Log on:
Powered by Elgg

saru mahomva :: Feeds

May 28, 2015



A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism: Willful Blindness to Racial Inequities

The purpose of this autoethnography was to examine how school district-level administrators respond to investigations and findings of racism in their districts.


May 26, 2015

Languages Across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program

This mixed-methods study describes the changing social networks of adolescents participating in an extracurricular dual-language program.


May 20, 2015



May 19, 2015

Some unpopular opinions

Here are some unpopular opinions, for your outrage or delight.

1. One of the biggest but least recognized reasons that American school system sucks—and it most certainly does—is that so many teachers and education professors are just as anti-intellectual as most parents. This is why we homeschool.

2. A large contingent of geekdom is actually anti-intellectual, too, as paradoxical as that might sound. Not all; certainly not my friends.

3. The most important purpose of education is not vocational education, but to train and liberate the mind, to create fully competent and responsible free citizens of a free republic. This, contrary to the much-celebrated Sir Ken Robinson, is not “boring stuff.” We’ve got to adopt the right educational goals, lest we continue to suffer great opportunity costs of various inefficient educational methods. It’s a goddamned shame that national treasures like Marva Collins have not been listened to and learned from.

4. Knowledge—which is a key element of the mission of education—involves no small amount of memory work. No, it doesn’t matter that research is updating our knowledge base very regularly. If we could only jettison our distaste for memory work, we might learn the tremendous advantages of spaced repetition.

5. Television is mostly a friggin’ waste of time. You’re better off without access to broadcast and cable TV. You can watch the good stuff on your own time via Netflix, Amazon Prime, etc.

6. Latin and Greek are still good languages for kids to study.

7. Yes, babies can read. Robert Titzer (of Your Baby Can Read fame) was badly misunderstood and unjustly attacked. At least, babies can start to learn to read. By the time they’re preschoolers, they can read well. This doesn’t require pressure in any way. It’s fun. Maybe you just didn’t know this. Try to keep an open mind.

8. Joyful, disorganized early education can generally do great things for little kids. It’s a completely avoidable national disgrace that so many kids exit first grade without knowing how to read.

9. All that just goes to show you that experts can be really friggin’ dogmatic, or so I find, as much as I do respect them. They’re highly susceptible to groupthink, and we must not confuse devotion to science and scholarship with uncritical acceptance of whatever trends happen to be in the ascendancy among the current generation. Follies are frequently collective, even among smart, well-educated people. Sad, but all too true.

10. Another example of dogmatic experts: yes, we do have free will, properly understood. Oh-so-clever science students stupidly assume that science alone can establish the contrary. They pretend not to be doing philosophy, when that is exactly what they are doing (albeit badly). They are annoying in their stubborn failure to understand the issues. Compatibilist free will is the only sort of freedom we need.

11. Our university system is broken, but it’s a huge mistake to conclude that college is a waste of time. I propose that we pop the education bubble by creating a new, more independent and modular system of higher education, with degrees by examination among other things.

12. It makes no sense to use reason to call into question the use of reason. “He must either be a fool, or want to make a fool of me, that would reason me out of my reason and senses,” said one of my heroes, Thomas Reid. It is per se rational to begin our reasonings from the principles of what philosophers like Reid and G. E. Moore called “common sense.”

13. An objective morality does exist. Relativism is dangerous and wrong. It is not the case that, if God is dead, everything is permitted. As Aristotle knew, life itself is the basic good that underlies our moral judgments; so our basic duty is to live well.

14. While in some ways Western civilization has never been more powerful and enlightened, it has also become morally and intellectually arrogant, sclerotic, and stunted. This can’t end well.

15. More specifically, I am appalled and saddened by how cynical and morally bankrupt so many people can be today when acting as part of governments, bureaucracies, parties, corporations, schools, social cliques, the dating scene, gangs, law enforcement, publishing, etc., etc.—and when our supposed intellectual leaders mostly avoid moral judgment of the contemptible behavior that takes place in these social contexts. Corruption and cynicism are not OK; it doesn’t matter if “everybody’s doing it.” Someday I’ll write an essay, or a book, about this.

16. We’ve lost our moral and intellectual bearings. Religion is no longer a unifying force, of course. Even the formerly unifying ideals of western civilization—knowledge, freedom, dignity, excellence, self-control, etc.—have come under attack by much of our intelligentsia. Ideology is no substitute; no, nothing substantial is in its place. As a society, we’re sleepwalking. It’s alarming. Again, it can’t end well.

17. Goddamned Hollywood is a morally depraved hot mess. They have got to get their house in order. They generally don’t deserve our attention beyond any worthwhile entertainment they happen to produce.

18. I’m sorry if this offends, and I’m not saying this about my many liberal friends, who are generally very original and brilliant, but I’m going to say it anyway: conventional, dull, social-climbing, ambitious people are now mostly liberal or progressive Democrats. Being a lefty is no evidence that you are a smart nonconformist, not that it ever was. There are still plenty of dull, conventional conservatives too, of course. But at some point we’ve got to start talking about big-government left-wingers in this country as “conservatives,” just as unreconstructed communists in the old Soviet Union were called “conservatives.” Then I’ll ask for the good old word “liberal” back.

