Fi r s t , vo te "Yea" or "Nay" on the fol lowing f rom Wi t tgens t e in : What is t he use of s tudying philosophy if all t h a t it does for you is t o enab le you to ta lk with some plaus ibi l i ty abou t some a b s t r u s e ques t ions of logic , e t c . , and if it does not improve your th inking about t he impor t an t ques t ions of eve ryday l i f e . . . ? If you a re p r o t e s t i n g t h a t t h e issues in the q u o t a t i o n a r e not t h a t easy to vo te on, then this C u r r e n t Issues is p e r f e c t for you. It will p rov ide c o n t e x t and a rgumen t s to f u r t h e r your u n d e r s t a n d i n g of t he complex i ty of t h e issues involved—with a special emphasis on Dewey ' s t h i n k i n g . On the o the r hand, if you found vot ing easy , th is C u r r e n t Issues is even more p e r f e c t for you. It will show why it is not a lways easy to know what your vo te is suppor t i ng when it is c a s t on phi losophical ques t ions , e spec ia l ly ques t ions in social and moral phi losophy. The s o u r c e of our c o n t r i b u t i o n s gives C u r r e n t Issues a s l ight ly d i f f e r e n t look this y e a r . The top ic is still " c u r r e n t , " and, as you can see from the p reced ing p a r a g r a p h , much may be a t " issue." A se r i e s of c i r c u m s t a n c e s has made it possible t o r e p r o d u c e the John Dewey L e c t u r e , with a response , in this f o r m a t . The l e c t u r e , given annually at t he John Dewey Soc ie ty Mee t ing , was de l ive red last F e b r u a r y in Denver by Richard Berns te in of Haver fo rd C o l l e g e . Michael Simmons, S.U.N.Y. Buf fa lo and a member of the Dewey Board of D i r e c t o r s , p r e p a r e d a response for C u r r e n t Issues
菲r s t te,旁白“是的”或“不”《fol lowing rom Wi tgens t t f t e in:什么是他之用神盾tudying哲学史》如果所有t a t为你做它是t o enab le和一些让你ta lk plaus ibi洛杉矶我泰坏话t一些b t r s t u s e ques ions之逻辑,c e t。如果他不把你的爱当作儿歌？ 如果你喜欢a r p re o t e神盾t - i - n - g t a t t h e问题》和《q u o t a t i o n a r e不是t h e a t te的旁白,然后上这个C u r r e n t问题是p e r f e C t为你。一定是威尔p rov主意c t o n e x t和a rgumen t s到f r u r t h e n d e r s t u a n的d i - n - g t he情结的i泰t h e问题的风险——杜威with a特别emphasis on’s t k h - i - n - i - n - g。在每只手上，如果你发现容易，问题甚至对你来说更重要。这将告诉你，当你知道你的意见是什么时，我并不容易知道你的意见是什么。《s o u c r e of our c o n t r i c b u t i o n s给美国r r e n t问题a l晚上ly d e f f r e e n t看起来这个y a r。顶部的ic仍然是“c r r r n t”，正如你可以从p中看出的那样，很多都可能是“问题”。A se r e s的c我r c u m s t A - n - c e s已制造出它可能t o r e p r d u c e o《约翰杜威洛杉矶e c t u r e里,用反应,在这个f o r m A t。《l e c t u r e,赐予他annually att约翰杜威Soc ie泰密t ing,是de l我红最后F e b r u a r y在丹佛by Richard Berns te里没有的fo r % c o ' l l e g e。Michael Simmons, s.u.n. Buf lo和杜威董事会成员的D
{"title":"Editor’s Introduction","authors":"C. Eisele","doi":"10.5663/aps.v7i1.29344","DOIUrl":"https://doi.org/10.5663/aps.v7i1.29344","url":null,"abstract":"Fi r s t , vo te \"Yea\" or \"Nay\" on the fol lowing f rom Wi t tgens t e in : What is t he use of s tudying philosophy if all t h a t it does for you is t o enab le you to ta lk with some plaus ibi l i ty abou t some a b s t r u s e ques t ions of logic , e t c . , and if it does not improve your th inking about t he impor t an t ques t ions of eve ryday l i f e . . . ? If you a re p r o t e s t i n g t h a t t h e issues in the q u o t a t i o n a r e not t h a t easy to vo te on, then this C u r r e n t Issues is p e r f e c t for you. It will p rov ide c o n t e x t and a rgumen t s to f u r t h e r your u n d e r s t a n d i n g of t he complex i ty of t h e issues involved—with a special emphasis on Dewey ' s t h i n k i n g . On the o the r hand, if you found vot ing easy , th is C u r r e n t Issues is even more p e r f e c t for you. It will show why it is not a lways easy to know what your vo te is suppor t i ng when it is c a s t on phi losophical ques t ions , e spec ia l ly ques t ions in social and moral phi losophy. The s o u r c e of our c o n t r i b u t i o n s gives C u r r e n t Issues a s l ight ly d i f f e r e n t look this y e a r . The top ic is still \" c u r r e n t , \" and, as you can see from the p reced ing p a r a g r a p h , much may be a t \" issue.\" A se r i e s of c i r c u m s t a n c e s has made it possible t o r e p r o d u c e the John Dewey L e c t u r e , with a response , in this f o r m a t . The l e c t u r e , given annually at t he John Dewey Soc ie ty Mee t ing , was de l ive red last F e b r u a r y in Denver by Richard Berns te in of Haver fo rd C o l l e g e . Michael Simmons, S.U.N.Y. Buf fa lo and a member of the Dewey Board of D i r e c t o r s , p r e p a r e d a response for C u r r e n t Issues","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"5 1","pages":"ii - iv"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5663/aps.v7i1.29344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70827891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-01DOI: 10.6084/M9.FIGSHARE.3102583.V1
Kenneth V. Anthony
This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by increasing the overall diversity of society. These families situated the practice of home schooling within the exercise of religion inserting a Constitutional challenge into the debate over home schooling. The voices of these families, their declarations of independence from the educational norm in our nation, challenge our views of what really is the common good, what diversity we value, and what activities we include in our definition of the free exercise of religion.
