Tag Archives: education

on the non-normativity of value-added analysis

As you are likely to have heard by now, the Los Ange­les Times recently con­ducted and pub­lished a value-added analy­sis of some of the city’s ele­men­tary school teach­ers, using data that had been col­lected by the school dis­trict but never pre­vi­ously ana­lyzed in this way. There was a nice sum­mary of the value-added analy­sis and

Teachers College & social justice

Recently, Adam Kissel of FIRE (who I recently started fol­low­ing on Twit­ter) asked me: “What do you think about Teach­ers College’s idea that one isn’t qual­i­fied to be a teacher with­out believ­ing in social jus­tice?” I had pre­vi­ously seen FIRE’s roundup on free speech issues with TC, I think before I had even accepted my

education, the state, and protecting children from ignorance

The other day, I started Edu­ca­tion and the State by E.G. West. It is some­times argued that state funded, state reg­u­lated, and state pro­vided edu­ca­tion is jus­ti­fied by the neces­sity of  pro­tect­ing chil­dren from igno­rance. So, West begins with two chap­ters explor­ing this argu­ment philo­soph­i­cally and assess­ing how well this “pro­tec­tion” works in prac­tice. These chap­ters

book review: Diane Ravitch's "The Death and Life of the Great American School System"

I recently fin­ished Diane Rav­itch’s book, “The Death and Life of the Great Amer­i­can School Sys­tem: How Test­ing and Choice are Under­min­ing Edu­ca­tion.” This book has been get­ting quite a bit of atten­tion even out­side of edu­ca­tional cir­cles so I fig­ured I should read it. Rav­itch is an his­to­rian of edu­ca­tion and, viewed as a his­tory,

learning styles, individual differences, and responsibility

Recently, I came across this video: “Learn­ing Styles Don’t Exist,” by psy­chol­o­gist Daniel T. Will­ing­ham of the Uni­ver­sity of Vir­ginia. Will­ing­ham argues that learn­ing style the­o­ries fail to pre­dict the dif­fer­ences in learn­ing that we would expect to see if they were cor­rect (you should go watch, he explains it bet­ter than I could). Learn­ing

what's in a name? - labels and tracking

Yes­ter­day, I dis­cussed the issue of whether work-related lan­guage is appro­pri­ate for describ­ing learn­ing. Here’s another lan­guage in edu­ca­tion con­tro­versy that has made it into the news lately: ‘At hope’ kids bet­ter than ‘at risk’?: Wash­ing­ton state law­maker wants to ban­ish neg­a­tive labels The bill is moti­vated by the good-hearted desire for dis­ad­van­taged chil­dren to

the work of learning

Recently, Alfie Kohn tweeted an older arti­cle of his, “Stu­dents Don’t ‘Work’ — They Learn.” Sounded inter­est­ing, so I went and read it. Kohn’s main point is that work-related lan­guage  encour­ages think­ing about edu­ca­tion in ways that are detri­men­tal to stu­dent learn­ing. This work-related lan­guage per­vades edu­ca­tion dis­course — “home­work,” “seat work,” “get to work,” “class­room

changing gears

As you might know, I’m begin­ning a new PhD pro­gram this fall. This one is in phi­los­o­phy and edu­ca­tion, instead of just phi­los­o­phy. I’ve been very inter­ested in edu­ca­tion for a few years now, and I know some things about it, but basi­cally just enough to be dan­ger­ous and to write a decent admis­sions appli­ca­tion.

grad school ch-ch-changes

You, as my friend and/or reader, may have seen me post stuff on Twit­ter and Face­book sug­gest­ing that I am cur­rently apply­ing to grad­u­ate schools. Indeed, I am. I fig­ured I’d explain the sit­u­a­tion here, once and for all. Very shortly after I began a PhD pro­gram in phi­los­o­phy in the fall of 2007, my research

complications in commercializing curriculum

This NYT arti­cle piqued my curios­ity: Sell­ing Les­son Plans Online Raises Cash and Ques­tions Basi­cally, some teach­ers have made quite a bit of money by sell­ing their les­son plans online to other teach­ers. Some teach­ers’ employ­ers are won­der­ing whether they should be receiv­ing a cut of the prof­its, and one edu­ca­tional expert warns that the