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Findings #4 (Keegan, "Belonging, Place, and Identity: The Role of…

- - - - "Removing the authority of the teacher from the classroom is an important part of radical education models for Rancière and Freire, and indeed the current system of hierarchy in the classroom is merely a result of the way that oppressive power relationships perpetuate themselves” (Spoto, 2014/2015, 86).
- - - - o “What then could in-service teachers and schools be doing to both meet the unique needs of refugee students while at the same time mitigating the negative impact of the exclusion inherent in ‘special refugee programming’ which can end up making students feel isolated racially and culturally?” (Ficarra, 2017, pg. 87).
  - - - “Bush and Salterelli suggest the goal of education in refugee camps should specifically focus on pacifying the impact of conflict, nurturing and sustaining an ethnically tolerant climate, and cultivating inclusive citizenship. However, they state that in the case of large, fast, influxes of refugees to camps, this type of education rarely happens” (Ficarra, 75)
- - - - “All 50 states currently protect homeschooling in some respect or another. However, several parent and interest groups in the homeschooling field express concern that the comfortable position they enjoy may be in jeopardy. For example, a 2006 European Court of Human Rights decision upheld Germany’s ban on homeschooling, troubling homeschooling advocates who fear the decision might pave the way for a homeschooling ban in the United States.”
    - - Although these advocates do not seek to ban homeschooling altogether, they insist on strict regulation of homeschooling. Within the category of increased regulation, compulsory attendance statutes particularly concern homeschooling advocates
  - - - "States using these laws regulate homeschooling as an arm of the private school system." (Kreager, 2010, p. 234)
    - - “This type of regulation explicitly addresses homeschooling, which is the primary difference between this category of regulation and the other two categories.” (Kreager, 2010, p. 240)
      - Pennsylvania
        
        “The first option utilizes Pennsylvania’s homeschooling statute, which allows parents to homeschool their children so long as they meet numerous requirements.” (Kreager, 2010, p. 244)
      - Ohio
        
        "In Ohio, where the state's Supreme Court classified homeschooling as a fundamental right, children may receive home education "by a person qualified to teach the branches in which instruction is required." Additionally, parents wish to home school their children; assurance that parents will teach certain subjects; an outline of the intended curriculum and assurance of the parents qualifications to teach the children." (Kreager 2010 p.240)
      - Michigan
        
        “Michigan’s Parental Rights Act further bolsters a parent’s right to homeschool in Michigan. This Act classifies a parent’s right to control the education of his or her children as a “natural, fundamental right.”” (Kreager, 2010, p. 242)
        
        “Michigan law leaves a parent’s right to homeschool largely unrestricted.171 Parents do not need to notify or seek approval from the school district.172 Further, standardized testing requirements do not apply.173 Finally, parents do not need teacher qualifications prior to homeschooling their children.174 In fact, the Michigan Supreme Court held in People v. DeJonge that teacher qualifications are unconstitutional when they interfere with a parent’s free exercise clause rights (Kreager 241)”.
      - Iowa
        
        “In Iowa, homeschooling is legal so long as the parent or legal guardian provides “competent private instruction.”185 Three aspects apply to the statutory definition of competent private instruction.186 First, parents must provide instruction on a daily basis.187 Second, children must receive at least 148 days of instruction per year, with at least 37 days of instruction provided each quarter.188 Third, the instruction’s design must result in the student making “adequate progress.” (Kreager 242)”.
        
        “In addition to the requirement that parents provide competent private instruction, only a licensed instructor190 or the child’s parent or guardian may provide instruction under Iowa’s homeschool statute.191 Parents must meet three requirements if they wish to instruct the child.192 First, parents must provide a detailed report for the local school district that includes an outline of course study, the child’s immunization records and blood lead test results, and a list of textbooks that are used.193 Second, parents must evaluate the child annually to determine the child’s academic progress.194 Finally, the parents must report to the local school district the results of the child’s annual performance review no later than June 30 of each school year (Kreager 243)”.
    - - Connecticut
        
        “Teacher qualification requirements or standardized test requirements do not apply under Connecticut law. In addition, Connecticut law does not require parents to notify school officials of their intent to homeschool.”
        
        “[E]ach parent or other person having control of a child five years of age and over and under eighteen years of age shall cause such child to attend a public school regularly during the hours and terms the public school in the district in which such child resides is in session, unless such child is a high school graduate or the parent or person having control of such child is able to show that the child is elsewhere receiving equivalent instruction in the studies taught in the public schools (Kreager 237)”.
      - Massachusetts
        
        “Like Connecticut, Massachusetts utilizes equivalency laws to regulate homeschooling.134 Parents wishing to homeschool their children in Massachusetts must obtain approval from the local school superintendent or school committee (Kreager 238)”.
      - New Jersey
        
        “Every parent, guardian or other person having custody and control of a child between the ages of six and [sixteen] years shall cause such child regularly to attend the public schools of the district or a day school in which there is given instruction equivalent to that provided in the public schools for children of similar grades and attainments or to receive equivalent instruction elsewhere than at school (Kreager 239-240)”.
        
