ethanporcaro/eric-fulltext-meta huggingface dataset:
Laggards, Labeling and Limitations: Re-Connecting Labeling Deviance Theory with Deweyan Pragmatism
Author: Fitch, Frank
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Education,Progressive Education,Inclusive Schools,Disabilities,Special Education,Freedom,Democracy,Labeling (of Persons)

John Dewey defines democracy as a form of associated living "in which the interests of a group are shared by all its members, and the fullness and freedom with which it interacts with other groups." Few would argue that people with disabilities have been among the most excluded, the least able to share in the fullness and freedom of "associated living." The publication of Leonard Ayres "Laggards in our Schools" in 1909 came at a time when the nation required schools to serve a much more diverse range of students. Since that time, special education has increasingly served as a way to manage heterogeneity by removing those categorized as "laggards," the "feeble minded" and most recently "exceptional" from the mainstream. This practice, grounded in scientific positivist assumptions and the bio-medical model of disability, continues to legitimate segregation and inequality and justify a dual system of special and general education. Demonstrating the socially constructed nature of difference/deviance, labeling deviance theory has played a crucial role in challenging this orientation, serving as one of the key conceptual foundations for the disability and inclusive education movements. Because it is disconnected from its pragmatist roots, however, it has been effectively distorted and appropriated within a positivist framework and then deployed within the field of education and beyond. In this paper, the author examines the nature of this disconnection and argues for reconnecting labeling deviance theory with its roots within a Deweyan pragmatist tradition. (Contains 38 footnotes.)
Equality and Schooling: Laggards, Percentiles and the U.S. Constitution
Author: Welsh, Benjamin H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Equal Education,Disabilities,Special Education,Definitions,Social Justice,Instructional Leadership,Power Structure,Public Education

The contradiction between the concept of equality found in the Declaration of Independence and that found in U.S. Constitution led the author to question what the Constitution had to say about education. After all, Montesquieu (1689-1755), a French &quot;philosophe&quot; whose work heavily influenced Thomas Jefferson, James Madison and the U.S. Constitution, understood that education was a prerequisite for equality. Specifically, Montesquieu believed that the principle of equality had to be &quot;inculcated through a general education by raising the whole people as a family.&quot; Thus, one would suppose that if the concept of equality was going to be addressed anywhere in the Constitution, it would be where education was also discussed. Surprisingly, the U.S. Constitution is found to make no mention of education. No article or section established education as a states' right either. This paper proposes that through the omission of universal education on one hand and the failure to clarify the meaning of equality on the other, the U.S. Constitution created a power vacuum with both institutional and conceptual dimensions. Thus, the educational leadership that emerged over the next two hundred years can be viewed as attempts to fill those dimensions of the power vacuum in various ways. (Contains 1 table and 21 footnotes.)
What If Education Is Not a Race?: The Need within Democratic Life to See Education as a Personal, Interpersonal, and Transpersonal Journey and the Present Possibilities for Helping the People to See This
Author: Novak, Bruce
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Development,Federal Legislation,Presidents,Social Justice,Social Action,Political Attitudes,Activism,Political Affiliation,Educational Policy,Elections,Political Campaigns,Philosophy,Educational Philosophy

In this paper, the author outlines what No Child Left Behind policy might mean first in personal then in  philosophical terms. First, the author will trace a bit of Obama's own educational development: how he was first set on a personal educational journey and how, proceeding along with that journey, he eventually came to successfully elicit &quot;us&quot; to travel along with him on a similar, collective journey as a democratic people. Yet as a people, Americans clearly have only so far taken small steps along that journey since Obama's election. Americans need a clearer vision of where it is they should be going than Obama himself has so far been able to provide. So, second, he will begin to trace some of the philosophical roots of Obama's personal journey. (Contains 23 footnotes.)
Moderate Pluralism: Beyond a Reasonable Liberalism to Recognition of Cultural Expertise
Author: Fraser-Burgess, Sheron
Date: 2010-00-00
Type: Journal Articles
Subjects: Political Attitudes,Democracy,Well Being,Educational Philosophy,Moral Values,Freedom,Student Diversity,Cultural Differences,Justice,Equal Education

