Promising remedial math reform in Tennessee expands A group of community colleges in Tennessee is going into local high schools to try to help more students get ready for college math. The experiment has showed impressive early results, and now the state’s governor is forking over serious money to expand it. The four community colleges have worked with teachers at local high schools to run math labs for 600 high school seniors who appeared likely to place into remedial tracks after high school. Pass rates have been high. Even better, 25 percent of those students completed a credit-bearing, college-level math course while still in high school (remedial math is typically noncredit). “They were completely done with math before they even started” college, said Kimberly G. Bill Haslam, the state’s Republican governor, caught wind of the project. That money has allowed 114 high schools and all 13 of the state’s community colleges to participate. Officials in Tennessee aren’t stopping there. 'Not Just Talk' Changes are also afoot in Florida.
A Review of B. F. Skinner's Verbal Behavior Preface Rereading this review after eight years, I find little of substance that I would change if I were to write it today. I am not aware of any theoretical or experimental work that challenges its conclusions; nor, so far as I know, has there been any attempt to meet the criticisms that are raised in the review or to show that they are erroneous or ill-founded. I had intended this review not specifically as a criticism of Skinner's speculations regarding language, but rather as a more general critique of behaviorist (I would now prefer to say "empiricist") speculation as to the nature of higher mental processes. If I were writing today on the same topic, I would try to make it more clear than I did that I was discussing Skinner's proposals as a paradigm example of a futile tendency in modern speculation about language and mind. References in the Preface Chomsky, N., "Explanatory Models in Linguistics," in Logic, Methodology and Philosophy of Science, ed. Katz, J. and P. Miller, G.
piaget - Montessori Answers There really isn't that much difference, and for good reason. The experimental nursery school in Geneva, La Maison des Petits, where Piaget carried out his first studies of children in the 1920s, was a modified Montessori institution, and Piaget was the head of the Swiss Montessori Society for many years. The two philosophies have a lot in common both Montessori and Piaget were constructionists who believed that children develop in a progression sequence or order.
Why Physicist Michio Kaku Is Wrong About U.S. Science Students: It’s the Incentives, Stupid – Mike the Mad Biologist While physicist Michio Kaku is correct when he suggests that immigration has been an incredible boon for U.S. science, he's dead wrong when he claims that U.S. students are bad at science: The information revolution has a weakness, and the weakness is precisely the educational system. The United States has the worst educational system known to science. Our graduates compete regularly at the level of third world countries. So how come the scientific establishment of the United States doesn't collapse? When I first came across Kaku's statement, I said to myself, "Crap. I part company with Kaku when he asserts that American students can't do science (or that there aren't enough of them - I'm not sure which he's arguing). It might be that many Americans don't go into science not because they are incapable (or lazy or damaged by their education), but because they're smart. I agree. When my father finished Harvard Law School in 1948, he went to work at one of the best law firms in New York.
San Diego Schools - San Diego California School Ratings Atheism: Logic & Fallacies [ Español / Spanish ] Introduction There is a lot of debate on the net. Unfortunately, much of it is of very low quality. The Concise Oxford English Dictionary defines logic as "the science of reasoning, proof, thinking, or inference." There are many kinds of logic, such as fuzzy logic and constructive logic; they have different rules, and different strengths and weaknesses. What logic isn't It's worth mentioning a couple of things which logic is not. First, logical reasoning is not an absolute law which governs the universe. Second, logic is not a set of rules which govern human behavior. John wishes to speak to whoever is in charge. Unfortunately, John may have a conflicting goal of avoiding Steve, meaning that the reasoned answer may be inapplicable to real life. This document only explains how to use logic; you must decide whether logic is the right tool for the job. Arguments Many types of argument exist; we will discuss the deductive argument . valid or invalid premises inference conclusion
When did university become a factory? - Comment - Voices Some of this can be blamed on the academic establishment, most on those who run the country – big business and politicians, fanatical proponents of Orwellian instrumentalism, the processing of young people into workers, strivers, androids. Propaganda for university education has a number attached: you will be this much more likely to get jobs, earn this much more than those simple-minded saddos who go for NVQs, live this much longer, etc. Universities used to be gateways to infinite possibilities, places of free thought and experimentation where young men and women could define and find themselves, expand their maturing minds, argue, develop ideas and interrogate beliefs. Now they are expected to be maniacally focused on degrees that lead to jobs, the repayment of the fee loan and cut-throat competition. Thatcher expanded the sector but narrowed its purpose, and that political engineering has gone on since. Our top universities have not delivered.
A high school teacher alerts professors to the limitations of a generation of No Children Left Behind Part swan song, part favor for a friend, Ken Bernstein’s letter to college professors upon his retirement from teaching high school government is generating buzz across higher education. Called “Warnings From the Trenches," the piece alerts professors to the generation of No-Child-Left-Behinders they’ve begun to inherit in their classrooms and what standardized test-driven K-12 educations will mean for college-level teaching and learning. “No Child Left Behind went into effect for the 2002-3 academic year, which means that America’s public schools have been operating under the pressures and constrictions imposed by that law for a decade,” largely sacrificing meaningful content and development of critical thinking and writing skills for test preparation, Bernstein wrote. In other words, if it wasn’t tested, it wasn’t taught. “None of us blame our high school teachers,” he wrote in his e-mail to Bernstein.
College Degree, No Class Time Required Lynn University to require all new students to buy iPads When the Commission on Presidential Debates selected Lynn University as the site for the third presidential debate, it probably didn’t realize that hosting the debate would force Lynn to upgrade its wireless infrastructure to accommodate the thousands of reporters who would swarm the campus – and that those upgrades would be significantly discounted because of the debate. This turned out to be just the push the university needed to launch a program it had been discussing for a while: moving its new core curriculum to the iPad. “We thought we were a few years out, but realized after the debate that we could throw that switch. We’re set up now for a mobile environment in a way we never were before,” said Lynn President Kevin Ross. University administrators had been eyeing a move toward the iPad for some time. After meeting with Apple representatives and learning more about iTunes U and the iPad, Lynn officials became convinced iPads were the way to go.
Educational Problems: It’s the Kids Fault School Problems: It's the Kids' Fault! by Pamela Darr Wright, M.A., M.S.W. Licensed Clinical Social Worker I know they think Brian’s problems are my fault. When I said that I thought he needed more individual help from the LD teacher, they shook their heads. The school psychologist said that all these school problems were Shannon’s fault. The Blame Game Parents of special ed kids often say that they are intimidated, patronized and made to feel guilty and inadequate by staff at their children’s school. Sometimes, emotions get out of control. What is the basis for these negative experiences? If you are a "special ed" parent, you know that it's hard to fight - and almost impossible to bail out. And here is another question: If the school staff believes that you or your child are responsible for your child’s problems, how can you work with them so your child’s interests are protected? Dr. Alessi expressed serious concerns about these findings. When Dr. The "Child-as-the-Problem" Dr.