ethanporcaro/eric-fulltext-meta huggingface dataset:
Howard Zinn and the Struggle for the Microphone: History, Objectivity, and Citizenship
Author: Kelly, Jason M.
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Community,Vietnamese People,Citizenship,Conferences (Gatherings),Historians,History Instruction,Professional Associations,War,Civil Rights,Biographies,College Faculty,Scholarship,United States History,Citizen Participation,Citizen Role,Citizenship Responsibility,Activism,Dissent,Political Attitudes,Historical Interpretation,Historiography,Educational History,Politics of Education,Role of Education,Social Change,Social Studies,Social Justice,Educational Philosophy,Intellectual History,Public Speaking,Political Issues,Textbook Content,Textbook Standards,Public Schools,Curriculum

Every year, historians in the United States attend the American Historical Association (AHA), a conference that has met annually since 1884. The AHA draws scholars from all specializations, and it is the primary organization through which the profession is represented. In 1969, the conference met at the Sheraton Park Hotel in Washington, D.C. At the business meeting on the evening of 28 December, the radicals sought to take control of the organization. The minutes demonstrate the dangers of trusting narratives--even (or especially) those proffered as neutral accounts. They do not document the moment entirely, nor do they capture the participants' experiences of it. On the central event, the records are silent. What actually happened speaks to the issues of power, neutrality, and knowledge that were central themes in Howard Zinn's career. In those moments, Zinn, representing the Radical Historians' Caucus, sought to present a resolution to the members of the AHA. He grabbed a microphone and attempted to introduce it before the meeting's close. It denounced the twin evils of &quot;the physical and cultural destruction of the Vietnamese people&quot; and the &quot;Black community at home&quot;. Before he had a chance to speak, John K. Fairbank intervened by wrestling the microphone out of Zinn's hands. The episode became known as the &quot;Struggle for the Mike&quot;. In this article, the author talks about this episode and focuses on history of the profession, notions of objectivity, and citizenship. (Contains 1 note.)
Howard Zinn and the Socially Conscious Academic
Author: McKivigan, John R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Slavery,United States History,Civil Rights,Educational Change,Social Responsibility,Educational History,College Environment,Teacher Role,Historians,Biographies,College Faculty,Scholarship,Activism,Dissent,Political Attitudes,Civil Disobedience,Historical Interpretation,Historiography,History Instruction,Politics of Education,Role of Education,Social Change,Social Justice,Educational Philosophy,Consciousness Raising

In recent decades many people came to know Howard Zinn for his outspoken advocacy on a wide range of progressive causes, including civil rights, free speech, workers' rights, education reform, and opposition to U.S. imperialism. The author's own first encounter with Howard Zinn's special combination of scholarship and activism occurred several decades earlier, while he attended graduate school in the 1970s to study U.S. history. The first time the author read Zinn was in a short essay, entitled "Abolitionists, Freedom Riders and the Tactics of Agitation," in Martin Duberman's "The Antislavery Vanguard: New Essays on the Abolitionists" (1965). This essay guided the author to Zinn's "SNCC: The New Abolitionists" (Zinn 1964), one of his first monographs. In his essay Zinn attempted to stress the parallels between the early nineteenth century reformers who challenged not just slavery but the pervasive racial prejudice of their society and the recruits to the post World War II civil rights movement. In this article, the author talks about Howard Zinn and the socially conscious academic. He discusses how Zinn set an example to progressive academics not to retreat into their scholarship.
Disobedience and the Commonsense Revolution
Author: Sonu, Debbie
Date: 2009-00-00
Type: Journal Articles
Subjects: Cooperation,Civil Disobedience,Educational Practices,Privatization,Commercialization,Political Attitudes,Politics of Education,Conflict,Social Systems,Role of Education

As of late, it would seem that the commonly sought after concept of collaboration has lost its appeal and, arising in its aftermath, is a reconfigured front of conflict between the public and private spheres of American life. In this current attack on the public, the stage is ripe for disobedience in all its various forms and functions to stand up against what privatization advocates have so strategically constructed as COMMONSENSE. This COMMONSENSE has evolved into a seemingly natural state that has captured the allegiance of folks who full-heartedly agree, without substantiated expertise, that systems of commodification and privatization will serve as simple solutions to the failures of society. Without forgetting acts of protest in all its forms and fashions, this paper follows the lead of Howard Zinn and revisits the meaning of disobedience as both an intellectual and political project within a world that for many seems stuck at a moral and ethical impasse. Surely, immediate reactions to human indignity are wholly necessary, but this cannot distract an individual from dismantling the symbolic field that systemically sustains this indignity--that of global capitalism and its discontents.
Revitalizing Politics Now and Then: Howard Zinn on Dissent, Democracy, and Education
Author: Cooley, Aaron
Date: 2009-00-00
Type: Journal Articles
Subjects: Dissent,Educational Philosophy,Politics,Democracy,Historians,Biographies,College Faculty,Scholarship,United States History,Activism,Political Attitudes,Historical Interpretation,Historiography,History Instruction,Educational History,Politics of Education,Role of Education,Social Change,Social Studies,Social Justice,Criticism,Intellectual History

