Pub Date : 1972-01-01DOI: 10.1163/9789004465008_003
C. King
I HE inability of citizens and educators to assess realistically the role of education in times of churning racial anxi eties and fears is a tragic failing. The ten dency to view the teacher as a kind, nice, and harmless lady in the "little red schoolhouse" has virtually disappeared. Apples for the teacher have been replaced by the wea ponry of hostility and sarcasm. The attempt to inject into the classroom the unreal world of Hansel and Gretel, Jack and the Beanstalk, and Alice in Wonderland may still kindle sparks of wonderment in the eyes of children, but their dull, drab existence outside of class makes these efforts mockery. The clutching to the heart of such values and limited insights in relation to currently unfolding events should notify teachers that the time has arrived for a New Professional ism. Not one that completely discounts con tributing textbooks and techniques, but rather one that correlates direct application of the world outside of the classroom; its ethnic and geographical divisions; the roar of urban transition; the creeping tide of separatism; the destructive mark of white racism; the oppressive moves to curb liberalism; and the recalcitrant postures of conservatism. Add to this the imposing eyes of the Department of Health, Education, and Welfare; the angry protests of black militancy; the retreat by white America to the suburbs; the inequities and dire contrasts of school; ad infinitum. It should be clear that the professional ism that developed within the "little red schoolhouse" is now lost in the myriad of change. The New Professionalism must view these changes as alarms. As a part of the city, the classroom becomes not only the magnet that draws children but also becomes a thermometer that measures the social tem perature of our times. Integration of staff presents a challenge to the New Professionalism. It is not an ideal situation, neither can it be exhibited as a positive change without our reminding our selves of a few negative consequences.
{"title":"The New Professionalism?","authors":"C. King","doi":"10.1163/9789004465008_003","DOIUrl":"https://doi.org/10.1163/9789004465008_003","url":null,"abstract":"I HE inability of citizens and educators to assess realistically the role of education in times of churning racial anxi eties and fears is a tragic failing. The ten dency to view the teacher as a kind, nice, and harmless lady in the \"little red schoolhouse\" has virtually disappeared. Apples for the teacher have been replaced by the wea ponry of hostility and sarcasm. The attempt to inject into the classroom the unreal world of Hansel and Gretel, Jack and the Beanstalk, and Alice in Wonderland may still kindle sparks of wonderment in the eyes of children, but their dull, drab existence outside of class makes these efforts mockery. The clutching to the heart of such values and limited insights in relation to currently unfolding events should notify teachers that the time has arrived for a New Professional ism. Not one that completely discounts con tributing textbooks and techniques, but rather one that correlates direct application of the world outside of the classroom; its ethnic and geographical divisions; the roar of urban transition; the creeping tide of separatism; the destructive mark of white racism; the oppressive moves to curb liberalism; and the recalcitrant postures of conservatism. Add to this the imposing eyes of the Department of Health, Education, and Welfare; the angry protests of black militancy; the retreat by white America to the suburbs; the inequities and dire contrasts of school; ad infinitum. It should be clear that the professional ism that developed within the \"little red schoolhouse\" is now lost in the myriad of change. The New Professionalism must view these changes as alarms. As a part of the city, the classroom becomes not only the magnet that draws children but also becomes a thermometer that measures the social tem perature of our times. Integration of staff presents a challenge to the New Professionalism. It is not an ideal situation, neither can it be exhibited as a positive change without our reminding our selves of a few negative consequences.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1972-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64562063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
IF THINGS are important in in verse ratio to the ease with which they may be defined, religion must be very im portant indeed; for no one can define it in a way acceptable to everyone. This may be seen as a bit of a handicap to those pro posing to study religion, whatever it is. Importance aside, it is only recently— since the 1963 Supreme Court ruling on de votional Bible reading—that the schools have become sure of the propriety of the study of religion in public institutions. Since then such study has dramatically increased, the lack of definition being reflected in the variety of the projects. In the light of the success of these projects, it now seems absurd that religion was so neglected for so long. Of course, the importance of religion does not hinge on its definition. Religion has significantly influenced man's history and literature. One does not have to be a Toynbee to recognize the pervasive influence, for good and for bad, of religion in history. The same is true in literature: not only does a good deal of modern and traditional literature deal with religious themes ("Religion and Literature"), not only does literature use the Bible ("Bible and Literature"), but also much of the sacred writings of the world's religions has literary merit itself ("Religious Literature"). Other approaches could be differenti ated, but these three represent the basic ways religion affects the literature curriculum. Most current projects are limited to the latter two, and of these most deal with the Bible. The projects discussed in this article repre sent only a sampling of the activities under way. More information on these, and a host of others, is available from the Religious In struction Association, a clearinghouse on methods and materials for the study of re ligion in public education (P. O. Box 533, Fort Wayne, Ind. 46801).
