Unfortunately in the most parts of the world, governments inherently believe that Educational system is money consumer and are very mean not spending much money in education system. About Gap gazing, as Rochelle Gutierrez argues that some form of gap gazing is harmful. Nevertheless, I appreciate every research on the field of education because the least benefit of it is awareness.
I do agree with Sarah Theule Lubienski that analyzing of math (subject) achievement should be focused not only on one factor, but also in conjunction with factors like gender, race, and for example, family income. Furthermore, according Blau (1999) and Alison Aughinbaugh & Maury Gittleman (2003) test score maybe sensitive to not only the family’s own income, but also other factors related to the family’s socioeconomic status such as neighborhood characteristics, peer characteristics, and characteristics of the schools children attend.
I also agree with Rochelle Gutierrez that, when framing mathematics achievement, researchers usually refer to individuals; individual achievement and individual failure. Nevertheless, Gutierrez (2008)* argues that is not only individuals as students or teachers, but “complex learning environments”(p.361) too. For instance, reviewing thirty two studies of mandatory desegregation policies, Robert Crain & Rita Mahard (1978) reported that twenty four of them found positive effects of desegregation on black students’ achievement gains. Moreover, Grissmer, Flanagan, and Williamson (1998) stated the convergence of black and white test scores occurred with massive school desegregation from 1970 to 1990.
Thursday, January 27, 2011
balkanized teacher
Hello everyone,
I am not sure, but maybe I too, am a balkanized teacher because unlike most of you, in past seventeen years, I have not taught any subject but chemistry (shame on me). Let’s see, the subject is very important to me. I introduce myself a chemistry teacher in professional socializations, but I consider myself a teacher in general. I love my students and it does not matter how old they are14 or 40. I overload my students, my courses, and myself with variety of teacher-centered (old fashion) and student-centered (progressive) styles and techniques. My student learning and likes have priority over the subject; however, the subject is very important to me too. I admit that I am a perfectionist but trying to be realistic too, therefore I work hard to do the best I can for my students, and I make them work hard too. I really believe in group work and think students would learn from each other in some ways, however there are barriers. I appreciate any chance to pass the control of class to students, but you know you always need to prove yourself to class first. I consider myself a little progressive but more humanistic. As Dewey (1938) argued, it does not matter traditional or progressive educational philosophy, I utilize whatever works better for my students, and mostly a combination of many styles. Am I a balkanized teacher?
Streaming or destreaming? Maybe streaming works in adult education system. Nonetheless, I think streaming hurts kids, I hate kids become disappointed. Why not to think about something else like Waldorf education system, rather than streaming or destreaming/tracking or detracking / segregating or desegregating…
I am not sure, but maybe I too, am a balkanized teacher because unlike most of you, in past seventeen years, I have not taught any subject but chemistry (shame on me). Let’s see, the subject is very important to me. I introduce myself a chemistry teacher in professional socializations, but I consider myself a teacher in general. I love my students and it does not matter how old they are14 or 40. I overload my students, my courses, and myself with variety of teacher-centered (old fashion) and student-centered (progressive) styles and techniques. My student learning and likes have priority over the subject; however, the subject is very important to me too. I admit that I am a perfectionist but trying to be realistic too, therefore I work hard to do the best I can for my students, and I make them work hard too. I really believe in group work and think students would learn from each other in some ways, however there are barriers. I appreciate any chance to pass the control of class to students, but you know you always need to prove yourself to class first. I consider myself a little progressive but more humanistic. As Dewey (1938) argued, it does not matter traditional or progressive educational philosophy, I utilize whatever works better for my students, and mostly a combination of many styles. Am I a balkanized teacher?
Streaming or destreaming? Maybe streaming works in adult education system. Nonetheless, I think streaming hurts kids, I hate kids become disappointed. Why not to think about something else like Waldorf education system, rather than streaming or destreaming/tracking or detracking / segregating or desegregating…
Equity in mathematics Education
Equity is not the same as equality, however at some point maybe ultimately leading to the same result. On the other hand, equity is achievable if there is equality in the classroom; for example, if teachers regard and value students equally.
I agree with Lubienski that every student should not receive identical instruction and “teachers need to understand and attend to students’ cultural differences” (p.12). Furthermore, I think in a very homogeneous society though considering personal differences students shouldn’t receive identical instruction.
I also agree with Lubienski that states, a sociocultural approach such as changing classroom culture can help make learning mathematics meaningful to both privileged and marginalized social groups. For example, changing classroom environment, and applying small group (rather than whole class) - discussions help students think their ways of thinking are valued. I admit that sometime I think the group – class discussion seems not going anywhere and is wasting time and energy. Nonetheless, I believe the least benefit of it is awareness because during the activity students realize how much they learned. I think the best way of learning mathematics is problem based learning instructional strategy however I would appreciate any instruction strategy that “confers power on individuals” (Gutierrez, p.42). I found Gutierrez’s idea about applying “strategic essentialism” (p.42) fascinating. I too think we must focus on the individuals, since we cannot undo tyranny and oppression as the society cannot change.
I agree with Lubienski that every student should not receive identical instruction and “teachers need to understand and attend to students’ cultural differences” (p.12). Furthermore, I think in a very homogeneous society though considering personal differences students shouldn’t receive identical instruction.
I also agree with Lubienski that states, a sociocultural approach such as changing classroom culture can help make learning mathematics meaningful to both privileged and marginalized social groups. For example, changing classroom environment, and applying small group (rather than whole class) - discussions help students think their ways of thinking are valued. I admit that sometime I think the group – class discussion seems not going anywhere and is wasting time and energy. Nonetheless, I believe the least benefit of it is awareness because during the activity students realize how much they learned. I think the best way of learning mathematics is problem based learning instructional strategy however I would appreciate any instruction strategy that “confers power on individuals” (Gutierrez, p.42). I found Gutierrez’s idea about applying “strategic essentialism” (p.42) fascinating. I too think we must focus on the individuals, since we cannot undo tyranny and oppression as the society cannot change.
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