Come mothers and fathers throughout the land
And don't criticize what you don't understand
Your sons and your daughters are beyond your command
Your old road is rapidly changing

Please get out of the new one if you can't lend a hand
For the times they are-a-changin'

­­Bob Dylan

If you give people an idea these days they just think you
are sharing it with them so they can critique it, play devil's advocate,
and so on. It doesn't occur to them that they might help or get enthused or at least have the courtesy to get out of the way.

­­Esmé Raji Cordell
(JW p.(1997, p. 7)

Class Agenda

1. Educating Esmé....
2. Documenting (FB-1)
3. Teaching Focus Questions
4. Philosophy Statement/Inventory
5. Teaching Salaries
6. Sturdy at NMHU
7. Reading & Assignments for 2/3

Respond breifly (1-2 sentences) to each question.

1) Why do you want to teach?

2) What are the challenges of teaching?

3) What is teaching really like?

4) What does society expect of teachers?

5) How do good teachers view their work?

 Teaching Salaries

1) Which state has the highest mean teacher salary?

2) Which state has the lowest mean teacher slary?

3) What is the national average?

4) What is New Mexico's position re: mean salary?

5) In your view, what factors mitigate either a low or high salary in a particular state?

1. All learning results from rewards controlled by the external environment.

Strongly Agree Strongly Disagree

5 4 3 2 1

2. The curriculum should emphasize essential knowledge, not students' personal interests.

Strongly Agree Strongly Disagree

5 4 3 2 1

3. Teachers should emphasize the search for personal meaning, not a fixed body of knowledge

Strongly Agree Strongly Disagree

5 4 3 2 1

4. School should actively involve students in social change to reform society.
Strongly Agree Strongly Disagree

5 4 3 2 1

5. The ultimate aim of education is constant, absolute, and universal; to develop the rational person and cultivate intellect.

Strongly Agree Strongly Disagree

5 4 3 2 1

6. Teachers should emphasize interdisciplinary subject matter that encourages project oriented democratic classrooms.

Strongly Agree Strongly Disagree

5 4 3 2 1.

 Composing Your Philosophy Statement

1) Based on the information from Parkay and Stanford, on page 80, you could conclude that a complete philosophy statement shroud have at bare minimum how many sentences?

2. To begin drafting your own philosophy statement, write one sentence responding to each of the critical elements suggested by the text's authors.

 Constructivism

· Associated with other approaches, such as pragmatism, phenomenology, and post-positivism

· Learning is contextual. Understanding is shaped by experience; thus, no two individuals share precisely similar perceptions or understandings of facts or concepts.

· When theorists such as Dewey promoted this philosophical point of view in the late 1800s, it was commonly criticized by the hard sciences as a type of "fuzzy logic" common to the social sciences. The shift from classical "Newtonian" physics to quantum physics (Einstein, Bohr) and Werner Heisenberg's "Uncertainty Principle" dealt directly with such unresolvable conflicts in physics.

· For teachers, a constructivist view entails less emphasis on textbooks "true" sources of information and more emphasis on primary sources.

· A constructivist approach strongly emphasizes student selection, production, presentation, and assessment of her/his learning.

 Reductionism

· Associated with other approaches, such as positivism, essentialism, perrenialism, and fundamentalism

· Learning is incremental. Understanding is built through the disciplined acquisition, retention, and scaffolding of factual data. Factual data may be quantitatively tested and inductively generalized through statistical tests.

· Reductionism declined in education during the decades of the nuclear age (50s, 60s, & 70s) following WWII. It made a major comeback in the 1980s and 90s among well-known educationists such as William Bennett, Diane Ravitch, and Chester Finn, with financial/ research/&PR support from emerging conservative think tanks and foundations. "Declining test scores" were attributed to emphasis on "permissive educational practices" advocating student choice and voice over teacher and parental authority.

· For teachers, an reductionist view entails emphasis on the "Three Rs" (Back to the Baiscs), externally imposed discipline, and achievement measured by norm-referenced standardized tests.

People have an overwhelming interest in teaching
as a potential career... They are considering teaching
for the most noble of reasons­­the high esteem they
place on education and their desire to influence and
inspire young minds

­­Bob Chase

Some prospective teachers may come to teacher education
unaware of how they have learned the processes they
use and that render them expert. Unaided by their disciplines
in locating the underpinnings of their expertise, these skilled,
talented, and desirable recruits may easily become, ironically,
those who can do but who cannot teach.

