Comments for Democratic Education Blog http://www.democraticeducation.org/blog Advocating for education that reflects our democratic values Tue, 02 Mar 2010 12:46:29 -0700 http://wordpress.org/?v=2.8.4 hourly 1 Comment on Talk to Arne Duncan and the U.S. Department of Education by Bernice Branford Lewis http://www.democraticeducation.org/blog/2009/05/11/talk-to-arne-duncan-and-the-us-department-of-education/comment-page-1/#comment-80 Bernice Branford Lewis Tue, 02 Mar 2010 12:46:29 +0000 http://www.democraticeducation.org/blog/2009/05/11/talk-to-arne-duncan-and-the-us-department-of-education/#comment-80 Education begins in the cradle. More people would improve if we prepared a manual for parents that would entail information that a child should internalize as he grows such as, days of the week and how to read a calendar.identification of the letters of the alphabet, how to talk in sentences, how to greet people. the names of family members and other personal information, lef to right progression, parts of the body, flowers, plants and vegetables, etc.. It might even include some lesson plans. It takes insight to use a developmental process for teaching information. Education begins in the cradle. More people would improve if we prepared a manual for parents that would entail information that a child should internalize as he grows such as, days of the week and how to read a calendar.identification of the letters of the alphabet, how to talk in sentences, how to greet people. the names of family members and other personal information, lef to right progression, parts of the body, flowers, plants and vegetables, etc..

It might even include some lesson plans. It takes insight to use a developmental process for teaching information.

]]> Comment on Rewards for Students Questioned in NY Times Article by It Matters What We Test For « Democratic Education Blog http://www.democraticeducation.org/blog/2009/03/03/rewards-for-students-questioned-in-ny-times-article/comment-page-1/#comment-64 It Matters What We Test For « Democratic Education Blog Wed, 07 Oct 2009 10:37:33 +0000 http://www.democraticeducation.org/blog/2009/03/03/rewards-for-students-questioned-in-ny-times-article/#comment-64 [...] Then came the part I really appreciated.  Strike talked about there being both “Cultural Goods” like citizenship and autonomy, as well as “Economic Goods” such as jobs, income, and human capital.  He was expanding the goal and purpose of education beyond the narrow approach that looks at young people solely as future workers and job-holders, which justifies a standardized educational delivery for all young people and the merging of the fields of economics and education (such that one can’t be too surprised by policies such as monetary rewards for students). [...] [...] Then came the part I really appreciated.  Strike talked about there being both “Cultural Goods” like citizenship and autonomy, as well as “Economic Goods” such as jobs, income, and human capital.  He was expanding the goal and purpose of education beyond the narrow approach that looks at young people solely as future workers and job-holders, which justifies a standardized educational delivery for all young people and the merging of the fields of economics and education (such that one can’t be too surprised by policies such as monetary rewards for students). [...]

]]> Comment on Arne Duncan, CNN, and Twitter by victoria cornette http://www.democraticeducation.org/blog/2009/02/24/arne-duncan-cnn-and-twitter/comment-page-1/#comment-55 victoria cornette Fri, 04 Sep 2009 14:13:43 +0000 http://www.democraticeducation.org/blog/2009/02/24/arne-duncan-cnn-and-twitter/#comment-55 I would like to know how to contact me Duncan I have searched and can not find anything Thanks I would like to know how to contact me Duncan I have searched and can not find anything

Thanks

]]> Comment on Talk to Arne Duncan and the U.S. Department of Education by Liz http://www.democraticeducation.org/blog/2009/05/11/talk-to-arne-duncan-and-the-us-department-of-education/comment-page-1/#comment-26 Liz Sat, 25 Jul 2009 17:24:51 +0000 http://www.democraticeducation.org/blog/2009/05/11/talk-to-arne-duncan-and-the-us-department-of-education/#comment-26 Raising standards is a wonderful idea. All the "No Child Left Behind" program did was lower them. I know first hand. I just graduated from a public high school in Tennessee. School became a joke. Credits were basically handed to people just to make the school look good. This was very frustrating to me and others in honors and the IB program. Many students work very hard for their grades and it's very discouraging to see some one else recieve the same credit as you when they weren't even in class half the time. My school went about bettering itself the wrong way. They tried to control the kids with force and unnecessary rules, when I believe that higher standards will in effect "control" them. I think that giving students more freedom on small issues will keep them happy even if standards are higher. High standards will require the students to be more focused on school. Those who don't follow the trend will learn quick enough. Raising standards is a wonderful idea. All the “No Child Left Behind” program did was lower them. I know first hand. I just graduated from a public high school in Tennessee. School became a joke. Credits were basically handed to people just to make the school look good. This was very frustrating to me and others in honors and the IB program. Many students work very hard for their grades and it’s very discouraging to see some one else recieve the same credit as you when they weren’t even in class half the time. My school went about bettering itself the wrong way. They tried to control the kids with force and unnecessary rules, when I believe that higher standards will in effect “control” them. I think that giving students more freedom on small issues will keep them happy even if standards are higher. High standards will require the students to be more focused on school. Those who don’t follow the trend will learn quick enough.

