Just a short post this time. Last weekend, I attended both a debate competition and a robotics competition both of which had my 8th graders participating. I literally drove over a third of the state. ( I live in a different one all together.) While the robotics team didn't fair so well, the debate team kicked some serious tail. Two of my home room students (Girls A&S) won 8th place out of 160 teams of two. A won 14th place of all of the speakers.
What amazed me more was the respect they all have given me since i attended. I guess they really just need to see that you care, and are willing to go that extra mile to be there for them when someone else can't.
A little goes a long way.
It was a pleasant and teachable moment.
About Me
Wednesday, December 17, 2008
Who are you?
SO I started a forensic science extracurricular club for my 8th graders. It is amazing to see how focused, dedicated, and mature they can be when they are interested in the subject matter. It makes me wish even more that we tailored education plans for our students at an earlier age. I would have liked to have been an academic during the Renaissance Age as an apprentice. If only i could get my students to behave and take notes in class on the material they will actually be tested on. I might have put the cart before the horse though as now i have 40+ interested students and the school can't find the money to order the kit/materials. The only crime scene investigation might be my own when the students find out :x
Its not on the test
When i told my friend that I was researching high stakes testing, he told me about a website called "Its not on the test" http://www.notonthetest.com/ Please check it out. It is primarily a music video by Tom Chapin (not ashamed to admit i was in a music video of his when i was a young child.) Though the song is very political, the site and the song talks about all of the areas of learning that students are missing out on because of legislation like NCLB. While I as a mad science teacher focus primarily on the lack of science my students get. (some classes get as much literacy instruction in a day that they get science in a week.) Tom is mostly referring to the decrease in the arts in our public schools. WHAT DECADE ARE WE IN!?! WASN'T THERE A DRAMATIC CUT IN THE ARTS ALREADY? Before we know it all we will be teaching is math and literacy, nothing else!
Seeing Red.....Tape
I have found that cutting through the red tape of a bureaucracy can be a more difficult task than formulating a project, or completing it. The implementation phase can be the most difficult. Rather than blathering on, fuming from frustration, I refer you to an excerpt from a recent research paper I wrote about High Stakes Testing that talks about some of the research difficulties I faced.
In designing the research methodology for this investigation, it seemed that a two pronged approach would produce the most accurate results. This investigation was initially designed to look at the effects of high stakes testing through the evaluation of prevailing educational literature as well as being driven by data gathered through surveying current educators (teachers of all levels including collegiate teachers in the field of education, administrators, etc.) as to how they viewed the effects, if any, of high stakes standardized testing. However, what was learned from attempting such an approach was how highly volatile and politicized the subject was. There are strict procedures set in place to ensure the validity of such an investigation, and due to the importance of the subject at hand, it is with good cause. Quintessentially, our literature review led us to develop certain questions which, when asked to such educators, would provide an accurate, realistic, and somewhat less biased portrait of the situation.
In designing the research methodology for this investigation, it seemed that a two pronged approach would produce the most accurate results. This investigation was initially designed to look at the effects of high stakes testing through the evaluation of prevailing educational literature as well as being driven by data gathered through surveying current educators (teachers of all levels including collegiate teachers in the field of education, administrators, etc.) as to how they viewed the effects, if any, of high stakes standardized testing. However, what was learned from attempting such an approach was how highly volatile and politicized the subject was. There are strict procedures set in place to ensure the validity of such an investigation, and due to the importance of the subject at hand, it is with good cause. Quintessentially, our literature review led us to develop certain questions which, when asked to such educators, would provide an accurate, realistic, and somewhat less biased portrait of the situation.
Too many cooks spoil the pot
It has been a while since I have written a blog for the sake of blogging. It has been really hectic at my school, as the superintendant recently came for a visit. Additionally, I had three separate, yet simultaneous observations today, two of them were unannounced. It has come to my attention in no unclear terms that the compartmentalization endemic to large school districts (which are often urban school districts) such as the one I serve, not only eat away at the budgets we all clamor for a piece of, but they detract from the ability of the teachers to do their jobs. For example, in our school, as is the district’s policy: modules (like connected math) are used to SUPPLEMENT the curriculum. We are explicitly instructed not to stick only to the modules. However, when the math department came in to observe a colleague’s math class, they told her that she could only post student work that came from the connected math module. It seems to me that the more people you have doing the same job, the less it actually gets done. One hand reaches left while the other stretches right all while the legs are walking backwards. I am reminded of a quote from “clerks the animated series”: “If it wasn’t for the customers, this job would be great.” I would love it if I could just wake up tomorrow, walk in to work and teach my students. HAHAHA! I must be dreaming already.