­­D. Holt-Reynolds

Class Agenda

From last week:
4. Philosophy Statement/Inventory
5. Teaching Salaries
6. Sturdy at NMHU
New:
1. Observation Focus form
2. Pivotal Philosophy Types
3. Types of Observation
4 Portfolios
5. Mentoring Relationships

Student: __________________________ Teacher: ___________________________

Date & Time: ______________________ Location: __________________________

1) Knowledge of self

2) Knowledge of students

3) Subject knowledge

4) Methods - applying educational theory and research

5) Evidence of Assessment

 What is worth knowing?

· Philosophy: Realism

· Domain: Scholarship

· Evidence: Logic/Authority

· Ideals: Critical Reflection

· Emergence: Multiple Truths

· Emergence: Multiple Truths

 How do I know its true?

· Philosophy: Experimentalism

· Domain: Science/Statistics

· Evidence: Empirical Data

· Ideals: Objectivity, Validity, Reliability

· Emergence: Simultaneous Models

  Who am I?

· Philosophy: Existentialism

· Domain: Intrapersonal Exploration

· Evidence: Authenticity

· Ideals: Meditation/Revelation

· Emergence: Parallel Existence

 How can I make a difference?

· Philosophy: Altruism

· Domain: Interpersonal Development

· Evidence: Social Contract

· Ideals: Social Harmony

· Emergence: Universal Ideals

1. Child maltreatment leads to survival strategies that are often antisocial and/or destructive.

2. The experience of early trauma leads boys to become hypersensitive to arousal in the face of threat and to respond to such threats by disconnecting emotionally or acting out aggressively.

3. Traumatized kids require a calming or soothing environment to increase the level at which they are functioning.

4. Traumatized youth are likely to evidence an absence of future orientation.

5. Youth exposed to violence at home and in the community are likely to develop juvenile vigilantism, in which they do not trust an adult's capacity and motivation to ensure safety, and as a result they believe they must take matters into their own hands.

6. Youth who have participated in the violent drug economy or chronic theft are likely to have distorted material values.

7. Traumatized youth who have experienced abandonment are likely to feel that life is meaningless.

8. Issues of shame and humiliation are paramount among violent youth. They share a common sense of inner crisis, a crisis of shame and emptiness. They are ashamed of who they are inside, and their efforts to compensate for that shame lead them to violence.

9. Youth violence is a boy's attempt to achieve justice as he perceives it.

10. Violent boys often seem to feel they cannot afford empathy.

Kelly

My training and experience have shown me that students learn best when they are active participants in the learning process. Therefore, my approach promotes active student participation in academics. I utilize content to develop skills and challenge students through practices such as cooperative learning and authentic assessment. Students in my classroom are cognizant of the goals that they must achieve through instruments such as rubric grading and clearly defined objectives. Using the social studies curriculum, emphasis is placed upon the development of learning and communication skills, as well as critical thinking. I have worked with my students to improve essay writing (click here to view the essay-writing lesson plan), which is imperative to communication and to the expression of knowledge. Additionally, I have continued to integrate the latest computer technology with the social studies curriculum through the use of PowerPoint presentations, Internet applications, and word processing. I also train students in HTML programming for the purpose of creating Web-based projects.

Extensive parent-teacher contact and cooperation with the guidance department are imperative. This has enhanced my effectiveness in the classroom and has enabled me to develop a support network for my students.

I hope to serve as a positive role model to my students, to create a nurturing classroom environment, to promote self-esteem, to enable students to grow both in and out of the classroom, and to prepare students to face the challenges of life.

1) What do you think of Kelly's philosophy statement?

2) How did Kelly do in addressing the following areas?

Beliefs about teaching and learning -

Beliefs about the nature of learners -

Beliefs about knowledge -

Bekifs about what is worth knowing -

Jim

My educational philosophy centers around my teaching area. Students need to become better prepared for their future. My stance would center mostly on the Progressivism movement started by John Dewey. Knowledge and how we use it make us who we are. Our society needs well educated people to keep us progressing towards a better society.

The ability to solve problems and think logically are key skills in keeping pace with our changing world. Students need to explore their curious nature and develop methods to explore their environment. A teacher cannot get a student to learn something new by force, but rather by motivating their interests and relating to the student on a personal basis. Teachers must be flexible toward their students and what they want to learn. In computer technology, the teacher must keep as current as possible to ensure quality information is being passed to the students.

Students are required to attend school, so why not make it fun and exciting for them? The idea of having students "keep quiet, don't do this or that," is very anti-social in developing a child's communications skills. Getting students to work together and express themselves should prove to be very beneficial when they go to college or get jobs. Giving students "busy" work is not necessary and the students will hate doing it. Computers are a great tool for interpersonal interaction, especially when using them over the Internet. Students can work on projects with other student over the Internet, get research material, or E-mail their friends. I particularly like the idea of discovery learning. By outlining certain tasks for students to do, then giving them guidelines to perform the task, they can figure out how to solve the task and teach themselves. This type of learning improves communication skills, problem-solving, and critical thinking skills. With these improved skill, students should be able to solve future problems and contribute to society when their time comes.

