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‘Education Reform’ Category

  1. Teacher unions and rent-seeking

    March 9, 2016 by Tunya

    Immorality Reaches Its Zenith With Teacher Unions

    There are three courts where injustice is judged: legal courts, courts of public opinion or the heavenly court of destiny — karma.

    The Bible (James 3:1) says: “Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.” If presumptuous teachers will be more harshly judged, won’t their protection agencies, the unions, be even more harshly dealt with?

    Look up — rent-seeking teacher unions — and you’ll find a whole category of economics showing how teacher unions and their “insider” dealings (rent-seeking) lead to: dominance; lowering school productivity; efficiency-reducing; compromising democracy; higher taxes; extortionary practices; funding left-wing political groups; opposing choice and alternative schools; etc.

    This is an international behavior of teacher unions. They learn from each other how to “game” their communities.

    Newspaper eye-openers may garner 1000s of comments of outrage to little effect. Which of the three courts will finally judge and stop this man-made human disaster, which harms children and society?

    [Posted on SQE    http://www.societyforqualityeducation.org/index.php/blog/read/sunday-at-the-movies-teachers-unions2  and Globe and Mail comments – Ontario teachers' union presses for $140 million strike fund http://www.theglobeandmail.com/news/national/ontario-teachers-union-pushes-for-140-million-strike-fund/article29091123/ ]

    [Reply to a reader's comment:  Teachers “Teach” & Also Convey An Attitude Of Resentment 

    We have about 20 Teacher Training Facilities Across Canada. I bet all (or most) have this book on their reading lists (mandatory or optional) — Pedagogy of the Oppressed by Paulo Freire. 

    Again, as in an earlier post, I make the point that the education “profession” has strong international connections. If you Google this book’s title and “teacher training” you will note how prevalent is its use. Also used in UK, NZ and Australia teacher training. 

    Teacher unionism plays on the feelings of teachers as being an oppressed class. And, many teachers in their classrooms communicate that students should make “meaning” out of their lives and question dominant views. “Change the world” is a major theme. ]

    Category Absurdities, Education Reform, Uncategorized | Tags: | No Comments

  2. Andrew Coulson – Home Education

    February 10, 2016 by Tunya

    Andrew Coulson & Home Education

    It’s through the literature and videos that I knew of Andrew Coulson. The information and insight gained from his analyses will remain significant, instructive and cautionary not only for home educators but for all who cherish freedom and the primary role of parents in the education of their children.

    Adam Schaeffer’s suggestions for further reading are welcome: http://www.cato.org/blog/andrew-coulsons-legacy

    I know most of Coulson’s work was in aid of the broader topic of choice. But as far as home education goes, these are some of the issues that are informed by Coulson’s interpretations and which bear watching:

    – “professionalization” of teaching will further bar parents from their primary role in education
    – 21st Century Learning Transformations currently in vogue are shifting “transmission” of knowledge and skills toward greater focus on human development, psychology and data collection — a dangerous move
    – compulsory public education as a project is full of oxymoronic contradictions
    – individualism is a “threatened species” in light of collectivist leanings

    I have heard others say in their tributes that Andrew’s work has been key to the spread of choice efforts and successes. Concerning the four cautions above — the field of home education would have enjoyed a longer relationship with Andrew Coulson’s ideas to further advance the choice direction. The deep feeling of loss is profound.

    Category Education Reform, Uncategorized | Tags: | No Comments

  3. Public Education Fraud – Chapter 2

    January 17, 2016 by Tunya

    Is Public Education A Fraud? — Chapter Two — A Professor’s Doubts

    Here is a skeptical professor who speaks out about our new curriculum in BC. What he says applies substantially to the rest of Canada, US with its Common Core problems, and anywhere else in the world that is facing “21st Century Transformations”. He feels students will find “the whole exercise is pointless.”

    Here is Prof David Livingstone’s Opinion Piece in the Vancouver Sun yesterday with the title — BC kids guinea pigs in dubious public school experiment. The title is different in the online story — Brave New World is in the title — http://www.vancouversun.com/opinion/editorials/opinion+revised+public+school+curriculum+preparing/11655627/story.html

    “ . . . few parents I have talked with know their children are about to become the subjects in a very ambitious social experiment based on some questionable hypotheses.”

    “The new curriculum is designed for the “21st century learner” for whom, we are told by the Ministry of Education, learning facts will become less important.”

    Dr Livingstone is correct in noting that parents are largely unaware. On top of this “the system” itself is going into uncharted territory. And “personalized learning” in its fullest implementation opens up serious questions of privacy, womb-to-tomb data collection and social engineering suspicions.

    Human experimentation should have strict protocols in place to protect subjects — especially young children who are yet unable to stand up for themselves.

    I think this expose by Dr Livingstone is a good time to start developing a consciousness about the harm that can occur when radically new, untested and unproven, techniques are to be used in teaching and learning. Parents need written safeguards against which they can check whether their full permission should be granted to have their children participate. Example: The program has qualified, well-prepared personnel. The program is supported by research with supporting references. Parents are part of the feedback and evaluation of the new program.

    I haven’t seen any such safeguards enunciated anywhere in these sweeping international education “transformations” and “paradigm shifts”. I think these illuminating observations by Dr Livingstone could be the spur to develop statements about the rights and responsibilities of those involved in the education of young children.

    Category Absurdities, Education Reform, Obstacles, Uncategorized | Tags: | No Comments

  4. Pathology in Education: Chapter 1

    December 18, 2015 by Tunya

    It’s Pathological — The Denial Of Fallibility By Educators

    There are yet to be published, articles and books on this topic — Educator Pathology: The Denial Of Fallibility By Educators.