如果事物的重要性与事物的定义难易程度成正比，那么宗教无疑是非常重要的;因为没有人能以一种人人都能接受的方式来定义它。对于那些想要学习宗教的人来说，这可能是一个障碍，不管它是什么。抛开重要性不谈，直到最近——自从1963年最高法院对虔诚的《圣经》阅读作出裁决以来——学校才确信在公共机构中进行宗教研究是适当的。自那时以来，这种研究急剧增加，缺乏定义反映在各种项目中。鉴于这些项目的成功，宗教在这么长时间里被忽视似乎是荒谬的。当然，宗教的重要性并不取决于它的定义。宗教对人类的历史和文学产生了重大影响。即使不是汤因比家族的人，也能认识到宗教在历史上无处不在的影响，无论是好是坏。文学也是如此:不仅大量现代和传统文学涉及宗教主题(“宗教与文学”)，不仅文学使用圣经(“圣经与文学”)，而且世界上许多宗教的神圣著作本身也有文学价值(“宗教文学”)。其他的方法可以区分开来，但这三种方法代表了宗教影响文学课程的基本方式。目前大多数项目都局限于后两者，其中大多数涉及圣经。本文中讨论的项目仅代表了正在进行的活动的一个样本。更多关于这些的信息，以及其他许多信息，可以从宗教教育协会(Religious In struction Association)获得，这是一个研究公共教育中宗教研究方法和材料的信息交流中心(印第安纳州韦恩堡533号邮政信箱46801)。
{"title":"Religion in the Curriculum.","authors":"David L. Barr","doi":"10.1093/jaarel/lv.3.569","DOIUrl":"https://doi.org/10.1093/jaarel/lv.3.569","url":null,"abstract":"IF THINGS are important in in verse ratio to the ease with which they may be defined, religion must be very im portant indeed; for no one can define it in a way acceptable to everyone. This may be seen as a bit of a handicap to those pro posing to study religion, whatever it is. Importance aside, it is only recently— since the 1963 Supreme Court ruling on de votional Bible reading—that the schools have become sure of the propriety of the study of religion in public institutions. Since then such study has dramatically increased, the lack of definition being reflected in the variety of the projects. In the light of the success of these projects, it now seems absurd that religion was so neglected for so long. Of course, the importance of religion does not hinge on its definition. Religion has significantly influenced man's history and literature. One does not have to be a Toynbee to recognize the pervasive influence, for good and for bad, of religion in history. The same is true in literature: not only does a good deal of modern and traditional literature deal with religious themes (\"Religion and Literature\"), not only does literature use the Bible (\"Bible and Literature\"), but also much of the sacred writings of the world's religions has literary merit itself (\"Religious Literature\"). Other approaches could be differenti ated, but these three represent the basic ways religion affects the literature curriculum. Most current projects are limited to the latter two, and of these most deal with the Bible. The projects discussed in this article repre sent only a sampling of the activities under way. More information on these, and a host of others, is available from the Religious In struction Association, a clearinghouse on methods and materials for the study of re ligion in public education (P. O. Box 533, Fort Wayne, Ind. 46801).","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1971-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/jaarel/lv.3.569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61611546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Literature by and about Minorities.","authors":"Joanne Dale","doi":"10.2307/3041393","DOIUrl":"https://doi.org/10.2307/3041393","url":null,"abstract":"H<IOW can teachers of English language arts become familiar with literature by and about ethnic minorities? How can they make appropriate choices from this body of literature for the students in their classes? To answer these questions the Office of the Los Angeles County Superintendent of Schools undertook two projects. One was the publication of a bibliography entitled Portraits, The Literature of Minorities.' The other was a workshop on the teaching of literature conducted at Loyola University in Los Angeles in June 1970.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"4 1","pages":"133"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3041393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68626263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4324/9780203709627-19
Michael E. Martinez, Joseph I. Lipson
T ests have long been used to classify people and to evaluate educational programs. The ben efits of testing for these purposes, though, have accrued mainly to insti tutions and have generally not served learners directly. Therefore, critics have rightly questioned the pedagogi cal relevance of educational assess ment in its present form (McLean 1986, Frederiksen 1984). Recently, though, an exciting new vision of testing is emerging, in part from a sense of what is now techno logically feasible. For example, ad vances in cognitive science have made it possible to understand in some de tail how learning takes place in subject matter areas, such as science and mathematics. Likewise, the develop ment of item-response theory in psychometrics has enabled us to describe growth in expertise more precisely than ever before. And, of course, great strides in computer and related tech nologies have been made during the past decade. In short, converging forces portend a new generation of tests—tests that better serve the inter ests of teachers and students in pro moting learning. Here we describe the essential ele ments of a new generation of tests,
{"title":"Assessment for Learning.","authors":"Michael E. Martinez, Joseph I. Lipson","doi":"10.4324/9780203709627-19","DOIUrl":"https://doi.org/10.4324/9780203709627-19","url":null,"abstract":"T ests have long been used to classify people and to evaluate educational programs. The ben efits of testing for these purposes, though, have accrued mainly to insti tutions and have generally not served learners directly. Therefore, critics have rightly questioned the pedagogi cal relevance of educational assess ment in its present form (McLean 1986, Frederiksen 1984). Recently, though, an exciting new vision of testing is emerging, in part from a sense of what is now techno logically feasible. For example, ad vances in cognitive science have made it possible to understand in some de tail how learning takes place in subject matter areas, such as science and mathematics. Likewise, the develop ment of item-response theory in psychometrics has enabled us to describe growth in expertise more precisely than ever before. And, of course, great strides in computer and related tech nologies have been made during the past decade. In short, converging forces portend a new generation of tests—tests that better serve the inter ests of teachers and students in pro moting learning. Here we describe the essential ele ments of a new generation of tests,","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"46 1","pages":"73-75"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70591342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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