1) What do you think of Jim's philosophy statement?

2) How did Jim do in addressing the following areas?

Beliefs about teaching and learning -

Beliefs about the nature of learners -

Beliefs about knowledge -

Bekifs about what is worth knowing -

1. The above statement and rate your response using the Likert-type scale below based upon your agreement or disagreement with the policy it describes.

2. Once you have joined with a group, based upon your common beliefs, describe what is the proper course for a school or community to take in addressing the issues presented in the quote.

Students need first to learn to follow directions. Developing skills such as penmanship, spelling, and accurate computation simply have to come before emphasizing making choices. A teacher must have good classroom management because it is critical to having an environment in which everyone can learn.

Students are natural learners who don't need a whole lot of rules. In fact, the best rules will be those devised collaboratively between teacher and students. At best, due dates for assignments are not "deadlines" but targets, and students should be able to negotiate due dates and even the content of certain assignments and projects. Decision making is important.

Correct answers such as dates, facts, words, and sentences are very important. There is a time for student decision making, especially for enrichment or as a fun reward, but it is not the fundamental component of learning. The text book is critical because it offers an agreed upon curriculum and set of answers. The latter is really important if parents are to help students with homework and learning projects.

Schools exist to develop the analytical powers of children. Reasoning through problems is the most important work for learners. Expectations for students, established by the parents, the school, and students themselves, should be exceptionally high.

 The following structural conditions enhance a school's professional community:

1) Shared governance that teachers increases teachers' influence very school policy and practice

2) Interdependent work structures, such as teaching teams, which encourage collaboration

3) Staff development that enhances technical skills consistent with school missions for high-quality learning

4) Deregulation that provides autonomy for schools to provide a vision of high intellectual standards

5) Small school size, which increases opportunities for communication and trust

6) Parent involvement in a broad range of school affairs

Educational reform initiatives targeted by activist parents have included outcomes-based education, the whole language approach, thinking skills programs, imagery techniques, self-esteem programs, the teaching
of evolution, global education and multiculturalism, and sex education.

Reflecting on school choice.

Imagine you are given vouchers to send your child to any school in New Mexico. What factors would you consider in making your choice? Compare your list with the following list, with most important coming first:

- Quality of teaching staff

- Maintenance of school discipline

- Courses offered

- Size of classes

- Test scores of students

The First Amendment to
The Constitution of the
United States of America

Supreme Court Justice Hugo Black
in a majority decision of the Court

From a majority decision of
the U.S. Supreme Court in
Tinker v. Des Moines ICSD

An Eleventh Circuit Court Decision
in Smith v. the Board of School
Commissioners of Mobile County

Responding to the unique appeal of teaching in a highly traditional setting, you apply to a district in your state with the next best thing to a one-room school house­­a two-room school house.

To your pleasant surprise you receive an interview for the position. In the interview process you learn two important pieces of information. First because of the isolation of the placement there is no principal on site, so you will share the duties of "principal teacher" with your teammate at the site. Second, you discover that the district policies allow corporal punishment (through application of the paddle).

The superintendent appears to like your style and gives you lots of not so subtle indications that you might be just the right person for the job. When you question him about corporal punishment, he points to the wording in the School Board Policy that clearly states that in keeping with current case law the decision whether to use corporal punishment or not is up to the individual educator.

While the superintendent assures you that its use it is up to you, you learn that the reason it remains in place in the district is strong parent support for its application. When you ask if your colleague at the school already uses corporal punishment, the superintendent admits that the school is a long way from his central office, so he really doesn't know.

What are your considerations about taking this position?

Use the quotes from today's agenda.

In the movie Friday Night Lights, based on a true account of the 1988 football season of Odessa, Texas's Permian High School Panthers, the Panthers and their opponents, the Dallas Carter Cowboys are shown simultaneously reciting the Lords' Prayer, each in their own locker room, as the teams prepare to play the final half of a State Championship game at the Astrodome.

Where does this practice stand with respect to case law within the United States of America?

1. Discussion/Review of Philosophy Statements

2. Build a Mid Term Exercise

3. Research Papers

4. Other business

Using the chapters read, create four well-designed multiple choice or matching questions that assess key concepts from each of the assigned chapters. Do the your best to achieve reliability and validity. (This is your chance to design a better test than tithe ones provided by the authors of the text.)