{"title":"Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity","authors":"Kenneth V. Anthony","doi":"10.6084/M9.FIGSHARE.3102583.V1","DOIUrl":"https://doi.org/10.6084/M9.FIGSHARE.3102583.V1","url":null,"abstract":"This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by increasing the overall diversity of society. These families situated the practice of home schooling within the exercise of religion inserting a Constitutional challenge into the debate over home schooling. The voices of these families, their declarations of independence from the educational norm in our nation, challenge our views of what really is the common good, what diversity we value, and what activities we include in our definition of the free exercise of religion.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71209308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katarzyna A Zebrak, Daisy Le, Bradley O Boekeloo, Min Qi Wang
Minority populations are underrepresented in fields of science, perhaps limiting scientific perspectives. Informed by recent studies using Social Cognitive Career Theory, this study examined whether three conceptual constructs: self-efficacy, perceived adult support, and perceptions of barriers, as well as several discrete and immutable variables, were associated with intent to pursue college science education in a sample (N = 134) of minority youth (70.1% female and 67.2% African American). A paper-and-pencil survey about pursuit of college science was administered to 10th graders with a B- or better grade point average from six high schools in an underserved community. Results indicated that the three conceptual constructs were bivariate correlates of intent to pursue college science education. Only perceived adult support and knowing whether a parent received college education were significant predictors in multivariate modeling. These results build on previous research and provide further insight into youth decision-making regarding pursuit of college science.
{"title":"Predictors of intent to pursue a college health science education among high achieving minority 10<sup>th</sup> graders.","authors":"Katarzyna A Zebrak, Daisy Le, Bradley O Boekeloo, Min Qi Wang","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Minority populations are underrepresented in fields of science, perhaps limiting scientific perspectives. Informed by recent studies using Social Cognitive Career Theory, this study examined whether three conceptual constructs: self-efficacy, perceived adult support, and perceptions of barriers, as well as several discrete and immutable variables, were associated with intent to pursue college science education in a sample (N = 134) of minority youth (70.1% female and 67.2% African American). A paper-and-pencil survey about pursuit of college science was administered to 10th graders with a B- or better grade point average from six high schools in an underserved community. Results indicated that the three conceptual constructs were bivariate correlates of intent to pursue college science education. Only perceived adult support and knowing whether a parent received college education were significant predictors in multivariate modeling. These results build on previous research and provide further insight into youth decision-making regarding pursuit of college science.</p>","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4296255/pdf/nihms636703.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32983581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, economic downturn and changes to Indiana’s school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana’s public school corporations. The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement. This three-year, quantitative study examines budget cutback amounts, teaching position reductions, per-pupil spending changes, class-size data, and student-achievement indicators. Methods of data collection include a statewide superintendent’s survey, an evaluation of student achievement indicators, and a collection of public financial records of participating Indiana school corporations. Currently, year one is complete. A compilation of this data provides current information regarding General Fund budgets, position reductions, and class sizes for Indiana’s public schools.
{"title":"The Impacts of Budget Reductions on Indiana's Public Schools: The Impact of Budget Changes on Student Achievement, Personnel, and Class Size for Public School Corporations in the State of Indiana.","authors":"Delbert Jarman, Lori G. Boyland","doi":"10.5296/JSE.V2I3.1715","DOIUrl":"https://doi.org/10.5296/JSE.V2I3.1715","url":null,"abstract":"In recent years, economic downturn and changes to Indiana’s school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana’s public school corporations. The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement. This three-year, quantitative study examines budget cutback amounts, teaching position reductions, per-pupil spending changes, class-size data, and student-achievement indicators. Methods of data collection include a statewide superintendent’s survey, an evaluation of student achievement indicators, and a collection of public financial records of participating Indiana school corporations. Currently, year one is complete. A compilation of this data provides current information regarding General Fund budgets, position reductions, and class sizes for Indiana’s public schools.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5296/JSE.V2I3.1715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71179393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-10-15DOI: 10.6084/M9.FIGSHARE.3102592.V1
Kenneth V. Anthony, Susie Burroughs
This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the families’ instructional practices. Finally, results indicated that the decision to home school was a positive decision for the families, not an outright rejection of traditional schooling. This study reveals the complex motivations to home school and may assist administrators, teachers, and policymakers in traditional schools induct and retain families considering home schooling.
