Presentation on theme: "Mary Poplin, Claremont Graduate University March, 2014."— Presentation transcript:
Mary Poplin, Claremont Graduate University March, 2014
State Governments in charge of US education Supreme Court Ruling 1954 – separate not equal Desegregation – Busing
Early Education – Head Start Compensatory programs Tracking and De-tracking Special Education Bilingual /education Free Lunch Various Remedial Programs
Achievement Data Graphs
ETS Black White Achievement Gap – July 2010
NCES Hispanic White Gap – June 2011
Early movement after desegregation Problematic Dismantling of Neighborhood Schools Remedial curriculum, not same Grade inflation
Strong administrators High expectations for teachers and students Orderly school climate Time on academic tasks Basic skills Frequent assessments to check progress
Did you do what you said you would do? Did you serve the right students? Did you serve the right number of students?
Achievement analyzed by race and class Not average scores of all students Requirement to increase each subgroup Tied to evaluation of states, districts, schools and teachers
Education leading to college Education leading to career
Transmission of Knowledge Construction of Meanings
Set of knowledge and social virtues passed from generation to generation Carefully planned presentation of content Class Discussion and Individual Practice Teacher Feedback Teacher controls the learning
Students learn through experience Assimilation, accommodation, equilibration Depends on social and language contexts Student controls the learning
Both effective schools movement and NCLB used more transmission Validates frequent monitoring of student progress Validates teacher feedback – immediate and content directed Need for background knowledge
In three high schools: 53% of the English teachers and 60% of the math teachers have 30%-75% of their students moving down a level in a single year.
Use transmission Lecture and whole class discussion Strict High expectations Move around room Give extensive feedback Disposition to work hard
Strict Explain things over and over Believes in me Wants me to go to college, have a good life, be successful
1/3 were immigrants 1/3 were African American No particular age or years of teaching Not necessarily better degrees 1/3 had similar lives as their students Neither far left or right politically Most were religious and said their religion was a significant reason for their work.
Kirschner, Mayer, Hirsch, Hattie Students are novices, not experts Lack of background knowledge Active learning does not mean action Transmission can engage minds Cognitive overload Critical importance of immediate feedback
If students do learn by constructing new meanings, they may be more able to do that with a more active teacher who is skilled in transmitting information.
They excel above all others!
CEP Trends for Asian American Students – June 2010