Group I - Design four questions each from chapters 1 & 2

Group II - Design four questions each from chapters 3 & 4

Group III - Design four questions each from chapters 5 & 6

This is serious exercise. These questions will be utilized to build the base for the objective portion of the mid term. Be prepared to present the questions and discuss:

1) Why it is important? (Assesses critical knowledge)

2) What questions and decisions arose as you shaped the
question and answer choices? (Reflective, critical thinking)

3) How would you encourage your colleagues to study and
review the material providing the answer

 Focus Questions

This chapter aims to help you answer the following questions:

1.How is diversity embedded in the culture of the United States?
2.What does equal educational opportunity mean?
3.What is meant by bilingual education?
4.What is meant by multicultural education?
5.How is gender a dimension of multicultural education?

The possible answers to each question are: A. Native American, B. African American, C. Asian American, D. Hispanic American, or E. European American

1 . The culture often has the stereotype of the "model minority."

2 .A member of this culture delivered the "I Have a Dream" speech in a Washington, D.C. protest
march.

3 . This culture is experiencing rapid population growth and may be the most populous cultural group
during the first several decades of the twenty-first century.

4 . The immigration proportion of this cultural group declined from 85 percent in 1900 to 22 percent
in 1990.

5 .A member of this culture pioneered processes for storing blood plasma, thus saving thousands of
lives during World War II.

6 . This culture has a deep respect and reverence for the earth and all living things-the earth must not
be harmed.

7 .A member of this culture was a computer executive and built a multimillion-dollar company. [Hint]

8 .Population numbers of this culture include Aleuts and Eskimos.

9 . A member of this culture traveled through towns in the South documenting lynchings.

10 .Population numbers of this culture include Pacific Islanders, or more specifically, Hawaiians,
Somoans, and Guamanians.

11 .Racism, discrimination, and injustice have hampered this culture's economic, social, and
educational progress.

12 .Immigration records, stated in 1820, show that until 1970, most immigrants were from this cultural
group.

13 . Educators and other professionals should use caution to avoid stereotyping this culture because
considerable diversity exists among children and adolescents.

14 . This culture currently outnumbers African Americans in such cities as New York, Los Angeles,
San Diego, and San Francisco.

The Cradleboard Project offers a unique opportunity for children to learn about Native American culture-from Native Americans! Developed by singer Buffy Sainte-Marie, this program teaches five major subjects-science, geography, social studies, history, and music-from a Native American point of view. Children interact online with a Native
American class, giving the Native American children a chance to speak for themselves about their culture. Non-native children benefit by learning about authentic American Indians rather than the shallow stereotypes that continue to abound.

Go to the Frequently Asked Questions section of the Cradleboard website.

Would you consider adopting this curriculum for your class? Why or Why Not?

Write one paragarph.

Learn why girls are underrepresented in computer classes by reading this summary of the report Tech Savvy: Educating Girls in the New Computer Age, commissioned by the American Association of University Women.

1 . In what ways must perceptions of high-tech careers change in order to attract more females?

.

2 .How will this shift benefit everyone?

Overview:

The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky
(1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between
people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the
formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).

A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development"
(ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. Therange of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first
utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech".

Vygotsky's theory is complementary to the work of Bandura on social learning and a key component of situated learning theory. Because Vygotsky's
focus was on cognitive development, it is interesting to compare his views with those of Bruner and Piaget.

Scope/Application:

This is a general theory of cognitive development. Most of the original work was done in the context of language learning in children (Vygotsky, 1962),
although later applications of the framework have been broader (see Wertsch, 1985).

Example:

Vygotsky (1978, p56) provides the example of pointing a finger. Initially, this behavior begins as a meaningless grasping motion; however, as people
react to the gesture, it becomes a movement that has meaning. In particular, the pointing gesture represents an interpersonal connection between
individuals.

Principles:

1. Cognitive development is limited to a certain range at any given age.

2. Full cognitive development requires social interaction.

References:

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press.

Relevant Web Sites:

For more about Vygotsky and his work, see:

http://www.kolar.org/vygotsky
http://www.marxists.org/archive/vygotsky
http://mathforum.org/mathed/vygotsky.html

"Oh, them...." she spoke in a quiet voice, "In my mind they ceased to exist."