This paper presents a discussion of Howard Zinn's intellectual and political ideas. Through the analysis of selections from his immense body of work, several interrelated themes emerge. Drawing more attention to these notions of dissent and democracy is crucial to revitalizing education at all levels and vital to advancing the public discourse towards progressive goals. Howard's remarkable life and work are summarized best in his own words. His primary concern, he explained, was "the countless small actions of unknown people" that lie at the roots of "those great moments" that enter the historical record--a record that will be profoundly misleading, and seriously disempowering, if it is tom from these roots as it passes through the filters of doctrine and dogma. His life was always closely intertwined with his writings and innumerable talks and interviews. It was devoted, selflessly, to empowerment of the unknown people who brought about great moments. (Contains 1 note.)
The Magnificence of Getting in Trouble: Finding Hope in Classroom Disobedience and Resistance
Author: Leafgren, Sheri
Date: 2009-00-00
Type: Journal Articles
Subjects: Young Children,Kindergarten,Primary Education,Classroom Environment,Elementary School Students,Student Attitudes,Compliance (Psychology),Resistance (Psychology),School Culture,Teacher Attitudes,Power Structure,Peer Relationship,Civil Disobedience,Moral Values,Responses,Altruism,Discipline,Punishment,Socialization,Child Development

Over forty years ago, Howard Zinn identified the problem as not one of civil disobedience, but of civil "obedience". He confronted the problem of remaining obedient to laws and rules even "in the face of the face of poverty and starvation and stupidity, and war and cruelty." Framed in an early childhood context, this article explores the value of events of young children's classroom disobediences (civil and not), layered upon elements of Zinn's body of work that examines the role disobedience plays in the human potential to contribute to the common good. It is apparent that children find ways to function as "good"-as in kind, generous, contributing, skeptical, thoughtful, and courageous members of society even in the face of narrow, stingy, and mindless schooled notions of goodness as compliance to prevailing rules of order. In the spirit of the hopefulness that Zinn never abandoned-the lens on these children's moments of disobedience is directed away from a viewpoint that presumes the "good" child is the one who obeys. The snapshots of children in this article, viewed with a wide aperture, bring light to the possibilities inherent in these small acts of kindness, awareness, curiosity, justice--and disobedience. In his work, Zinn shone necessary light on pictures of history that showed the cruel reality of human behavior; but more profoundly, he offered "hope" through a concurrent human history of "compassion, sacrifice, courage [and] kindness." Zinn asked us to remember the times when people "behaved magnificently," and within this paper are descriptions of moments of disobedience in which children are behaving "magnificently"--moments that Howard Zinn would, perhaps, have celebrated.
Howard Zinn and the Struggle for Real History in the United States
Author: Whitson, James Anthony
Date: 2009-00-00
Type: Journal Articles
Subjects: Role of Education,Social Change,Social Studies,History Instruction,Curriculum Development,State Standards,Criticism,Misconceptions,Historians,United States History,Political Attitudes,Historical Interpretation,Historiography,Politics of Education,Educational Philosophy,Ethnocentrism

Criticisms of Howard Zinn's work on U.S. History are examined in the context of increasing emphasis on the idea of &quot;American exceptionalism&quot; in contemporary political and cultural discourse, and particularly the insertion of American exceptionalism into revised social studies standards for the state of Texas. Analysis focusing on the difference between Howard Zinn's approach to U.S. History and the approach taken by his critic, Lynne Cheney, reveals that there is a fundamental difference in how change is viewed by Cheney, as the achievement of a single unified American people striving together to improve life for everyone, versus Zinn's history, in which changes have resulted from struggles among people with conflicting interests, values, and beliefs. The idea of U.S. history as the history of &quot;one nation, indivisible&quot; is found to be a core tenet of this present version of American exceptionalism, and it is observed how this view has been incorporated into the Texas social studies standards, not only in the provision that explicitly requires teaching of American exceptionalism, but also in provisions that were amended to no longer recognize progressive changes as resulting from the struggles of specific groups of people. The paper concludes with the observation that the choice for educators is not only a choice between truthful or untruthful history, but more fundamentally between conflicting purposes for social education in the schools. (Contains 18 notes.)
Critical Uses of History: A Memory of Howard Zinn and Video Journalism
Author: Price, Todd Alan
Date: 2009-00-00
Type: Journal Articles
Subjects: Video Technology,Personal Narratives,Textbook Content,Journalism,United States History,Activism,Critical Theory

