International Journal of Progressive Education (IJPE)
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Ruddell, M. R. (2005). Teaching content reading and writing (4th ed.). Hoboken, NJ%253AJohn Wiley Sons.
No full textRuddells book, Teaching Content Reading and Writing, is an excellent source to find information about content reading and writing, especially adolescent literacy, new technologies, and instructional strategies. The book has 12 chapters and they link together in a logical manner. After the preface and acknowledgement, readers can see instructional strategies and their chapter numbers. I think giving the specific chapter numbers of the each strategy makes the book more accessible for the readers. They can easily find and read the strategies. At the beginning and at the end of the each chapter, Ruddell gives Double Entry Journal Activity (DEJ) for the readers. According to Ruddell, Before Reading Journals help readers to stimulate their ideas about the main topics of the chapters, and After Reading Journals help readers to extend their understanding of the text. I think before and after DEJ activities are excellent methods for active reader participation. Connecting the chapter contents to schools, classrooms, teachers, and students is the main idea in these journals
An Exploration to Establish Family Education Evaluation Criteria System in China
No full textThe article discussed basic concepts of the evolution and characters of family education. It introduced the Chinese and international views on family education evaluation criteria, analyzed the principles of constructing these criteria. Family education evaluation criteria consist ofdominant and recessive family education factors. The former one includes the concepts, contents, methods and strategies of parent education. The latter one includes the human relationship inside the family, the parents moral, cultural and living quality, living conditions and life styles
Homegrown Democracy, Homegrown Democrats
No full textAnother political story, a narrative about political depression. We are 45 days out and counting from the 2004 election. Bush is leading Kerry in every poll. I despair. Nothing is working. Yesterday the New York Times devoted the entire Op Ed page to advice for the Kerry campaign. quot%253BGet a Messagequot%253B seemed to be the message, and stay on it. Fifty percent of the American public think the country is headed in the wrong direction, and Bush is still leading Kerry by 13 points.
The cracks in the history of this administration have been exposed. The Bush Presidency has trashed the environment, welfare, education, the economy, turned the rest of the world against us, and over 10,000 Iraqi%252339%253Bs and 1000 Americans have died in his dirty little Middle Eastern war. There are more than 100 anti-Bush books, and still counting. Bush%252339%253Bs lies have been catalogued, documented and analyzed (Corn, 2003%253B Dowd, 2004%253B Ivins, 2003%253B Moore, 2003%253B Pope, 2003%253B Powers, 2003). There were no weapons of mass destruction. The Iraqi%252339%253B do not love us. Bush was warned in advance of 9%252F11. And yet none of this seems to matter. Bush%252339%253Bs handlers have turned fantasy into reality. Sixty percent of the voters still think Saddam supported Al Qaeda.
Critics assert that George Bush is a liar, a quot%253BPresident who knowingly and deliberately twists facts for political gainquot%253B (Hersh, 2004, p. 367%253B Corn, 2003). Turning intelligence estimates and wishful thinking into statements of fact has become an art form in this administration. Even Karl Rove knew, if Bush didn%252339%253Bt, that arguments about Saddam%252339%253Bs WMD program were based on quot%253Bestimates full of judgments, not absolute certaintiesquot%253B (Woodward, 2004, p. 219). Indeed, Rove understands the difference between a fact and intelligence Paraphrasing Woodward, quot%253BIf its a fact, is not called intelligence.quot%253B (Woodward, 2004, p. 219).
But to call Bush a liar assumes that his lying indicates quot%253Ban understanding of what is desired, what is possible, and how best to get there. A more plausible explanation is that words have no meaning for this President beyond the immediate moment, and so he believes that his mere utterance of the phrases makes them real. It is a terrifying possibilityquot%253B (Hersh, 2004, p. 367). Indeed
McLaren, P. Farahmandpur, R. (2005). Teaching against Global Capitalism and the New Imperialism%253A A Critical Pedagogy. Lanham, Maryland, Rowman Littlefield Publishers.