I tried to understand the depth of pain behind her words. Janelle, at the time a 23 year-old MBA student, was an elegant, attractive young woman. The vitriol in her words was directed toward peers back in high school. Specifically, she spoke of girls who had been her friends. In fact, they were her closest friends before tragedy began to unfold.
As a preadolescent, Janelle's interests were typical. She loved her cats. She was a connoisseur of Disney animated features. Elton John was her favorite singer. She had long phone conversations with girl friends about crushes on older boys. What changed? Why within a few years did she come to disown her oldest friends? Was it humiliation? Rejection? Betrayal? As Janelle told her story, the demon was revealed, and its form was surprising. The real cause was neither a violent act nor a disfiguring accident. Her life changing event­­one resulting in her closest friends treating her as an outcast­­was entirely predictable. It was the physical reality of coming of age, or more accurately for Janelle, failing to mature on time.
By the age of ten or eleven her female friends began to develop breasts and hips. Janelle remained flat-chested and thin. By fourteen, all her friends had reached menarche: Janelle only grew taller. Gradually distance grew between Janelle and the others. By sophomore year, girls who had so recently been her closest confidants no longer played any part in her life. They did not speak to her, nor did she acknowledge them in class. To her, they had ceased to exist. To them, Janelle had fallen behind, a dropout in the race of physical and social development. And like the last runner in a marathon, she simply faded from their field of vision.
(Burns, 2001)

The raw emotion expressed in the above passage, based upon my interview with the pseudonymous Janelle, led me to embark on a thorough investigation of the research on the timing of puberty and its impacts on the self-perceptions of adolescents. Through the review process, I uncovered what I believe to be some useful generalizations about teaching young adolescents.

o First, young adolescents have vastly different experiences based both upon gender and the age of the onset of puberty.

o Second, physical, intellectual, social, and emotional challenges associated with puberty are truly transformative events for each individual, regardless of the timing of puberty.

o Third, there are approaches to teaching that make a difference in how young adolescents deal with changes associated with puberty. In other words, social effects of the onset of puberty may be either intensified or mitigated by school.

Some Generalizations about the Onset of Puberty

Early Maturing Girls and Boys
Early maturing girls and boys reports vastly different experiences. Research reveals that early-maturing girls experience little peer support, substantial teasing about their bodies, and significant incidences of sexual harassment.1 This happens to some extent, because they are the youngest to enter puberty (between the ages of 9 and 10), and being first they have the least experience to ready them for the changes puberty initiates.
Research on early maturing boys (who are 10 to 12 years of age) verifies a popular conception that they tend to be taller and stronger than their male peers. They often may excel at sports (during this stage), and tend to be viewed by peers and adults as natural leaders.2 For parents, who become increasingly protective of daughters as they physically mature, divergent perceptions of maturing boys­­as strong and independent­­results in parents granting them greater liberty, especially for unsupervised activities. Conversely, longitudinal research reveals that by the age of 30, early maturing girls describe themselves as well-adjusted adults.3 The same researchers uncovered that by age 30, early maturing boys tend to self-perceive themselves as rigid and less satisfied with their lives. These findings suggest that over time early- maturing girls may benefit from negotiating the problems presented by their young physical development, but that for early-maturing boys accelerated foreclosure (quick, uncritical development of an adult persona) may be problematic.

On-time Maturing Girls and Boys
It came as little surprise that research supports advantages for on-time developers, indicating relative comfort deriving from being "normal." Girls who reach puberty on time, between 12.5 and 13.5 years of age, report feeling best about themselves physically and emotionally. On-time girls report more involvement and success in sports than do either early or late maturing females. On-time boys (13 to 14) report slightly lower levels of self-esteem than early maturing boys, but most importantly they disclose far higher levels of self-esteem and self-confidence than later maturing males.

Late Maturing Boys and Girls
Research reports substantial advantages for late maturing girls, especially in the areas of intellectual and academic development. Late maturing girls (who reaching puberty between the ages of 14 to 17) disclose greater interest in their studies, more involvement in clubs and hobbies, and better relationships with parents and other significant adults. Late maturing boys (ages 15 to 18) report the lowest self-esteem and the most difficulties interacting socially with peers of either gender. They also disclose having been frequent targets of taunting, harassment, and social exclusion.4 No formal research could be found on experiences of social exclusion for late maturing girls, like Janelle.
Longitudinal studies of self-perceptions of late developers reveal that by the age of 30, late maturing boys­­the same boys who suffer the most during extended preadolescence­­report themselves as having become successful and well-adjusted adults. By the age of 30, late maturing girls­­girls who as teens were described as studious, involved in extracurricular activities, and close to their parents­­tend to have lower self-perceptions than their early developing peers.