]]> Comment on School Design That Supports Democratic Education by dana http://www.democraticeducation.org/blog/2009/05/03/school-design-that-supports-democratic-education/comment-page-1/#comment-24 dana Sat, 09 May 2009 14:47:42 +0000 http://www.democraticeducation.org/blog/2009/05/03/school-design-that-supports-democratic-education/#comment-24 Great comment, Ellen! Yes, I agree that parent involvement is a key aspect to a fully functioning democratic learning organization. Some independent democratic schools such as <a href="http://villagefreeschool.com" rel="nofollow">Village Free School</a> in Portland, Oregon have a tuition reduction plan where parents can volunteer a set number of hours a week in exchange for reduced tuition (this is also a way to make the school affordable to anyone). However, the norm in the United States, at least, seems to be to keep parents somewhat at a distance in the educational process. It's not the same around the world. In Israel, for instance, <a href="http://www.ideamap.org/concepts.htm#1.%20Parliament" rel="nofollow">democratic schools there</a> generally include parents as part of the decision-making processes of the school, with an equal voice and vote to students and teachers. And at the education policy level, parents are often just as disenfranchised as students and the general community. In NYC, for example, <a href="http://www.nytimes.com/2009/04/10/opinion/10ravitch.html?scp=4&sq=diane%20ravitch&st=cse" rel="nofollow">mayoral control</a> of the schools places full authority in the hands of the mayor without any meaningful involvement or checks & balances from students, parents, teachers, or the general public. Do you know of examples and ways to involve parents and others in schools and education? I'd love to learn more. Thanks for commenting. Dana Great comment, Ellen! Yes, I agree that parent involvement is a key aspect to a fully functioning democratic learning organization. Some independent democratic schools such as Village Free School in Portland, Oregon have a tuition reduction plan where parents can volunteer a set number of hours a week in exchange for reduced tuition (this is also a way to make the school affordable to anyone).

However, the norm in the United States, at least, seems to be to keep parents somewhat at a distance in the educational process. It’s not the same around the world. In Israel, for instance, democratic schools there generally include parents as part of the decision-making processes of the school, with an equal voice and vote to students and teachers.

And at the education policy level, parents are often just as disenfranchised as students and the general community. In NYC, for example, mayoral control of the schools places full authority in the hands of the mayor without any meaningful involvement or checks & balances from students, parents, teachers, or the general public.

Do you know of examples and ways to involve parents and others in schools and education? I’d love to learn more. Thanks for commenting.

Dana

]]> Comment on School Design That Supports Democratic Education by Ellen Weber http://www.democraticeducation.org/blog/2009/05/03/school-design-that-supports-democratic-education/comment-page-1/#comment-25 Ellen Weber Sat, 09 May 2009 03:30:48 +0000 http://www.democraticeducation.org/blog/2009/05/03/school-design-that-supports-democratic-education/#comment-25 You have captured some keen components of the democratic school here. Would you agree that parental involvement is also central to democratic learning organizations? Thanks! I've been quite surprised to see how few skills are used to include parents meaningfully at most secondary schools -- when to do so benefits both school and students. What do you do and suggest to encourage the skillful facilitation of parents in secondary schools? You have captured some keen components of the democratic school here. Would you agree that parental involvement is also central to democratic learning organizations? Thanks!

I’ve been quite surprised to see how few skills are used to include parents meaningfully at most secondary schools — when to do so benefits both school and students.

What do you do and suggest to encourage the skillful facilitation of parents in secondary schools?

