Black-White achievement gap without consideration …
Interracial Cooperatives At The University Of Illinois. 1940-1960, Deirdre Cobb-Roberts
Interracial Cooperatives At The University Of Illinois. 1940-1960, Deirdre Cobb-Roberts
Educational and Psychological Studies Faculty Publications
Very little attention has been given to a discussion of interracial cooperatives on college and university campuses. In fact, the literature discusses interracial partnerships and organizations but does not ameliorate the value of these partnerships on college and university campuses. This paper will investigate interracial partnerships (e.g., Congress on Racial Equality - CORE, Student Community Interracial Committee - SCIC, and Student Community Human Relations Council - SCHRC) that were formed on the University of Illinois at Urbana-Champaign campus during the years of 1940-1960 in an effort to fight extant racial discrimination. Sources utilized for this paper will include institutional records, …
Reducing Resistance To Diversity Through Cognitive Dissonance Instruction: Implications For Teacher Education, Elisabeth L. Mcfalls, Deirdre Cobb-Roberts
Reducing Resistance To Diversity Through Cognitive Dissonance Instruction: Implications For Teacher Education, Elisabeth L. Mcfalls, Deirdre Cobb-Roberts
Educational and Psychological Studies Faculty Publications
Before admission to the college of education, students at a large, predominantly White public university in the Southeast are required to complete a state-mandated course on diversity issues. The purpose of this course is to introduce students to diversity and effective ways of addressing it in future classrooms as a result of changing demographics. Often, students experience resistance to diversity issues because their current understandings or beliefs may not coincide with the information presented in class. One psychological theory that can address this phenomenon is called cognitive dissonance. In the study reported here, the principles of cognitive dissonance theory are …
The Political Legacy Of School Accountability Systems, Sherman Dorn
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 …