In the following article I reflect on a few of the lessons provided by the late historian Howard Zinn, both his close reading of history, but even more so his critical insight "that history is made, not only received". Zinn used history much like a muckraking joumalist would: he wrote history not only "through" the eyes of common people, but "for" the eyes of common people. Perhaps because of this aim, his writing still feels vibrant and inspires rethinking my own work as an ongoing student of history and as a freelance journalist. Zinn pointed out that all of us could contribute to meaning making through our personal narratives and human condition. Our lives are at risk if we do not know where we come from, and this knowledge is often lost to a "naturalized" official history. Official history is worse still when it is used to frustrate social progress and maintain oppression, or, as is often the case, the status quo. We must recover the meaning of our collective history, and we do so through the eyes of teachers, poets, writers, and freedom fighters everywhere. (Contains 2 notes.)
Increasing Student Success and Retention: A Multidimensional Approach
Author: Fowler, Paul R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Advising,Grade Point Average,Developmental Studies Programs,Academic Persistence,School Holding Power,Guidelines,Transitional Programs,Tutoring,Statistical Significance,Rural Schools,Two Year College Students,Two Year Colleges

Students who are seriously academically deficient, those who are underprepared in all subjects, face many academic challenges as they begin their coursework in higher education. However, students also face nonacademic and personal issues that create additional barriers to success. The results of this study suggest that increases in student success and retention may be achieved if developmental educators also address nonacademic and personal factors related to student success: (a) clear student guidelines, (b) integrating first-year transition coursework, (c) intrusive academic advising to treat the nonacademic and personal factors, and (d) traditional developmental education coursework and tutoring to address academic factors. The increase in the mean grade point average of Pathways to Success Program students as compared to nonprogram students, from 1.503 to 2.151, was statistically significant (p = 0.000). Increases in the number of students in good academic standing, increases in success in developmental education courses, and increases in the 1-year retention rate were also noted for participating students. (Contains 5 tables.)
The Effectiveness of Computer-Assisted Instruction in Developmental Mathematics
Author: Spradlin, Kathy
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Computer Assisted Instruction,Conventional Instruction,Males,Scores,Gender Differences,Remedial Mathematics,Mathematics Instruction,Comparative Analysis,Lecture Method,Educational Technology,Pretests Posttests,Algebra,College Mathematics,Instructional Effectiveness

This quasiexperimental study compared academic performance of students enrolled in a developmental mathematics course using traditional instruction (i.e., lecture) and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction. (Contains 5 tables.)
Writing Center Work Bridging Boundaries: An Interview with Muriel Harris
Author: Threadgill, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing (Composition),Laboratories,Interviews,English Instruction,College English,Higher Education,Research and Development,Theory Practice Relationship,Writing Instruction,Instructional Materials

This article presents an interview with Dr. Muriel Harris who is considered as one of the most influential figures in writing center research and practice for over three decades. She is currently Professor Emerita of English at Purdue University. She founded The Purdue Writing Center which she directed from 1976 until 2003. She also founded Purdue's Online Writing Lab (OWL), and the Writing Lab Newsletter (http://writinglabnewsletter.org/) for which she continues to serve as the editor. For her service to and scholarship in the fields of developmental education, learning assistance, and writing centers, Dr. Harris has been honored with a festschrift, &quot;The Center Will Hold: Critical Perspectives on Writing Center Scholarship&quot; (a festschrift in honor of Muriel Harris), and a namesake award, the Muriel Harris Award for Outstanding Scholarship, which the International Writing Centers Association (IWCA) awards tri-annually. In the interview, Dr. Harris shares her views about the developing nature of writing centers from her over 30 years of work and observation in writing centers.
Ideas for Practice: A Collaborative Look to the Classroom
Author: Osterholt, Dorothy A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Emotional Response,Colleges,Developmental Studies Programs,College Students,College Preparation,College Readiness,Emotional Intelligence,Interpersonal Competence,Cooperative Learning,Student Needs,Academic Achievement,Class Activities,Learning Activities,Reflection,Critical Thinking,Higher Education