Mitigating the Effects of the Onset of Puberty
So, what does all this mean for educators? First, the experience of puberty is, in deed, a challenging and life changing experience for all involved. Second, there are specific actions middle level schools can take to mitigate ill effects of pubertal onset. Third, changes in school practices do not require unrealistic expectations about young adolescents behaving in unnaturally altruistic ways.
By far, the most overtly damaging experiences for young adolescents described in the research are verbal taunts and physical and sexual harassment, especially within the experiences of early maturing girls and late maturing boys. The safe school environment we generally provide in middle level schools must be extended to embrace girls and boys on the extremes of the developmental range. But we must also be cognizant of the research revelations about long-term consequences for early boys and late girls. Educator awareness of the complete range of developmental circumstances can drive constructive action.
Among the important actions middle level schools can undertake to mitigate negative consequences and outcomes for early, on-time, and late developers are the following:

1. Emphasis on "consuming" learning experiences. When students in grades 5 to 8 are allowed to work together on major projects­­learning experiences that offer great challenges, while providing maximum opportunities for success­­students depend upon one another's capabilities, talents, and skills, causing social distinctions and maturational variances to fade.

An example: Young adolescents become engrossed in learning-by-doing, as seen among a team of one hundred 5th through 8th graders who recently developed, staged, and marketed their own Shakespeare Festival culminating in several sold-out performances of abridged versions of Twelfth Night and Hamle,5 not only did media stereotypes of young adolescents as easily malleable consumers dissolve, but the students used their productions to satirically comment on such stereotypes. You can provide your own examples of compelling learning experiences where young people who are compelled to depend upon one another, relinquish normal roles as passive observers and critics of non-conforming peers. Such experiences should predominate learning in the middle grades.

2. Emphasis on sports, clubs, and activities in school, as well as use of school time for students to demonstrate talents and skills developed outside of school. Research indicates that achievers engage in more skill development programs outside of school­­such as sports clubs, music lessons, and formal hobbies­­and spend several times the number of minutes per week conversing with adults than do non-achievers.6

An outcome: The more time students spend constructively engaged in learning, especially in learning they consider fun, the less time they devote to worrying about who has the coolest clothes, who is developing the most rebellious behavior repertoire, or picking on kids who do not meet group norms. Demonstrations of excellence and achievement in skillful and/or artistic acts expands student norms for acceptance. Rules designed to outlaw certain modes of dress, social attitudes, and acts of harassment and hate are necessary; they just aren't as effective as constructive opportunities for inclusion and recognition.

3. Offer a mini-course on early adolescent development for interested staff, parents, and community. Every time I present factual information about adolescent development to teachers they are eager to learn and share. Again and again, I hear: "We didn't know any of this." And "Where can I sign up for a course on this?" Use the resources cited below, develop your own expertise, then share what you've learned. If you offer a minicourse, they will come.

An outcome: In schools where a premium is placed on emphases such as these, will students suddenly all treat one another with respect and understanding of their personal differences? No, fundamental human nature will not change. But, by creating conditions for student group work on serious projects, by encouraging opportunities for students to develop and demonstrate personal success, and by educating colleagues, parents, and community members about the development of young adolescents, we can mitigate the most problematic experiences of this stage for young adolescents. Then, perhaps a late bloomer like Janelle might instead say:

"Oh, them...." she said, "Yes, it wasn't easy watching my best friends enter a new social world outside of school, but at least in school I always knew where I stood. I knew my place on the team and saw where everyone there depended on me."

Notes

1. For a series of excellent multi-disciplinary studies on girls and puberty, see Girls in Puberty: Biological and Sociological Perspectives, by Brooks-Gunn & Peterson, in Resources, below.

2. For a description of boys' responses to physical maturation, see "Physical maturing among boys as related to behavior," by Jones & Bayley, in Resources, below.

3. For longitudinal studies on self-perceptions of early, on-time, and late developers, see "Perceptions on adolescence from longitudinal research," by Livson & Peskin, in Resources below.

4. For a discussion of problems faced by late developers, see Early adolescence: Understanding the 10 to 15 year old, by Caissy, in Resources below.
5. For more information on this program and others like it, contact Swift House at Williston Central School through links on the following URL: http://www.williston.k12.vt.us/houses/swifthouse/swifthomepage.html

6. For a discussion of distinctions of time-use by achievers and non-achievers, see "Critical factors in why disadvantaged students succeed or fail in school," by Clark in Resources below.

• Humans progress through stages of cognitive, psychosocial, and moral development.
• Piaget maintained that children, who reason differently than adults, pass through 4 cognitive stages. Teachers of children address three of these stages: preoperations, concrete operations, and formal operations.
• According to Erikson, people pass through 9 stages of social/emotional development, with transitions from each stage characterized by a crisis. Healthy development is tied to positive resolution of each.
• Kohlberg postulated that moral development evolves through 3 levels. Gilligan's theory added that women's reasoning is substantially different from that of males, upon whom most of Kohlberg's research was based.
• Maslow provided a hierarchy of human development based on need fulfillment beginning with survival and safety needs, progressing to self-actualization.
• Teachers who are aware of developmental stresses and transitions associated with childhood, and early and late adolescence.