The growing diversity of school populations in the present education milieu raises issues of treating difference along multiple lines of the social, political and economic well being of children. Difference is here defined as politically significant group identities to which the author refers as cultures or identity groups. Political liberal theorists generally subsume identity group theorizing in education within broader moral/political frameworks of justice and mutual reciprocity. They believe that the principles of political liberalism are adequate to ensure appropriate treatment of difference in education. This paper argues that in principle, political liberalism's commitment to individual freedom under conditions of reason provides an adequate moral ground for the equality implied in the notion of democratic education.(Contains 33 footnotes.)
What's Pragmatic about Community Organizing?
Author: Abowitz, Kathleen Knight
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Action,Educational Change,Community Organizations,Educational Researchers,Equal Education,Political Attitudes,Educational Philosophy,Criticism

In the last decade, educational researchers and scholars have turned new attention to the theory and practice of community organizing as a method for addressing education injustices. While there are diverse traditions of community organizing work, by far the most influential model in US contexts is that of Saul Alinsky, whose "Rules for Radicals" organizer's bible is subtitled "A Pragmatic Primer for Realistic Radicals." Alinsky was not a proclaimed pragmatist in the philosophical sense of that term, but in the "useful and practical" sense. In that vein, his model for community organizing is increasingly used, adapted, and re-formulated by educational activists of many stripes. His work is an inspiration for much community organizing work in education today, which presents on the face of it an interesting contrast to the dominance of the Deweyan pragmatism in curricular and political theorizing in education. In this paper, the author explores whether and how philosophical pragmatism might be a useful tool for achieving educational reform through social action work such as community organizing. The author explores Aaron Schutz's arguments relevant to Deweyan democracy and revisit Dewey's democratic theory to test these arguments. The purpose is not to "rescue" Dewey from Schutz's critique, but to ask a question related to it: whether, and how, can pragmatism be a useful philosophical orientation for community organizing work in the face of today's educational injustices? (Contains 33 footnotes.)
Literacy as Dialogue
Author: Falk, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: Literacy Education,Federal Legislation,Figurative Language,Criticism,Politics of Education,Educational Philosophy,Intellectual Development,College Presidents,Slavery,Biographies,Reading Habits,Writing (Composition)

Critical scholarship frequently depicts literacy education as an "initiation into passivity." Disconnected from the lives of students and reduced to strategies for scoring points on tests, literacy becomes an exercise in the reproduction of a moral economy of discipline, compliance, and productivity. Yet people also recognize that the modern world compels everyone to be literate as never before. Seeking to escape literacy's hegemonic-emancipatory dualism, many turn to criticism of recent political efforts such as the No Child Left Behind Act of 2001 or the "Why Johnny Can't Write" report of 1975. In this essay, the author argues that such criticisms are limiting and that better, more philosophical answers remain to be found. The author will examine the lives of M. Carey Thomas, second president of Bryn Mawr College, and Frederick Douglass, slave boy turned public intellectual. The reading and writing habits of these two Americans demonstrate literacy not simply as a reductive formula for scoring points on tests, but as a metaphor for intelligent living. (Contains 32 footnotes.)
Globalization and Philosophy of Education
Author: Watras, Joseph
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Maintenance,Cultural Maintenance,Political Attitudes,Indigenous Populations,Free Enterprise System,Democracy,Global Approach,Corporations,Educational Philosophy,Social Change,Values

The term "globalization" is relatively new. Alfred E. Eckes, Jr. and Thomas W. Zeiler credit Theodore Levitt for coining the word in 1983 in an article in the Harvard Business Review. In a short time, other authors adopted the term. Thomas Freidman, for example, used the phrase to define the 1990s. Freidman claimed that the world had entered a new era because free market capitalism brought about the integration of countries and the standardization of  cultures. Scholars disagree about the effects of the worldwide changes. Although Friedman claimed he did not admire globalization, he asserted that countries that had McDonald restaurants never went to war with each other. On the other hand, critics of the spread of multinational corporations such as Ken Saro-Wiwa contended that corporations such as Shell Oil Company deprived indigenous people of their homes, their livelihoods, and their lives. In 2003, UNESCO adopted a convention to safeguard such cultural inheritances as language, performing arts, rituals, and skills with crafts, warning that globalization caused people to disparage older, more traditional ways of life. The aim of this paper is to describe the efforts of two philosophers of education who tried to preserve the values of democracy in the face of extensive social changes going on during their lifetimes. The subjects are William Torrey Harris and John Dewey. (Contains 32 footnotes.)
The Ethics of Corporatization: Competing Visions for University Leadership
Author: Johnson, Benjamin Ashby
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Governance,Ethics,Leadership,Corporations,Educational History,Educational Practices,Teacher Role,College Faculty,Administrator Effectiveness,College Administration,Business