Thursday, November 13, 2008
Amazing Things Happen as You Go
Amazing Things Happen as You Go
I HATE clichés. Love puns, but I hate clichés.
So believe me when I tell you that it pains me when I can only describe “Spectacular Things Happen Along the Way: Lessons From an Urban Classroom” as a story whose overarching message is that “its not the destination, but the journey that matters.”
In addition to the book, I looked at the class’ website (www.projectcitizen405.com) a video documentary posted online made by the students as part of the project, and a very interesting review of the book online at Arizona State University’s “Educational Review.” (Appelbaum, http://edrev.asu.edu/reviews/rev712.htm)
Though it is sad that a new school was not built, I always hope for better educational circumstances for all children, in a perverse way, that was the book’s strongest point to me. As an instructor affiliated with a national teachers corps, the case of the “white hero riding in on his/her high horse to rescue the poor minorities” is a cliché (and a misconception) that embodies why I hate clichés.
That said this was not one of those stories. There was no miracle, there was no hero, the teacher had no magic bullet, and he was not one himself. In fact, the story was not even about a teacher who “challenged the curriculum” as the book’s rear cover describes, but rather it is the story of a teacher who did his job in taking the curriculum and making it work to enrich the education and lives of his students.
This book was also particularly inspirational for me as a new teacher, who is (as described by veteran teachers) “transitioned into the ‘disillusionment phase” of my teaching career. To see what a second year teacher can accomplish is no small motivating factor for me.
Schultz shows us that even through our failures, we can achieve so much. As I go to post this, I look at the quote above the computers in my classroom
“Shoot for the moon. Even if you miss, you’ll land among the stars!” –Les Brown
I HATE clichés. Love puns, but I hate clichés.
So believe me when I tell you that it pains me when I can only describe “Spectacular Things Happen Along the Way: Lessons From an Urban Classroom” as a story whose overarching message is that “its not the destination, but the journey that matters.”
In addition to the book, I looked at the class’ website (www.projectcitizen405.com) a video documentary posted online made by the students as part of the project, and a very interesting review of the book online at Arizona State University’s “Educational Review.” (Appelbaum, http://edrev.asu.edu/reviews/rev712.htm)
Though it is sad that a new school was not built, I always hope for better educational circumstances for all children, in a perverse way, that was the book’s strongest point to me. As an instructor affiliated with a national teachers corps, the case of the “white hero riding in on his/her high horse to rescue the poor minorities” is a cliché (and a misconception) that embodies why I hate clichés.
That said this was not one of those stories. There was no miracle, there was no hero, the teacher had no magic bullet, and he was not one himself. In fact, the story was not even about a teacher who “challenged the curriculum” as the book’s rear cover describes, but rather it is the story of a teacher who did his job in taking the curriculum and making it work to enrich the education and lives of his students.
This book was also particularly inspirational for me as a new teacher, who is (as described by veteran teachers) “transitioned into the ‘disillusionment phase” of my teaching career. To see what a second year teacher can accomplish is no small motivating factor for me.
Schultz shows us that even through our failures, we can achieve so much. As I go to post this, I look at the quote above the computers in my classroom
“Shoot for the moon. Even if you miss, you’ll land among the stars!” –Les Brown
Thursday, November 6, 2008
Annotated Bibliography
Jones, M. Gail, Brett D. Jones, and Tracy Y. Hargrove. The Unintended Consequences of High-Stakes Testing. (Lanham, MD) Rowman & Littlefield, 2003
http://www.amazon.com/Unintended-Consequences-High-Stakes-Testing/dp/0742526275/ref=sr_1_1?ie=UTF8&s=books&qid=1225990646&sr=8-1
• Book focusing on the “unintended consequences of high-stakes testing as expressed by students, parents, educators and researchers. The authors take a “school based” approach to the research. Rather than looking at the history of testing and making assumptions based on the context of the environment in which they are examining the subject, they enter the classroom and ask the people affected by the issue to tell their stories. The authors are very upfront with their educational philosophy and there seems to be no hidden agenda. What I like about this book is its apparent transparency. They acknowledge that they can’t completely separate intended from unintended consequences. I also like the focus on the impact on curriculum and the effect on how teachers are changing their teaching. I also like how they have a section on the effect of teachers preparing students for tests (this has a personal ring to me as I will be forced to deviate from the curriculum to do a unit on NJASK-prep this year). While I am not sure if there is enough focus on urban centers and Newark at all, I believe that this book touches on many, if not all of the facets of the issue I wish to address in my paper and in this way will be a valued, if not my primary source. The down side is that it is a secondary source with some primary quotes, but more primary source material will be necessary. Again, the authors make it a point to say that they are not attempting to make a judgment call about high-stakes testing, but rather pointing out the unintended consequences. I think this is the strong point of the book (as a source) since it agrees with my POV on HS testing.