        “The New Jersey courts have stated that “parents do have a constitutional right to choose the type and character of education they feel is best suited for their children, be it secular or sectarian.””
- - - - • “It is a needed companion to and a check of centralized industrialism and technological movement in democracies.” (Holowchak, 2010, p.220)
        
        • “Goodman believed that spontaneity and connection were the warp and woof of a sound education. Following Dewey,5 Goodman maintained humans were naturally curious and, thus, much education occurs on its own – independent of the Ethics and Education 221 educational institutions. Goodman writes, ‘Dewey’s maxim is a good one: there is no need to bother about curriculum, for whatever a child turns to is potentially educative and, with good management, one thing leads to another’ (Goodman 1970, 104).” (Holowchk, 2010, p.222)
      - • “Jefferson taught us, Goodman states, that the nature of man is not fixed, but capable of significant improvement and that it is the nature of each successive generation to advance on the knowledge of prior generations. For that, there can be no ‘rules and policing’ for students and faculty. Instead, students ought to be encouraged to be self-sufficient.” (Holowchk, 2010, p.220)
    - - “The key difficulties are centralized industrialism and technological advance, which function to estrange people and strip them of their individuality by brainwashing them and making them idle, frivolous consumers (Goodman 1964, 61). Centralized industrialism is not due to failure of liberal ideals, Goodman adds in Growing up absurd. Liberalism has succeeded remarkably well in shaking off governmental controls on enterprise, but it has failed in the aim of distributing wealth evenly or fairly through free markets and honest informed choice” (Holowchak, 2010, pg. 218).
        
        • “Goodman believed that spontaneity and connection were the warp and woof of a sound education. Following Dewey,5 Goodman maintained humans were naturally curious and, thus, much education occurs on its own – independent of the Ethics and Education 221 educational institutions. Goodman writes, ‘Dewey’s maxim is a good one: there is no need to bother about curriculum, for whatever a child turns to is potentially educative and, with good management, one thing leads to another’ (Goodman 1970, 104).” (Holowchk, 2010, p.222)
    - - “Overall, Goodman maintained that effective education was apprenticeship and apprenticeship was a matter of aiding students to perceive and navigate through meaningful life experiences, not through perfunctory and vapid lecture sessions. Effective education is limited by improper teaching of philosophy, literature, and history, which constantly recognize humans for what they appear to be, instead of recognizing them for what they might be (Goodman 1962, 252)” (Holowchak, 2010, pg. 223).
        
        “Fourth, there is Goodman’s notion of education as apprenticeship. Skill and expertize are established by apprenticeship with a fully capable teacher in the role of a life craftsperson” (Hollowchak, 2010, pg. 226).
        
        “That is a reasonable claim, so long as one does not take Goodman to be saying that all education has to be apprenticeship, for certain disciplines (e.g., chemistry and archeology) lend themselves to apprenticeship more readily than others (e.g., logic, math, and languages)” (Hollowchak, 2010, pg. 226).
        
        “Overall, progressive education is essentially a political movement. Fueled by the energy of youth protest, it aims ‘to liberate what has been distorted or repressed in children growing up’ and this liberation is essentially part of a revolutionary political movement to be carried out by disenchanted youth” (Hollowchak, 2010, pg. 224).
  - - - “The key, thus, is to spark spontaneity, while helping students to establish connections with not only the past but also the present and future. To establish connections with the present and future, Goodman maintains that educative activities must free human imagination to help students actively explore a situation and to imagine it other than it is” (Holowchak, 2010, pg. 222).
  - - - “That functions mostly to get young people out of the way. For fulfillment to occur, there is need of some amount of compulsory miseducation – i.e., of breaking the bromidic molds of traditional education” (Holowchak, 2010, pg. 219).
- - - - “In order to understand the qualitative differences in learning guided by the Enrichment Triad Model it is necessary to review briefly the pedagogy or learning theory upon which Triad is based.” (Renzulli, 2019, pg 22)
      - Type 1 Enrichment
        
        Expose students to different disciplines,topics, people and events
      - Type 3 Enrichment
        
        students pursue a specific area and are willing to take advanced courses and take extra time to push towards this goal
      - Type 2 Enrichment
        
        materials and methods to promote the development of thinking and feeling processes
    - - The Schoolwide Enrichment Model (SEM) is the organizational framework of our programming model
    - - Inductive Learning is where the student learns from Outside the formal Classroom
      - " inductive learning, on the other hand, focuses on the present use of content and processes as a way of integrating material and thinking skills into the more enduring structures of the learner's repertoire" (Renzulli, 2012,p. 23).
      - Deductive Learning is where the student is learning inside the formal classroom
  - - - “Khan Academy is an educational website that, as its tagline puts it, aims to let anyone “learn almost anything—for free.” Students, or anyone interested enough to surf by, can watch some 2,400 videos in which the site’s founder, Salman Khan, chattily discusses principles of math, science, and economics (with a smattering of social science topics thrown in).” (Thompson, 2019, pg 2)
      - "Khan academy is a great tool if used responsibly" Zach
        
        Positives
        
        Students who are using Khan are able to learn and tackle difficult topics.
        
        "Khan is clearly helping students master difficult and vital subjects." (Thompson, 2011, p.3)
        
        "For years teachers like Thordarson have complained about the frustrations of teaching to the "middle" of the class." (Thompson, 2011, p.3)
        
        Negatives
        
        What methods are teachers using inorder to ensure that students aren't going to far ahead with such a great tool!
        
        “Since the rise of personal computers in the early ’80s, educators have hoped that technology could solve this problem by offering lessons tailored to each kid. Schools have blown millions, maybe billions, of dollars on sophisticated classroom technology, but the effort has been in vain.” (Thompson, 2019, pg 3)
        
        “Not all educators are enamored with Khan and his site. Gary Stager, a longtime educational consultant and advocate of laptops in classrooms, thinks Khan Academy isn’t innovative at all." (Thompson, 2019, pg 8)