]]> Comment on Where Will YOU Be the Last Week of June? by dana http://www.democraticeducation.org/blog/2009/03/25/where-will-you-be-the-last-week-of-june/comment-page-1/#comment-23 dana Tue, 31 Mar 2009 01:33:50 +0000 http://www.democraticeducation.org/blog/2009/03/25/where-will-you-be-the-last-week-of-june/#comment-23 Thanks for the reference, Isaac! The Rouge Forum people are great. I went to one of their meetings when I was in Ann Arbor, a bunch of years back. The conference looks great, so glad you and Ofira and Clonlara folks will be there. I also see Ann Arbor Open School on the list - let me know if you meet anyone from there. I did my student teaching there, and enjoyed the school, a long-time open school with some good stuff happening and good people. Dana Thanks for the reference, Isaac! The Rouge Forum people are great. I went to one of their meetings when I was in Ann Arbor, a bunch of years back. The conference looks great, so glad you and Ofira and Clonlara folks will be there. I also see Ann Arbor Open School on the list – let me know if you meet anyone from there. I did my student teaching there, and enjoyed the school, a long-time open school with some good stuff happening and good people.

Dana

]]> Comment on Where Will YOU Be the Last Week of June? by Isaac http://www.democraticeducation.org/blog/2009/03/25/where-will-you-be-the-last-week-of-june/comment-page-1/#comment-22 Isaac Mon, 30 Mar 2009 23:51:12 +0000 http://www.democraticeducation.org/blog/2009/03/25/where-will-you-be-the-last-week-of-june/#comment-22 Check out http://www.rougeforumconference.org coming up in May! I will be presenting along with folks from Clonlara and Ofira Roll, an AERO member and graduate of the Institute for Democratic Education's teacher ed. program. Isaac Check out http://www.rougeforumconference.org coming up in May! I will be presenting along with folks from Clonlara and Ofira Roll, an AERO member and graduate of the Institute for Democratic Education’s teacher ed. program.

Isaac

]]> Comment on Who Do We Engage in Conversations about Education? by dana http://www.democraticeducation.org/blog/2009/03/23/who-do-we-engage-in-conversations-about-education/comment-page-1/#comment-21 dana Wed, 25 Mar 2009 23:49:53 +0000 http://www.democraticeducation.org/blog/2009/03/23/who-do-we-engage-in-conversations-about-education/#comment-21 Great questions, Gretchen! You bring up a whole new level of thought about WHO. I was thinking first in terms of the *kinds* of people to spend energy talking with, as in there a lot of people sharing similar values who just may never have thought about education in a more empowering, democratic, participatory way. And that we just might be able to see some grassroots movement if we focus specifically on people fitting that description. Your points are well taken, that in addition to grassroots movement building, there are key leaders, policy-makers, and others that could be strong allies, or who have such important positions (e.g. Obama's administration, senators, etc.) that we ought to contact them. Hear hear! It takes a lot of thought, perhaps thinking about our connections and seeking connections with those who may be closer to those kinds of people. But it's something to really work on. As for alternatives to current testing, yes, there are many great options out there, I'm sure you've seen some cool schools doing things differently too. One is Jefferson County Open School, which uses a Passages program incorporating an advising group and demonstrations of learning to the entire school community. (Locally driven assessments, which are often looked down on by both Dems and Republicans today, though some key educators, notably Deborah Meier, are big backers of this kind of local control). As for more research-based assessments, here are two that could be used immediately for assessing schools (and note that is assessing SCHOOLS and not individual students, which I think is a better way to go): - The <a href="http://www.psych.rochester.edu/SDT/measures/auton.html" rel="nofollow">Learning Climate Questionnaire</a> that assesses the extent to which teachers (or schools) create autonomy-supportive environments for the learners as opposed to controlling environments. Autonomy-supportive settings are linked to greater intrinsic motivation, greater understanding, higher creativity, and a greater desire to continue learning as compared with controlling environments. - The Hope Study, which assesses educational environments for the degree to which students perceive the settings as supporting autonomy, belongingness, competence, engagement and psychological health. You can find more in the 2007 <a href="http://www.pdkintl.org/kappan/k_v88/k0702new.htm" rel="nofollow">Phi Delta Kappan</a> article written by Ron Newell and Mark van Ryzin. Also, a friend and colleague of mine, Laura Stine in Oregon, has been involved with many democratic and alternative schools, and she promotes the use of "Post-School Outcome Studies," essentially studying what happens to students after they leave a school, noting if they are working, satisfied with their life, contributing to society, etc. This is a great topic, and it will be important to have alternatives to standardized testing "shovel-ready," as the saying goes today. So let's keep identifying and strengthening those that are out there. Thanks for the thoughts on Wordle - love that tool, it has many possibilities. Great questions, Gretchen! You bring up a whole new level of thought about WHO. I was thinking first in terms of the *kinds* of people to spend energy talking with, as in there a lot of people sharing similar values who just may never have thought about education in a more empowering, democratic, participatory way. And that we just might be able to see some grassroots movement if we focus specifically on people fitting that description.