Corporate business practices among leaders of higher education have increasingly come under fire during the last two decades. Questions of university leadership, however, particularly corporate practices, go back at least to the early twentieth century. This paper contrasts the views of Thorstein Veblen and Charles W. Eliot, two prominent early twentieth century educators, whose opposing views demonstrate the still relevant benefits and perils of corporate practices in higher education. A brief summary of the lives of Veblen and Eliot is provided, followed by a discussion of their opposing beliefs on the qualities of a successful administrator and the role of the faculty in university governance. (Contains 39 footnotes.)
Regional Stewardship and the Redefinition of Higher Education
Author: Simpson, Timothy Leahy
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Community Problems,Management Systems,Institutional Mission,School Community Relationship,Regional Schools,Regional Planning,Definitions,Organizational Change,Organizational Culture,Leadership Responsibility,Educational Change,Change Strategies,Educational Philosophy

Inspired by the late John Gardner, in May 2000 the &quot;Alliance for Regional Stewardship&quot; (ARS) was formed as a &quot;peer-to-peer network of regional leaders working across boundaries to solve tough community problems.&quot; According to the ARS, regional stewardship is the leadership needed to address the complex problems of one's time. In January 2006, ARS, the American Association of State Colleges and Universities (AASC&amp;U), and the National Center for Higher Education Management Systems (NCHEMS) published &quot;Making Place Matter: Tools and Insights for Universities Called to Regional Stewardship&quot; &quot;to provide tools and practical insights to regional and campus leaders as they seek to build and deepen their relationship to create more vital and viable places. According to these institutions and agencies, colleges and universities of all kinds across the nation should transform themselves into regional stewards. Should colleges and universities conceive of themselves as regional stewards and more aggressively and more creatively engage society's most pressing challenges? To address this question, the paper begins by reviewing the contested purpose of higher education in the United States. It then identifies why proponents, such as &quot;Making Place Matter,&quot; believe that regional stewardship is needed, why higher education seems to be an attractive candidate for it and how higher education would be redefined if it adopted regional stewardship as its mission. The paper then argues that the redefinition of higher education in terms of regional stewardship, as defined by the above agencies, would not serve the students or the society well. The paper concludes that the notion of regional stewardship should be expanded and proposes a path for further reflection. (Contains 24 footnotes.)
Unity and Diversity in Educational Research: On Heterogeneous Community
Author: Stemhagen, Kurt
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Research,Differences,Inquiry,Public Policy,Theory Practice Relationship,Research and Development,Preschool Education,Cultural Differences,Cross Cultural Studies

The debate rages on between those who endorse scientific standards for educational research--scientifically based research (SBR)--and those who see such a characterization of the research endeavor as unduly narrow and rigid. One unresolved question in this debate involves the place of inquiry that does not aim to produce generalizable knowledge, but instead insists on questioning knowledge claims. The persistence of this question reflects a deep division in the educational research community. In this paper, the authors argue for an uneasy reconciliation. They seek to blur the distinction between research that aims at practical knowledge and research that aims at finding limits of knowledge. Exploring limitations is an essential part of making something useful, they argue, while attempting to be practical will always reveal to them their limitations. First, they will present the competing paradigms of "research as generalization and simplification" and "research as exploring the limits of knowledge" as a point of departure and examine the ancient nature of this debate. Next, they take on D.C. Phillips' challenge for philosophers to "take an interest in empirical educational research" and they present two specific instances of educational research in light of this reframing. Finally, they consider the implications of this reconciliation for public policy. (Contains 22 footnotes.)
Exploration to Identify Professional Dispositions of School Librarians: A Delphi Study
Author: Bush, Gail
Date: 2010-00-00
Type: Journal Articles
Subjects: Delphi Technique,Library Education,Qualitative Research,School Libraries,Librarians,Evaluation,Library Science,Teacher Effectiveness,Academic Achievement,Lifelong Learning

This article reports the findings of an exploratory study to identify professional dispositions of school librarians. The authors employed the Delphi method, a qualitative research method that emphasizes expert knowledge and consensus within a particular field. The Delphi panel consisted of members of the editorial boards of nationally recognized school library journals in the United States. Panelists independently forecasted and described the identified professional dispositions, commented on eleven prominent dispositions that received the most responses, and ranked and combined categories of dispositions. The results of this study provide a foundation for further exploration of professional dispositions, leading to the design of signature pedagogies for use in school library education, appropriate assessment measures for both school library education and practicing school librarians, and thoughtful and reflective consideration of the acquisition and nurturance of these dispositions. (Contains 3 tables.)
The Relationship between School Culture and the School Library Program: Four Case Studies
Author: Howard, Jody K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,School Culture,Leadership Styles,School Libraries,Case Studies,Library Services,Leadership,Organizational Culture,Principals,Librarian Teacher Cooperation,Academic Achievement,Models,Elementary Secondary Education,Cooperation,Information Literacy,Curriculum,Professional Development