No full textWe have four reasons for agreeing to review this book. First, we have long been interested in Critical Pedagogy, a field in which Peter Mclaren is among the outstanding authors. In 1999, one of the reviewers, Changyong Yang, researched Critical Pedagogy in his dissertation On the Evolvement of the New Sociology of Education. This work is now published in Chinese as The New Sociology of Education%253A Its Continuous and Rupture History. (Yang, C., 2004) Secondly, as a visiting professor in the Center for East Asia and Pacific Studies in the University of Illinois at Urbana-Champaign, Yangs research project is Sociology of Education%253A A Postmodern Practice and Its Theory in America. So Peter Mclaren and Ramin Farahmandpurs (2005) book Teaching against Global Capitalism and the New Imperialism falls with our scope of research. Thirdly, Junrui Chang, a young scholar and a doctoral candidate, is now trying to apply the theory and method of Critical Pedagogy to do her research on art curriculum in Chinese rural society. Fourthly, as educational researchers in China, we are very much interested in Peter McLaren and his coauthor Ramin Farahmandpurs effort on a socialist pedagogy that follows Marxism. We are glad to accept the new book for review
Critical Pedagogy and the Visual Arts Curriculum in the Singapore Art Museum
No full textThis study explores the primacy of developing a critical pedagogy appropriate for art museum education, with particular reference to the curriculum in the Singapore Art Museum (SAM). To create conditions for a pedagogy which is meaningful to the experience of visitors, the art museum curriculum needs to empower visitors to construct and reflect about issues of identity and culture. The role that critical pedagogy might play in addressing the educational approaches in SAM is presented. Finally, the implications for practice are explored in the form of community-based art education. Together, it is argued that collaborative and interdisciplinary educational experiences should be the purpose and outcome for developing the Art museum as a vehicle %252F site for community empowerment
Hacia una pedagogia de la investigación%253A Una invitación
No full textTomando el caso de la educacion en ciencias sociales y humanas en una institucion de educacion superior en Bolivia este ensayo explora como se inculca y reproduce una cultura del consumo de la informacion y del conocimiento, que obstruye la constitucion de una cultura de produccion del conocimiento. Luego de este diagnostico se plantea algunas ideas para superar esta cultura del consumo y comenzar a imaginar una cultura de la produccion del conocimiento a traves del metodo de la pedagogla de la investigacion. Esta exploracion se realiza desde la experiencia de un sociologo formado tanto en el norte como el sur que actualmente trabaja con educacion y tiene el proposito de contribuir a la agenda de construir una sociologıa reflexiva en la region
Improving Attendance and Punctuality Of FE Basic Skill Students Through an Innovative Scheme
No full textThis paper reports the findings of a study set up to establish the impact of a particular scheme on the attendance and punctuality performance of a group of Basic Skills learners against the backdrop of various theoretical postulations on managing undesirable behavior.
Data collected on learners%252339%253B performance was subjected to statistical analysis through the use of the SPSS analytical toolkit in order to establish the T-value, probability value and significance, as well as the confidence level of intervals. Findings from statistical analysis were then subjected to a process of corroboration through a focus group discussion with subjects in the study.
Based on the findings, the study concludes that the scheme has a significant impact on some aspects of the learners%252339%253B performance and advocates the introduction of novel ways, in the context of mixed approaches towards eradicating undesirable behaviors among young learners
Rethinking Progressivism and the Crisis of Liberal Humanism%253A Historical and Contemporary Perspectives on Education for Democratic Citizenship
No full textIn this paper, we examine the current siege on progressivism in light of these dual tendencies from both an historical and contemporary perspective. We defend the democratic objectives of progressive education from various contemporary attacks that view student-centered learning as academically inefficacious. With the assistance of Dewey%252339%253Bs arguments, w e argue that public schools should produce students prepared to assume their democratic citizenship responsibilities by pursuing the liberal humanistic strand of progressive education. We believe that progressive education approaches that emphasize student centered learning and conjoint decision-making afford an indispensable element to achieve that critically important objective
Fire and Dust
No full textDrawing upon a Hegelian-Marxist critique of political economy that underscores the fundamental importance of developing a philosophy of praxis, the author theorizes a revolutionary Freireian critical pedagogy which seeks forms of organization that best enable the pursuit of doing critical philosophy as a way of life. The authors argues that the revolutionary critical pedagogy operates from an understanding that the basis of education is political and that spaces need to be created where students can imagine a different world outside of capitalisms law of value (i.e., social form of labor), where alternatives to capitalism and capitalist institutions can be discussed and debated, and where dialogue can occur about why so many revolutions in past history turned into their opposite
A Comparative Approach Directed to The Assessment and Evaluation Studies in The Geography Course Books Taught at The Secondary Education in Turkey
No full textThis study analyses the assessment and evaluation studies comparatively in the geography course books of the secondary education taught in Turkey. In this sense, after the assesment and evaluation studies which are taken place in the geography course books have been dealt both in respect of quantity and quality, the questions are classified according to the mental fieldphases. In addition to this, after the subject matters to be taken into consideration in the written and verbal assessment and evaluation studies that the gegraphy teachers have realized in the classroom have been stated, the suggestions concerning the assessment and evaluation sufficiencies that should be included in the geography course books have been put in order