Madaus, George F. “The Distortion of Teaching and Testing: High-Stakes Testing and Instruction.” Peabody Journal of Education. 65.3 (1988) pp. 29-46
Accessed via JSTOR @ http://www.jstor.org/stable/1492818
• Article from the late 80’s in which the author analyzes the relationship between HS-Testing and “…how teachers teach and students learn.” He makes the argument that the presence of the test itself is an influencing factor on the above quoted aspects of education. Additionally he argues that this affect negates the value of the test itself as an accurate tool. The article also provides a brief history of the emergence of HST from the 60’s to the 80’s. On the down side, the author has obviously made conclusions, and based on that the evidence might be twisted to fit those conclusions. Also the article is dated; though this might also be its most attractive selling point for a valid source. Pre-NCLB and “W” it avoids the political motives that might be associated with a modern article on educational policy.
McCaffrey, Daniel F., Laura S. Hamilton, Brian M. Steecher, Stephen P. Klein, Delia Bugliari, Abby Robyn. “Interactions among Instructional Practices: Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics.” Journal for Research in Mathematics Education. 32.5 (2001) pp. 493-517
Accessed via JSTOR @ http://www.jstor.org/stable/749803
• Paper researching the “effects of curriculum on the relationship between instructional practices and student outcomes.” This paper turned out not to be exactly what I was looking for. It mainly focuses on the relationship between how we teach and how that affects student achievement. They used surveys to get data on what instructional practices were being used and they used a standardized test to gauge student achievement. Also it focused on the subject of mathematics, and the professional development reforms being recommended within the field. While the article doesn’t speak directly to my question, it does have the potential to provide a strong supporting argument on one of the links in the chain. If HS-Testing affects instructional practices and curriculum, and this article shows a correlation between those and student achievement, than one can make the argument that there is a correlation between testing and achievement.
Shepard, Lorrie A.; Katherine Cutts Dougherty. Effects of High-Stakes Testing on Instruction. Chicago: Speech/Paper Given at “Annual Meetings of the American Educational Research Association” 1991. ERIC Document Reproduction Service ED337468
Accessible via Eric @ http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED337468
or the Author’s web page @
http://www.colorado.edu/education/faculty/lorrieshepard/PDF/Effects%20of%20High-Stakes%20Testing.pdf
• Paper presented regarding the influence of HS-Testing on instruction. The study was a highly detailed study. Conclusions were data-driven and the author admirably admits to her own preconceptions pre-study and her change in perspective. The value of this source is that it is as close to a scientific (or statistically appropriate) study. Though I don’t know how much I will use it, I find the author verbose and confusing, I do see the value in having a statistical component to my paper.
Wideen, Marvin F., Thomas O’Shea, Ivy Pye, and George Ivany. “High-Stakes Testing and the Teaching of Science.” Canadian Journal of Education/ Revue canadienne de l’éducation. 22.4 (1997) pp. 428-444
Accessed via JSTOR @ http://www.jstor.org/stable/1585793
• Report on a pilot case study in two school districts as well as interviews with students, teachers, and administrators. Found “decrease in the variety of instructional approaches from grade 8 to grade 12” (page 428) Reached two conclusions, both negative effects. Teachers pushed away from utilizing strategies that encouraged “active student learning” (p. 428) and a negative, minimizing, effect on the language (“discourse”[p. 428]) in the classroom. They start out putting the study in context, almost justifying the results. It has merit (focuses on science). Plus- diversity of perspectives looked at. Major drawback- it is a study of the Canadian educational system. There are limitations as to the extrapolations I can make. I can still make the argument that the fundamental concepts are still there. However, the study did look at a large metropolitan area school district, so there are implications of possible alignment with urban education.