Your points are well taken, that in addition to grassroots movement building, there are key leaders, policy-makers, and others that could be strong allies, or who have such important positions (e.g. Obama’s administration, senators, etc.) that we ought to contact them. Hear hear! It takes a lot of thought, perhaps thinking about our connections and seeking connections with those who may be closer to those kinds of people. But it’s something to really work on.

As for alternatives to current testing, yes, there are many great options out there, I’m sure you’ve seen some cool schools doing things differently too. One is Jefferson County Open School, which uses a Passages program incorporating an advising group and demonstrations of learning to the entire school community. (Locally driven assessments, which are often looked down on by both Dems and Republicans today, though some key educators, notably Deborah Meier, are big backers of this kind of local control).

As for more research-based assessments, here are two that could be used immediately for assessing schools (and note that is assessing SCHOOLS and not individual students, which I think is a better way to go):

- The Learning Climate Questionnaire that assesses the extent to which teachers (or schools) create autonomy-supportive environments for the learners as opposed to controlling environments. Autonomy-supportive settings are linked to greater intrinsic motivation, greater understanding, higher creativity, and a greater desire to continue learning as compared with controlling environments.

- The Hope Study, which assesses educational environments for the degree to which students perceive the settings as supporting autonomy, belongingness, competence, engagement and psychological health. You can find more in the 2007 Phi Delta Kappan article written by Ron Newell and Mark van Ryzin.

Also, a friend and colleague of mine, Laura Stine in Oregon, has been involved with many democratic and alternative schools, and she promotes the use of “Post-School Outcome Studies,” essentially studying what happens to students after they leave a school, noting if they are working, satisfied with their life, contributing to society, etc.

This is a great topic, and it will be important to have alternatives to standardized testing “shovel-ready,” as the saying goes today. So let’s keep identifying and strengthening those that are out there.

Thanks for the thoughts on Wordle – love that tool, it has many possibilities.

]]> Comment on Who Do We Engage in Conversations about Education? by Gretchen Wegner http://www.democraticeducation.org/blog/2009/03/23/who-do-we-engage-in-conversations-about-education/comment-page-1/#comment-20 Gretchen Wegner Wed, 25 Mar 2009 04:15:11 +0000 http://www.democraticeducation.org/blog/2009/03/23/who-do-we-engage-in-conversations-about-education/#comment-20 Who are these people of which you speak, Dana? Do you know? And which ones are the ones who have influence in Obama's cabinet? I'm not so good at figuring out WHO to talk to, but I'm ready to follow directions when someone figures it out. Also, Dana: what research are you aware of that offers alternatives to what exists now in terms of testing? Are there do-able alternatives ripe for the taking--if our law makers decide to go for it? I LOVE how you use you Wordle to compare and contrast the different articles. I was particularly interested to note that ours had the word "people" fairly large; Kirstoff's had "teachers" and "rhee"; and the other guy had "students" as his biggest. Not sure what it all means, but it feels significant! Who are these people of which you speak, Dana? Do you know? And which ones are the ones who have influence in Obama’s cabinet? I’m not so good at figuring out WHO to talk to, but I’m ready to follow directions when someone figures it out.

Also, Dana: what research are you aware of that offers alternatives to what exists now in terms of testing? Are there do-able alternatives ripe for the taking–if our law makers decide to go for it?

I LOVE how you use you Wordle to compare and contrast the different articles. I was particularly interested to note that ours had the word “people” fairly large; Kirstoff’s had “teachers” and “rhee”; and the other guy had “students” as his biggest. Not sure what it all means, but it feels significant!

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