{"title":"Making the transition from traditional to home schooling: Home school family motivations","authors":"Kenneth V. Anthony, Susie Burroughs","doi":"10.6084/M9.FIGSHARE.3102592.V1","DOIUrl":"https://doi.org/10.6084/M9.FIGSHARE.3102592.V1","url":null,"abstract":"This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the families’ instructional practices. Finally, results indicated that the decision to home school was a positive decision for the families, not an outright rejection of traditional schooling. This study reveals the complex motivations to home school and may assist administrators, teachers, and policymakers in traditional schools induct and retain families considering home schooling.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71208968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The "current issues" discussed in the essays following this introduction revolve around several "Rs" — Reagan and ^Reports and Reappraisal and, of course, Risk. However, it is not the nation but our schools and our children that are "at risk" according to our four authors, and the Reports and Reagan are greatly to blame. The "risk" they see and describe is very different from the "risk" of the reports . Maxine Greene speaks for each of them when she says, "One of my concerns has to do with a narrowing that might be a consequence of the recent reports, a channeling of human possibilities. If stress is placed on a prescribed range of li teracies, if people are thought of primarily as resources to promote the national interest , opportunities for different ia l growth and development may be severely limited — especially for those whose capaci t ies are not so prized today." The four essays are arranged (1) to set the general political context through Gordon Cawelt i ' s review of Reagan Administration policy; (2) to review and analyze several of the reports through Daniel Tanner 's answer to his rhetorical question, "Who speaks for our schools?"; and (3) to provide cogent , fundamental criticisms of the current reforms in brief pieces by Maxine Greene and Mary Anne Raywid. As an inducement to your reading on, I have selected several short, but I hope intriguing, quotations which can be found in the pages which follow. I think you will find the arguments and analyses surrounding these quotations interesting and worthwhile. Gordon Cawelti , Executive Director of the Association for Supervision and Curriculum Development — "It has always been my impression that the media can make presidential contenders out of extremely marginal candidates — as were Ronald Reagan in 1979 and George Wallace in 1971, and as Jesse Jackson was in the 1984 primaries. Such persons, despite their lack of experience are great communicators who are able to oversimplify and dramatize emotional but relatively meaningless issues that other candidates, in trying not to offend significant segments of the voting population, choose not to overemphasize."
{"title":"Editor’s Introduction","authors":"C. Eisele","doi":"10.5663/aps.v7i2.29354","DOIUrl":"https://doi.org/10.5663/aps.v7i2.29354","url":null,"abstract":"The \"current issues\" discussed in the essays following this introduction revolve around several \"Rs\" — Reagan and ^Reports and Reappraisal and, of course, Risk. However, it is not the nation but our schools and our children that are \"at risk\" according to our four authors, and the Reports and Reagan are greatly to blame. The \"risk\" they see and describe is very different from the \"risk\" of the reports . Maxine Greene speaks for each of them when she says, \"One of my concerns has to do with a narrowing that might be a consequence of the recent reports, a channeling of human possibilities. If stress is placed on a prescribed range of li teracies, if people are thought of primarily as resources to promote the national interest , opportunities for different ia l growth and development may be severely limited — especially for those whose capaci t ies are not so prized today.\" The four essays are arranged (1) to set the general political context through Gordon Cawelt i ' s review of Reagan Administration policy; (2) to review and analyze several of the reports through Daniel Tanner 's answer to his rhetorical question, \"Who speaks for our schools?\"; and (3) to provide cogent , fundamental criticisms of the current reforms in brief pieces by Maxine Greene and Mary Anne Raywid. As an inducement to your reading on, I have selected several short, but I hope intriguing, quotations which can be found in the pages which follow. I think you will find the arguments and analyses surrounding these quotations interesting and worthwhile. Gordon Cawelti , Executive Director of the Association for Supervision and Curriculum Development — \"It has always been my impression that the media can make presidential contenders out of extremely marginal candidates — as were Ronald Reagan in 1979 and George Wallace in 1971, and as Jesse Jackson was in the 1984 primaries. Such persons, despite their lack of experience are great communicators who are able to oversimplify and dramatize emotional but relatively meaningless issues that other candidates, in trying not to offend significant segments of the voting population, choose not to overemphasize.\"","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"4 1","pages":"ii - iii"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5663/aps.v7i2.29354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70827899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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