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Mod. 10-14 Crit Analysis (Ladson-Billings, 2013 (Chapter 2) (Education…
Mod. 10-14 Crit Analysis
Welner & Carter, 2013 (Chapter 1)
We've just been measuring the gaps, not actually addressing them
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Ladson-Billings, 2013 (Chapter 2)
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"Gap" speaks in deficit terms, makes AA the enemy
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Schools spend disporportionate $ on test prep, purchase, scoring, and security
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Waiting for Superman a joke, unions terrible enemy
Charter schools can be part of the solution, but not the only solution
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Kantor & Lowe, 2013 (Chapter 3)
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Great Society onward, growing and lasting belief in the power of education to solve these big, wicked problems
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Obama's policies essentially favored the market-driven approach, and now even former choice-advocates are changing
Orfield, 2013 (Chapter 4)
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Most gains of desegregation lost, gradually becoming more segregated
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Uncontrolled school choice much like housing bubble - whites can understand/game the system much more easily
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Rothstein, 2013 (Chapter 5)
Misunderstanding that if some under-priveleged can make it, why not all
Health, family employment, etc. all play massive roles in student success
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Gentrification, school-based clinics, etc.
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Darling-Hammond, 2013 (Chapter 6)
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Segregation increasing since 80s, white schools get better resources at every level
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Barnett & Lamy, 2013 (Chapter 7)
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Early interventions like high quality preschool could make a massive impact on both achievement and opportunity gap
Although it costs more in short term, general public saves tons in increased taxpayers, less special ed, less prison, etc.
High quality pre-school could give minority students the opportunities high income students regularly experience at home
Tienken & Zhao, 2013 (Chapter 8)
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NCLB/RTT threatened sanctions against schools that didn't meet AYP, inviting corruption
Cheating widespread, curriculum significantly narrowed
High stakes tests are extremely narrow type of knowledge, exclude rich experiences
Standardization assumes students are blank slates, passive receptacles
Scott & Wells, 2013 (Chapter 9)
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Popular understanding of school choice is that school choice sees parents make better choices for kids
Charter schools are selective in admissions, don't have solid evidence over time
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Carter, 2013 (Chapter 10)
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Schools are more than curriculum, they are socializing institutions
Schools believe assimilation into society is best, but society is not equal - this reduces visibility and viability of other cultures
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Teachers must be equipped with socially expansive skills, as part of a broad strategy
Gandara, 2013 (Chapter 11)
EL's a massive misunderstanding, between proficiency in speaking and academic work
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- Connection Between Materials (1-2 pages)
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- Connection to Contemporary Issues in Education (1-1.5 pages)
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- Connection between materials & my PoP (1-1.5 pages)
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- Overall thoughts/reactions to the readings (1.5-2 pages)
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Tyson, 2013 (Chapter 12)
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Detracking has everything to do with opportunity, not ability
Berry, 2013 (Chapter 13)
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Myths: certification too hard, merit pay works, tenure bad, charter schools increase competition
Teachers need better training: virtual networks, community-based organizations, mentorship
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New roles of master-mentor teachers, ID's, etc, greater collaboration
Belfield & Levin, 2013 (Chapter 14)
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Moses & Rogers, 2013 (Chapter 15)
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Carter & Welner, 2013 (Chapter 16)
Some believe we have an equal opportunity world, but we don't in education
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