http://www.amazon.com/Unintended-Consequences-High-Stakes-Testing/dp/0742526275/ref=sr_1_1?ie=UTF8&s=books&qid=1225990646&sr=8-1
• Book focusing on the “unintended consequences of high-stakes testing as expressed by students, parents, educators and researchers. The authors take a “school based” approach to the research. Rather than looking at the history of testing and making assumptions based on the context of the environment in which they are examining the subject, they enter the classroom and ask the people affected by the issue to tell their stories. The authors are very upfront with their educational philosophy and there seems to be no hidden agenda. What I like about this book is its apparent transparency. They acknowledge that they can’t completely separate intended from unintended consequences. I also like the focus on the impact on curriculum and the effect on how teachers are changing their teaching. I also like how they have a section on the effect of teachers preparing students for tests (this has a personal ring to me as I will be forced to deviate from the curriculum to do a unit on NJASK-prep this year). While I am not sure if there is enough focus on urban centers and Newark at all, I believe that this book touches on many, if not all of the facets of the issue I wish to address in my paper and in this way will be a valued, if not my primary source. The down side is that it is a secondary source with some primary quotes, but more primary source material will be necessary. Again, the authors make it a point to say that they are not attempting to make a judgment call about high-stakes testing, but rather pointing out the unintended consequences. I think this is the strong point of the book (as a source) since it agrees with my POV on HS testing.
Madaus, George F. “The Distortion of Teaching and Testing: High-Stakes Testing and Instruction.” Peabody Journal of Education. 65.3 (1988) pp. 29-46
Accessed via JSTOR @ http://www.jstor.org/stable/1492818
• Article from the late 80’s in which the author analyzes the relationship between HS-Testing and “…how teachers teach and students learn.” He makes the argument that the presence of the test itself is an influencing factor on the above quoted aspects of education. Additionally he argues that this affect negates the value of the test itself as an accurate tool. The article also provides a brief history of the emergence of HST from the 60’s to the 80’s. On the down side, the author has obviously made conclusions, and based on that the evidence might be twisted to fit those conclusions. Also the article is dated; though this might also be its most attractive selling point for a valid source. Pre-NCLB and “W” it avoids the political motives that might be associated with a modern article on educational policy.
McCaffrey, Daniel F., Laura S. Hamilton, Brian M. Steecher, Stephen P. Klein, Delia Bugliari, Abby Robyn. “Interactions among Instructional Practices: Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics.” Journal for Research in Mathematics Education. 32.5 (2001) pp. 493-517
Accessed via JSTOR @ http://www.jstor.org/stable/749803
• Paper researching the “effects of curriculum on the relationship between instructional practices and student outcomes.” This paper turned out not to be exactly what I was looking for. It mainly focuses on the relationship between how we teach and how that affects student achievement. They used surveys to get data on what instructional practices were being used and they used a standardized test to gauge student achievement. Also it focused on the subject of mathematics, and the professional development reforms being recommended within the field. While the article doesn’t speak directly to my question, it does have the potential to provide a strong supporting argument on one of the links in the chain. If HS-Testing affects instructional practices and curriculum, and this article shows a correlation between those and student achievement, than one can make the argument that there is a correlation between testing and achievement.
Shepard, Lorrie A.; Katherine Cutts Dougherty. Effects of High-Stakes Testing on Instruction. Chicago: Speech/Paper Given at “Annual Meetings of the American Educational Research Association” 1991. ERIC Document Reproduction Service ED337468
Accessible via Eric @ http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED337468
or the Author’s web page @
http://www.colorado.edu/education/faculty/lorrieshepard/PDF/Effects%20of%20High-Stakes%20Testing.pdf
• Paper presented regarding the influence of HS-Testing on instruction. The study was a highly detailed study. Conclusions were data-driven and the author admirably admits to her own preconceptions pre-study and her change in perspective. The value of this source is that it is as close to a scientific (or statistically appropriate) study. Though I don’t know how much I will use it, I find the author verbose and confusing, I do see the value in having a statistical component to my paper.
Wideen, Marvin F., Thomas O’Shea, Ivy Pye, and George Ivany. “High-Stakes Testing and the Teaching of Science.” Canadian Journal of Education/ Revue canadienne de l’éducation. 22.4 (1997) pp. 428-444
Accessed via JSTOR @ http://www.jstor.org/stable/1585793
• Report on a pilot case study in two school districts as well as interviews with students, teachers, and administrators. Found “decrease in the variety of instructional approaches from grade 8 to grade 12” (page 428) Reached two conclusions, both negative effects. Teachers pushed away from utilizing strategies that encouraged “active student learning” (p. 428) and a negative, minimizing, effect on the language (“discourse”[p. 428]) in the classroom. They start out putting the study in context, almost justifying the results. It has merit (focuses on science). Plus- diversity of perspectives looked at. Major drawback- it is a study of the Canadian educational system. There are limitations as to the extrapolations I can make. I can still make the argument that the fundamental concepts are still there. However, the study did look at a large metropolitan area school district, so there are implications of possible alignment with urban education.
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