19. I am particularly appalled by the illiberal hostility that certain left-leaning students, and some older people as well, are showing toward the fundamental American ideals of free speech and intellectual tolerance. In the Facebook alumni group for my alma mater, the uber-liberal Reed College, a lot of older liberals share my consternation at these trends; no, they aren’t conservative or even libertarian.

20. Jonathan Chait is correct that there is a new political correctness. We have become too sensitive and rely far too much on dismissive arguments regarding how people have allegedly broken new social norms that not everyone shares. We ought instead to engage on issues of substance. That we don’t is really screwing up our civic culture.

21. Speaking of political incorrectness, I have some guilty pleasures on YouTube that aren’t quite politically correct for me to admit to liking. I admire their outspokenness, their intellectual courage in an increasingly censorious age, and their thoughtfulness. Let me introduce you to them:

Pat Condell. In-your-face atheist, old-fashioned liberal, vociferous defender of free speech. I might not always agree with him—actually, I often do—but in any case, I admire his spirit.

Karen Straughan. I’m really going to catch it for endorsing her, so let me just say first that I’m not convinced that her general take on feminism is right—it’s a lot to process and I need to think her views through more (a book would help). Still, I love that she’s a bisexual single mother and yet has the courage to comes down, hard, against the bigger stupidities of radical feminism. She comes across as remarkably articulate, intelligent, and frequently shows she’s done a lot of research; it’s hard to believe she doesn’t even have a college degree. She’s going to be famous in 10 years if not sooner.

I also like the brand of feminism of my fellow philosopher Christina Hoff Sommers; I have ever since reading her Who Stole Feminism? back in the 1990s.

“Rockin’ Mr. E.” He’s sort of a long-haired Greek-Welsh cross between Pat Condell and Karen Straughan. Again, I don’t always agree, often because his arguments would require research and thought to evaluate properly—but I often do find myself inclined to agree, anyway. I appreciate his nonconformist, independent spirit, anyway. And his chops on the electric guitar.

Let the sneering begin!

I’m sure I’ve managed to piss off everybody to some extent. I swear this isn’t my intention. I’m not a troll because I actually believe what I say and think it actually important to say. I do own up to being a gadfly and possibly a pretentious, annoying git. But a troll, no.


May 18, 2015

Who’s Swallowing the Action Now: Classroom Ready Teachers Report? Discussing, Understanding, and Wondering

The Early Childhood Discipline Group at Victoria University in Melbourne, Australia dissects the Action Now: Classroom Ready Teachers report released by the Teacher Education Ministerial Advisory Group, questioning how the recommendations were developed and raising concern for the report's lack of focus on early childhood teacher education.





May 15, 2015

Age of Opportunity: Lessons From the New Science of Adolescence

American high schools continue to show lackluster performance relative to high schools in comparably developed countries and to American elementary and middle schools. Laurence Steinberg argues that the problem isn't our schools, but the ways in which we raise our adolescents.



May 14, 2015




May 12, 2015


May 11, 2015

An Accident of Geography? Assessing the Gerrymandering of School Attendance Zones

In this study, we draw attention to the issue of attendance zone gerrymandering, the manipulation of school boundaries into irregular shapes that alter patterns of school attendance and, thereby, students' access to educational opportunities. Drawing on the literature on electoral gerrymandering, we outline a framework for conceptualizing and measuring the gerrymandering of educational boundaries.


English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

This research evaluates whether English Language Learner (ELL) classmates are associated with the social skills outcomes of students with disabilities in kindergarten. Using a national large-scale sample of kindergarten students, the results show that having a greater number of ELL classmates has a positive effect on the social skills outcomes for students with disabilities.


May 08, 2015

Beyond Mean Girls: Identifying and Intervening in Episodes of Relational Aggression

Last year marked the tenth anniversary of the film Mean Girls. This film has brought widespread attention to the difficulties of navigating high school peer relationships, including the pain of relational aggression (or relational bullying). As the name implies, relational aggression is defined as behavior aimed at harming another’s relationships, and includes spreading rumors and social exclusion. The longstanding popularity of Mean Girls makes it clear that the movie continues to strike a chord in popular culture. Despite popular interest and growing research, the majority of school-based intervention programs have focused solely on physical aggression to the exclusion of relational aggression. This commentary discusses recent empirical findings on relational aggression and offers suggestions for how educators can use this research to decrease mean behaviors on their campuses.




May 07, 2015


May 06, 2015


May 05, 2015

School Climate and Pro-social Educational Improvement: Essential Goals and Processes that Support Student Success for All

There is growing federal and state support for school climate improvement and pro-social education. The National School Climate Council has developed a consensus statement about the foundational importance of intentional pro-social instruction and school climate improvement efforts. In addition, this consensus statement outlines a core set of research-based systemic, instructional and relational goals as well as processes that underscore, characterize and shape both effective school climate improvement and pro-social instructional efforts. Research, policy, practice and teacher education implications are outlined.


<< Back Next >>