    There used to be an excellent program to try to bring schools into standard proven practice — The Effective Schools Movement. Read about Ron Edmonds and Effective Schools in Wikipedia. This article lists 6 criteria, but I was involved at this time and a more expanded checklist emerged with a key #8 (Avoidance of Pitfalls) that Edmonds himself declared was essential. See: http://www.parentsteachingparents.net/2015/12/what-happened-to-effective-schools-checklist/

    The checklist was effectively killed over time, and that’s a long story. Its revival is overdue.

    Now, to amplify on educator defensiveness. In 1953 Professor Hilda Neatby’s book — “So Little for the Mind” — engendered a country-wide (Canada) debate. Public and press received the book with enthusiasm, but educational leaders led a chorus of attacks. Neatby expressed disappointment, “. . . [they failed] to examine and to answer my arguments . . .” and instead attacked her “scholarship”, her “style”, and her “personality”.   http://scaa.usask.ca/gallery/uofs_events/articles/1953.php

    Roll forward 50 years when Jeanne Chall advocated for phonics in teaching reading. This is what Marilyn Jager Adams wrote:

    “ . . . reviewing the research on phonics, Chall told me that if I wrote the truth, I would lose old friends and make new enemies. She warned me that I would never again be fully accepted by my academic colleagues . . . Sadly, however, as the evidence in favor of systematic, explicit phonics instruction for beginners increased, so too did the vehemence and nastiness of the backlash. The goal became one of discrediting not just the research, but the integrity and character of those who had conducted it. Chall was treated most shabbily . . . “

    There is UNFINISHED BUSINESS folks! Children are harmed, society is harmed. AND, and the education establishment, especially teachers who ignore good research, are duped by false, ideological worldviews. Constructivism is currently at play. What needs to happen is not imposed reform so much as an IMPLOSION. The system needs to be seen, and to see, how its self-serving priorities are harming the education cause.

    For characteristics of teachers in denial see http://www.parentsteachingparents.net/2015/10/discontented-teachers-easy-targets-for-fads/

    Yup, it’s the dogged avoidance of accountability that’s at the bottom of most of our education problems. Other professions have standard operating procedures; some have checklists, notably aviation and medical fields. But, educators somehow feel they can do no wrong; they are infallible; there are no casualties from their practice. Please read the delightful, captivating book by Atul Gawande, The Checklist Manifesto: How to Get Things Right. 894 Reviews. Really easy read.

    BIG TIP: I got the urge to read this book from lurking in young teacher’s blogs. They are excited about this idea and this book. But, they largely remain progressives and constructivists; their checklists will be edu-babble to those who want basic skills and knowledge in schools. Better get in on the ground floor of this movement, when and if it comes to your community. Or better yet, start the ball rolling on checklists for effective schools.

    Category Absurdities, Book Reviews, Education Reform, Uncategorized | Tags: | No Comments

  5. What Happened to “Effective Schools Checklist” ?

    December 14, 2015 by Tunya

    What Happened To The “Effective Schools Checklist” ?

    Ron Edmonds, Harvard 1978, initiated a promising move for systematic adoption of effective standard practice in schools with Effective Schools articles. This checklist emerged.

    Why is it that in aviation and medicine checklists have now become standard practice, but not in other occupations? What’s become of the idea of a basic Checklist in school systems? Atul Gawande, in his book Checklist Manifesto, says that some professionals think it’s beneath them to have checklists. That is a feeble reason to drop a useful tool that’s proven a savior in other fields.

    In view of the OECD’s most recent publication — UNIVERSAL BASIC SKILLS — the Checklist idea needs revival. http://hanushek.stanford.edu/sites/default/files/publications/Universal_Basic_Skills_WEF.pdf

    EFFECTIVE SCHOOLS CHECKLIST

    “We can whenever, and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.” (Ron Edmonds, 1978)

    ___ 1. Instructional Leadership — Principal is an effective communicator (with staff, parents, students, school boards), an effective supervisor, & the instructional leader in the school.

    ___ 2. Focused School Mission — General consensus by the school community (staff, parents, students) on goals, priorities, assessment, accountability. The mission statement is published and reviewed regularly.

    ___ 3. Orderly Environment — Purposeful atmosphere conducive to teaching and learning.

    ___ 4. High Expectations — Demonstrated high expectations not only for all students but also for staff as well. The belief is that students are capable and able to achieve, that teachers are capable and not powerless to make a difference.

    ___ 5. Mastery of Basic Skills — In particular, basic reading, writing and math skills are emphasized with back-up alternatives available for students with special learning needs.

    ___ 6. Frequent Monitoring of Results — Means exist to monitor student progress in relationship to instructional objectives (and results can be easily conveyed to parents).

    ___ Means to monitor teacher effectiveness

    ___ A system of monitoring school goals

    ___ 7. Meaningful Parent Involvement — Parents are kept well-informed re: programs, goals, etc. There is ample opportunity for them to keep in touch with their child’s progress. They are consulted for feedback about the school and when changes are foreseen. Parent-initiated contact with the school is encouraged.

    ___* 8. Avoidance of Pitfalls — Up-to-date awareness of good educational practice plus retaining currency in the field concerning promising and discredited practices.

    * Most “effective schools” literature repeats the first 7 points. But, Edmonds’ original article (1979) stressed “one of the cardinal characteristics of effective schools is that they are as anxious to avoid things that don’t work as they are committed to implement things that do.”  This addition to the 7 points was made by a parent group in Vancouver, BC (Canada). It was felt by parents that if these 8 points became part of a school’s commitment most concerns, if any, could be easily addressed.  (The other two sub-points in #6 were adaptations adopted by some groups in the 80s, 90s.)

     

    Category Book Reviews, Education Reform, Uncategorized | Tags: | 1 Comment

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