• Several conflicting definitions of intelligence exist, ranging from "what IQ tests measure" to "goal-directed adaptive behavior." Earlier theorists posited a single, basic ability, while recent research suggests many forms of intelligence.
• According to Gardner, at least 8 human intelligences exist.
  Students have different learning styles--the patterns of behavior they prefer while learning.
• Effective teachers are aware of differences in how students approach learning.

•  "Exceptional" students have abilities or disabilities that distinguish them from others. These include students with cognitive, physical, or emotional disabilities, and students who are gifted and talented. All have unique learning needs.
• There is no single definition of Learning Disability, but LD students have difficulties processing information. LDs include ADD and ADHD.
• There are many forms of giftedness, and there are several effective approaches to addressing these students' unique needs.

• Special education includes a vast array of services defined in IDEA, including a least restrictive environment, IEPs, confidentiality of records, and due process.
• Mainstreaming is the process of integrating students with disabilities into regular classrooms.
• Inclusion integrates all students with disabilities into regular classrooms, with the support of special education services as necessary.

• Teachers have the responsibility to create inclusive classrooms that address developmental, individual, and exceptional education needs.
• Through collaborative consultation regular classroom teachers consult with other education professionals to better meet the needs of exceptional students.
• Effective relationships with parents of exceptional students add valuable information and support.
• An array of assistive technologies is now available to every classroom.

Mr. Data has recently been appointed the principal of Springfield Elementary School (SES) and has been charged by the Superintendent to address the classroom organization of SES. Currently there are 154 students in self-contained classrooms (Grades K-6). The Superintendent is concerned that "one teacher, on classroom" design is not meeting the academic needs of the students. Several parents has expressed dissatisfaction two of the teachers noting that children have not demonstrated the same enthusiasm for learning that they have manifested in prior years. Student test scores on the statewide New Mexico Student Assessment Report for 2003-2004 have shown a significant decline when students have been assigned to the third and fifth grade teachers. Similar declines have not appeared for other teachers within the school. Note: Based upon the school's financial limitations hiring of classroom assistants/aides is not an option.

· Develop a design for SES which will eliminate self-contained classrooms

· Discuss alternative/innovative learning approaches the teachers might
consider as "pilot" instructional delivery styles

· Prepare the principal's rationale for altering SES's current organizational design
which he could present to current faculty in a "speech to the staff" format

· Using the text as a basis, defend one of the classroom management styles
discussed and indicate why it would be considered appropriate for your
classroom

· Prepare one question of your own

Mr. Spock is an elementary school teacher who has recently been asked by the principal of Manzano Elementary School (MES) to prepare a revised social studies curriculum for fourth grade. Mr. Spock is concerned about the focus of this project and has requested an interview with the principal to discuss and appropriate plan prior to proceeding. he tells a friend while having coffee in the teachers' lounge, "I don't want to simply prepare another shelf document. I want to develop something valuable for both us and the kids."
Several of Mr. Spock's peers, upon hearing of the assignment, have offered well intentioned guidance as to a) the types of materials, b) source of the materials, and c) textbooks, etc. which might prove applicable. The more advice Mr. Spock receives the more confused and overwhelmed he becomes.

· Prior to meeting with the principal what four significant issues should Mr.
Spock have finalized regarding the curriculum and its implementation.
(Prepare to present each of you issue statements as a separate discussion
"paragraph.")

· What items might Mr. Spock suggest be contained within his "hidden"
curriculum?

· Develop a pie graph (100%) to reflect the input required by

a) Teachers b) Parents c) Students

d) Board of Education e) NM Stand./Benchmks. f) Others

regarding the development and implementation of the curriculum. Be
prepared to defend (via informal debate) your top percentage category.

· Using the text as a basis, which current language arts approach would be most
appropriate for your classroom?

· Prepare one question of your own.

•  Hypermedia
• Interactive Telecommunications
• Chat Rooms
• CAI
• CMI
• CEI

•  MBL
• ACOT
• Digital Divide
• E-learning
• NII
• Virtual Schools

 71. Internet articles based on a print source

At present, the majority of the articles retrieved from online publications in psychology and the behavioral sciences are exact duplicates of those in their print versions and are unlikely to have additional analyses and data attached. This is likely to change in the future. In the meantime, the same basic primary journal reference (see Examples 15) can be used, but if you have viewed the article only in its electronic form, you should add in brackets after the article title "Electronic version" as in the following fictitious example:

VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements
in the selection of resources by psychology undergraduates [Electronic
version]. Journal of Bibliographic Research, 5, 117-123.

