Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.
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This article analyzes the act of teacher political disclosure using both the democratic and interpersonal aspects of Foucault’s notion of parrhēsia.
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This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.
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This study examines whether the National Science Foundation’s Discovery Research in K–12 program has made a unique contribution to the research in the fields of science and mathematics education for English language learners.
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Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.
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Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.
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In this article, a typology for an online Socrates Café discussion forum emerges from the theoretical framework of pedagogical and dispositional components guiding the pedagogy. The typology may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion.
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The purpose of this study is to examine the Response to Intervention (RTI) implementation process in two culturally diverse, urban schools. The authors describe the process of large scale RTI implementation through the lens of Systems Change Theory.
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This article studies the origins of democratic adult education in Spain by examining historical educational experiences such as the libertarian movement and the influences of social and educational theories, including Paulo Freire’s work.
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The article analyzes the democratic organization of the Adult School of La Verneda-Sant Martí in Barcelona, Spain. The school is relevant at the international level because of its trajectory and its contributions to the transformative movement in democratic education.
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For the more than 20,000 working-class women who participated in the Free Women movement in Spain, women’s sexuality was a key topic in both their process of empowerment and their claims and activities. The objective of this paper is to explore the ways in which this movement helped improve the personal lives of women in that period, and to analyze how it contributed to sexual education and encouraged other women to have sexual and affective relationships free of violence.
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At the turn of the 20th Century, a surprising series of events occurred in Spain, including the loss of its overseas colonies, which sent the country into a state of confusion and provoked strong political tensions within. Simultaneously its cultural scene developed a fascinating degree of momentum. Spain became the cradle of some of the world’s foremost painters, poets, writers, and intellectuals, including the Catalan pedagogue Ferrer i Guàrdia (1859-1909), who became a world figure with his educational project, the Modern School.
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It’s been 15 years since I announced the opening of the new Wikipedia.com site, with a little message that said:
http://www.wikipedia.com/ Humor me. Go there and add a little article. It will take all of five or ten minutes. --Larry
I am still sometimes called “Wikipedia’s sharpest critic,” but if you actually look at the panoply of Wikipedia criticism, you’ll quickly see that that’s not actually true. I happen to know some critics of Wikipedia, people like Gregory Kohs and Edward Buckner. They know a lot more (and care and are more “outspoken”) about Wikipedia’s assorted flaws than I do. Saying Wikipedia’s co-founder is a critic does make a nice headline, though, which is why, when I did a long, nuanced interview with VICE recently, the headline writer (not the interviewer) called me “Wikipedia’s most outspoken critic.”
Some people might come to this page to see what have I been up since leaving Wikipedia 14 years ago, so let me fill you in. I taught philosophy for a while, I worked on somebody else’s failed startup for a year, then transitioned to start Citizendium, which is still kicking six years after I left. I allowed myself to be poached from my own project by a Memphis-area philanthropist who wanted me to work on what became WatchKnowLearn. While developing that I was teaching my toddler son to read, and the video of his precocious reading inspired the same philanthropist to fund ReadingBear, which digitizes the method I’ve used with both my sons. Reading Bear was very difficult to develop, but I’m proud of it. You’ll probably see some new features on the site soon—mobile compatibility, probably.
After that I decided to try my first for-profit funded startup, Infobitt; we ran out of runway, as most startups do, but we also learned a lot about how a volunteer, collaborative news summary site might work. Since last July I’ve been working part-time doing various fun projects for Ballotpedia as well as ReadingBear, and I’ve been wooed by a few different startups. I’ve been developing a few different exciting ideas, just to test them and make proposals to different organizations. Whatever I do, I want my next move to be into something that has a good chance of being long-term.
One idea I’m toying with a lot lately is educational videos like these, which my boys liked quite a bit and which surprisingly get a good bit of traffic. The best part is that they’re fun to make and I can make them pretty quickly. I don’t have a sponsor as such for them, yet, but making a bunch of such videos does seem like a worthwhile way to spend my time. I have various other interests that I’ve thought about parlaying into meaningful employment: writing a curriculum about philosophy for kids; free speech, a topic I’m greatly interested in; organizing a community to defend the fundamental ideas behind enlightenment Western civilization; writing superior reviews of homeschooling resources; and joining a news startup interested in letting me develop Infobitt further.
There are two grand ambitions lurking in the background, although the jury’s still out whether I will ever have time and resources to work on them. One is Textop. The other is developing a system of philosophy roughly in the vein of Thomas Reid, the great Scottish Enlightenment philosopher of common sense.
I would love to hear from anyone with advice and help to move forward on any of these fronts.