Many developmental students begin college ill-equipped in the social and emotional competencies to be successful. Thus, it is essential that institutions of higher education address the broader needs of these students. The purpose of this article is to present collaborative learning as a tool for addressing the social and emotional inhibitors that may prevent success during this time of transition. We address potential concerns for making this pedagogical shift and present reasons for considering this approach. We also provide specific classroom applications of this process that increase the chance that all students acquire the full spectrum of skills crucial for academic success through cooperatively-shared experiences. (Contains 3 tables.)
Critical Thinking: Competency Standards Essential for the Cultivation of Intellectual Skills, Part 1
Author: Elder, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Competence,Critical Thinking,Higher Education,College Students,Standards,Instruction,Teachers,College Faculty

Much lip service is given to the notion that students are learning to think critically. Studies consistently show that though faculty say that critical thinking is important to their instruction, they have difficulty articulating a clear conception of it and demonstrating how they foster it. In order for students to learn critical thinking, instructors need to explicitly teach it through focused instruction. And standards for doing this are essential. Thus, the authors focus on some essential critical thinking competency standards. In this first column of the series, the authors essentially argue for the importance of critical thinking to instruction. In the several columns that follow, they provide examples of the competencies. These competencies serve as a resource for teachers, curriculum designers, administrators, and accrediting bodies. The use of these competencies across the curriculum will ensure that critical thinking is fostered in the teaching of any subject.
Developmental Mathematics: Challenges, Promising Practices, and Recent Initiatives
Author: Bonham, Barbara S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Mathematics,Higher Education,Mathematics Instruction,Mathematics Curriculum,Educational Change,Enrollment,Mathematics Achievement

Developmental education has increasingly become part of the national debate in higher education. This is particularly true for developmental mathematics courses which, in general, have the highest rates of failure and noncompletion of any developmental subject area. This manuscript describes the current state of the art in developmental mathematics, discusses major initiatives designed to reform and improve success rates, and identifies research-based teaching practices associated with improved student performance in developmental mathematics courses.
Incorporating Study Strategies in Developmental Mathematics/College Algebra
Author: Mireles, Selina Vasquez
Date: 2011-00-00
Type: Journal Articles
Subjects: Study Skills,Algebra,Developmental Programs,Mathematics Instruction,College Mathematics,Study Habits,Teaching Methods,Instructional Effectiveness,Learning Strategies,College Students,Student Attitudes,Surveys,Summer Programs,Anxiety,Test Wiseness,Student Motivation,Behavior Change

The purpose of this paper is to discuss the effectiveness of incorporating study strategies in a developmental mathematics/college algebra program. Both quantitative and qualitative data were collected through a quasiexperimental methodology. Results show that students reported increases on the Learning and Study Strategies Inventory (LASSI) scales in study strategy usage, and this new strategy usage was supported by comments students made on open-ended surveys. A discussion of conclusions, limitations, recommendations, and suggestions is also included. (Contains 2 tables.)
Improving Success in Developmental Mathematics: An Interview with Paul Nolting
Author: Boylan, Hunter R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Problems,Study Skills,Developmental Studies Programs,Specialists,Learning Strategies,Campuses,Examiners,Interviews,Mathematics,Mathematics Instruction,Mathematics Education,Mathematics Achievement,Teaching Styles,Scores,Memory,Mathematics Anxiety,Academic Achievement,Colleges,High School Students

This article presents an interview with Dr. Paul Nolting, a national expert in assessing individual math learning problems, developing effective student learning strategies, and assessing institutional variables that affect math success. Since his dissertation in 1986 on improving math success with study skills Dr. Nolting has consulted with over 100 college, university, and high school campuses on math success. His &quot;Winning at Math&quot; text won book of the year award from the National Association of Independent Publishers for best text of the association and is the only research-based math study skills text published in the U.S. He is employed at the State College of Florida in Bradenton, FL and has been an institutional test administrator, learning specialist, director of Title III Programs, Student Support Services director, and disability coordinator. He has also been a graduate school adjunct instructor at the University of South Florida and Florida Gulf Coast University. His life has been dedicated to improving the success of math students. In this interview, Dr. Nolting shares his views on why so many incoming students place into developmental math and why so many fail to complete developmental math. He offers strategies recommended for students who fail a developmental math course.
Reflections on Developmental Mathematics--Building New Pathways
Author: Asera, Rose
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Evidence,Mathematics,Mathematics Instruction,Mathematics Education,Community Colleges,Higher Education,Two Year Colleges,Academic Achievement,College Faculty,College Students

Developmental education is a pedagogical challenge, especially since students are grappling with academic material they have seen before (some recently). In this article, the author discusses developmental mathematics and describes the typical developmental mathematics sequence. She also proposes to build new pathways for developmental mathematics. She asserts that making the change from the current configuration of developmental mathematics to a landscape shaped by a number of well-marked pathways will not be particularly easy. She suggests to build new pathways with a central focus on students and conscientious attention to evidence of learning.