This research describes the results of a cross-case analysis of four individual case studies at schools having nationally recognized school library programs. The focus of the study is on the culture of the school as an organization and its effect on establishing an effective school library program. The purpose of the study was to identify cultural themes at each school. The approach to analysis is consistent with the tenets of naturalistic research and reflects the assumptions of qualitative research. Giddens' (1984) structuration theory, Senge's (1990) concepts of the learning organization, and Schein's (1992) theory of organizational culture provide the framework for this research. Common patterns found at each site include the presence of a collaborative culture, the collaborative leadership style of the principal, and high expectations for the students and the staff. Possible future research includes replicating this study using a larger number of schools to determine if the same patterns will surface. Additional research is necessary to further analyze the role of culture in organizations and its effect of establishing an effective school library program.
Do the Images of Neuronal Pathways in the Human Central Nervous System Show Feed-back? A Comparative Study in Fifteen Countries.
Author: Clement, Pierre
Date: 2010-06-00
Type: Journal Articles
Subjects: Feedback (Response),Textbook Content,Textbooks,Ideology,Memory,Anatomy,Brain,Comparative Analysis,Neurological Organization,Human Body,Neuropsychology,Sociocultural Patterns,Context Effect,Foreign Countries

In the human brain, the neuronal pathways are networks which support our learning, memory and thought, and which work with permanent feedback. However, only 19% of illustrations of these neuronal pathways, in the 55 analysed school textbooks coming from 15 countries, were showing feedbacks. The neuronal pathways related to movements were generally introduced by linear spinal cord reflexes, and sometimes mostly reduced to reflexes. In consequence, in most countries, the scientific knowledge taught with these images of neuronal pathways was linked with an implicit ideology: A clear behaviourism associated with reductionism, and even sometimes with innatism or spiritualism. Two thirds of the few images with feedback were related to vegetative functions: the neuro-hormonal control of female and male reproduction, and of heart and breathing rhythms. Nevertheless, even for these vegetative controls, there was not any feedback in several of the 55 analysed textbooks. Only in three countries, the double innervation (gamma and alpha) of striated muscles, with the regulatory function of the neuro-muscular spindle, was illustrated with only one image in each of the three corresponding textbooks. Few images illustrated neuronal pathways in the brain, and only exceptionally as the neuronal networks (with feedback) which are the supports of our memory and of our thought. The persistence of the same kind of images in school textbooks of these contrasted countries suggest that the conceptions of human brain are less linked to national socio-cultural contexts rather than to international dominant ideologies. (Contains 1 footnote, 2 tables, and 12 figures.)
Authenticity in the Process of Learning about Instructional Design
Author: Wilson, Jay R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Design,Problem Based Learning,Service Learning,Social Change,Learning Processes,Teaching Methods,Scaffolding (Teaching Technique),Universities,Courses,Foreign Countries

Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006). Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007). (Contains 3 figures.)
Online Professional Development Conferences: An Effective, Economical and Eco-Friendly Option
Author: Anderson, Lynn
Date: 2009-00-00
Type: Journal Articles
Subjects: Travel,Climate,Professional Development,Computer Mediated Communication,Training,Conferences (Gatherings),Distance Education,Foreign Countries

In order to stay current within their field, many professionals regularly attend conferences and training events in distant locales. Travel to these conferences costs professionals, and their sponsor organizations, both time and money. In the past the benefits afforded by these conferences, and the lack of comparable alternatives, have provided justification for these expenditures. However, recent studies have shown that the cost of travel extends beyond the pocketbook. Transportation is a major contributor of carbon dioxide (CO[subscript 2]) emissions, a key suspect in the argument for the negative impact of global climate change. This paper examines the potential effects of travel to these conferences on the environment and promotes online conferences as a comparable alternative to face-to-face events. A successful online conference is used to demonstrate the magnitude of the environmental and economical benefits of online conferences. The authors posit that online conferencing technologies have evolved such that they now offer another option for professional development that is effective, economical and environmentally friendly. (Contains 1 figure and 7 tables.)