77. Stand-alone document, no author identified, no date

GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from
http://www.cc.gatech.edu/gvu/usersurveys/survey1997-10/

· If the author of a document is not identified, begin the reference with the title of the document.

78. Document available on university program or department Web site

Chou, L., McClintock, R., Moretti, F., Nix, D. H. (1993). Technology and
education: New wine in new bottles: Choosing pasts and imagining educational
futures. Retrieved August 24, 2000, from Columbia University, Institute for
Learning Technologies Web site:
http://www.ilt.columbia.edu/publications/papers/newwine1.html

· If a document is contained within a large and complex Web site (such as that for a university or a government agency), identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon

In a message dated 3/9/04 7:16:47 PM, DanPickard writes:

<< The 7/8 grade science teacher I have substituted for the most this school year (the one I filled-in five weeks for this past fall when she was sick) just received the Presidential Award for Science Teaching, a very prestigious national award!

From website: http://www.nsf.gov/home/grants/grants_pres.htm
"The National Science Foundation administers this program in partnership with the White House. The program identifies outstanding mathematics and science teachers, kindergarten through 12th grade, in each state and the four U.S. jurisdictions. These teachers are leaders in the field of science and mathematics education and serve as models for their colleagues and leaders for the profession. This Presidential Award is the highest honor bestowed by the United States Government on classroom teachers of mathematics and science."

.... Simultaneously this week she received notice from the State Department of Education that she did not qualify as a "highly qualified teacher" based on the rules of the Bush Administration's Leave No Child Behind act. According to rules of LNCB this means that she has to send out letters later this year to the parents of all her students notifying them that she, "is not a highly qualified teacher." (Yes, she will likely appeal this-somehow.)

I am subbing for her all next week. As part of the award she will be flown to Wash. DC for the week and will meet with W. Bush at a state dinner. Where Bush will personally give her a $10,000 check as part of her award. At that dinner she probably will not have time to point out to the President the obvious flaws in assessment methodology that that Leave No Child Behind uses in attempting to evaluate both K-12 students and their teachers... as he does have fifty-four checks to hand out and they all have to eat dinner as well. I am not sure exactly what she will be doing with the rest of her time in DC, but she will meet with the other national award winners, go to special events, and sit on panels that discuss issues with US Department of Education officials. Hopefully reviewing what is wrong with the Federal "Leave No Child Behind" Act!

dp >>

No Child Left Behind - The Basketball Version
*Regardless of height, ability, and previous scoring records all members of all school teams must advance to the NCLB "Sweet 16. " And then all teams must win the NCLB Championship. Each team can win the championship if they shoot a predetermined point-score based on the previous year's national average regardless of who is on the school's team this year. *All players regardless of footsize and height must wear the same size and style of basketball shoes, and a standardized, one-size-fits-all uniform as determined by the NCLB federal regulators but paid for by the local school.
*If a team does not win the NCLB Championship, they will be placed on probation and lose a portion of their funding for new uniforms, basketballs, hoops, nets, and coaching staff. Students who can afford their own new uniforms, basketballs, private coaching, and necessary transportation may join other teams. Teams will lose further funding based on the number of players who leave their team to join other teams. If the team made up of the remaining players (those who cannot afford to move to another team) still do not win the championship - their coaches will be fired and replaced with new, less experienced, coaches at lower salaries.
*NCLB games will be played throughout the school year, but scores will only be recorded in the 4th, 8th, and 10th games; although this sampling schedule may change in the future without notice.
*All Children Must Play at a "Proficient" Level. All children will be asked to demonstrate the same basketball skills up to the same NCLB determined standard level of proficiency. No exceptions higher or lower will be made for a player's interest in basketball, a desire to perform athletically, physical ability or disability.
*It does not matter how well players do, nor that players excel to the best of their ability; only that they reach the NCLB Championship's minimum goals. Therefore, talented athletes will be asked to continually practice already mastered skills without further instruction. This way the coaching staff can spend most of their instructional time with the "at-risk" players who aren't interested in the game, have limited athletic ability, or whose parents don't care about basketball. *Overall the NCLB goal is to have all students play the same game and reach the same minimum level of achievement; regardless of their interest in basketball, inherent skills, available resources, or any other individual characteristics of the players or the schools they represent.

 Perennialism Essentialism Progressivism
Existentialism Social Reconstructionism Behaviorism
Constructivism Alternative Schools Magnet Schools
Charter Schools School Choice Due Process
Corporal Punishment Copyright Law Gender Bias
Bilingual Education Multiple Intelligences ADHD
Piaget Vygotsky Maslow
Kohlberg Esmé Tyler's Triangle
Integrated Curriculum High Stakes Testing Portfolios
Digital Divide Hypermedia NEA
AFT ASCD