Foundations Article #5

Ted Sheehan

February 25, 2011

EDU 6550

Article 5

            I spent an inordinate amount of time trying to find something relevant to my own studies and interests. Too many of the articles in Educational Studies are based out of the country. After searching “Race to the Top” I found this neat little article about the State of Delaware offering all high school juniors the opportunity to take the SAT free of charge. The costs associated with the test taking will be absorbed by funds Delaware gets from the federal government’s or President Obama’s race to the top program.

            Historically, SAT’s have been used primarily as college entrance requirement. ACT scores have more recently been involved with College entrance requirements’ as well. ACT and SAT’s are competitors in the high stakes education race. Apparently, SAT’s are the choice tester of the new administration in Washington or at least in this article it looks that way. It appears States also have the ability to offer contracts for these testing services.

            I’m not sure what is being valued here. The Fed Government appears to be supporting the SAT over ACT, yet States have the ability to offer these two testing behemoths’ access to students. Money is being tossed around so students are getting opportunities they may not have been afforded before, but is the process equitable? It appears Delaware has bought into the President’s agenda.

            If the government is going to support a test, it should make sure that the playing field is using the same test. I don’t know the specifics on the differences or similarities of the two tests, but again, the government is favoring one over another. The dollars being spent and tossed around have got to be astronomical, and who is really benefitting? It appears that students from states that are drinking the Kool Aid are benefitting the most.

GEWERTZ, CATHERINE. Education Week, 2/2/2011, Vol. 30 Issue 19, p4-4, 1/6p

Foundations Article #4

Ted Sheehan

February 28, 2011

EDU 6550

Article 4

            This article attempted to compare and contrast steroid use in major league baseball with SAT scores and test preparation programs in the United States. From a historical perspective the article looked at baseball pre- performance enhancing drugs to the steroid era, to now. From an Educational standpoint, the author took a look at the beginning of SAT test preparation to the current programs available to those willing to pay handsomely. The concern here is whether American education is on a level playing field. When assessing the feats of American students are colleges able to discern between students who were coached into better scores by programs or those who were able to get by simply on their own. The disparity between the two is revealing.

            Again what is being valued here is sports feats, and higher test scores. Higher test scores are attributed to extensive preparatory programs that can be as costly as $30,000 dollars per student. Are students that can afford test preparatory better students than students who can’t afford help? Are colleges aware this disparity exists everyday. GPA is also valued in this process, but a onetime test is given equal value to four years of work.

            The ins and outs of the education system are enormous. It is obvious the playing field in all types of public education is altered and unfair. If students can’t afford test prep, how can they ever compete with students that can afford test prep? Studies have shown that teaching to a test improves performance on the test. Student’s with similar GPA’s but different SAT scores exposes students who weren’t able to get better direction or help on the SAT. That’s not to say a student without help couldn’t score as well, but it does ask the question, is the system fair if only the rich are able to buy their help?

Gayles, J. (2009). Steroids and standardised tests: meritocracy and the myth of fair play in the United States. Educational Studies (03055698), 35(1), 1-8. doi:10.1080/03055690802287702

Foundations Article #3

Ted Sheehan

EDU 6550

February 14, 2011

Article 3

            The article I read this time was written by Magnus O. Bassey of Queens College in Flushing New York. The premise of the article was concerned with John Dewey’s principles of continuity and interaction. This concept concerns itself with education being both interactive and positive for the student. If those basic features in education do not occur, than a miseducation can occur, which will ultimately lead to an experience that will diminish the role of education in the student’s life. Basset looks at the role education played in Malcolm x’s life as well as Carter G. Woodson’s assertion that education for African Americans was a miseducation experience in general.

            Historically, educators have embraced John Dewey’s assertion that education should be democratic and experiential. Anything less than an education that allowed exploration could be considered a bad experience. Carter Woodson agreed with Dewey’s principle, but stated that the education of African Americans was inadequate, it was not designed by African Americans, it did not embrace their culture, and it did not fulfill their needs. Malcolm X was in agreement on both fronts but in a more current manner when this paper was written.

            Educational experiences are being valued by the importance they play in furthering education. If education does not promote further interest than education has failed. African Americans are being forced to learn by white Caucasian standards or practices written for white Caucasians. There is a profound disconnect between education for African Americans Bassey mentions.

            Educational practices need to be exploratory. They need to experimental. They need to be inquisitive, and they need to be engaging from a student perspective. From those basic tenets they need to be multi-cultural and need to reflect the differences amongst the student populations. Ethically they need to consider the entire audience all the time.

Bassey, Magnus O.(2010) 'Educating for the real world: an illustration of John Dewey's principles of continuity and interaction', Educational Studies, 36: 1, 13 — 20, First published on: 25 August 2009 (iFirst)

Foundations Article #2

Ted Sheehan

5/5/2011

EDU 6550

Article 2

           

            This article describes approaches being taken by Australian schools in the year 2000 with Middle School students. Because my interest lies in the Middle School I think it’s important to look not only at what is happening in American Schools but what is happening across the world. As we prepare students for their future it is important that we realize we truly live in a global community. No longer will students follow in the footsteps of their parents. Technology is changing the way the world works at an astonishing pace. This article insinuates that technology will play a tremendous role in education for both teachers and students. This certainly is not an earth shattering fact, but the numbers and time frames being  discussed in this article are interesting if for no other reason than they were printed 11 years ago.

            The main concern is students developing the proper problem solving skills and ability to work alone at this crucial juncture in time. There is a concern that a disconnect between technology needs and education plans that students could become lost at this particular stage of their lives. Adolescence is a tumultuous time for all middle school students and it’s imperative that students and teachers alike are prepared properly. Again, this article did not discuss the role students’ play, but rather the importance of teachers being adequately prepared in all fashions of middle school teaching. The article discussed outside influences such as drugs, television, internet etc… but it did not actually discuss influences with students themselves.

            I wasn’t a fan of the article, it read much like a textbook on middle school, yet it was only 8 pages long. Most of the concerns mentioned were valid and real concerns in most middle schools today. However, these concerns were reflected only by the authors. There were not many rebuttals to these concerns nor were they sought out. I believe the article reflected a district’s concerns during a troubled time. Interestingly, although problem solving skills were discussed initially, group work and its value were discussed later in the article. Relevance and engagement were terms mentioned and related to the education process.

            Towards the end of the article professional development for teachers is discussed. Teachers do need to be better educated moving into the 21^st century. With a world changing dramatically every week, teachers need to stay on the cutting edge. I think in general some very real issues in middle school were exposed and briefly discussed as well as some potential remedies and solutions. However, the suggestions and remedies reflect the concerns of a district administration I think. There were lots of quotes and facts that supported the premise, but the real issues were not ever exposed. The generalizations of the middle school dilemma are brought to light incorporating the role of technology, but no remedy concerning the technology explosion is discussed. The importance of further education for educators is discussed however no real plan of action is discussed. This was an 8 page paper discussing hot button topics, and forward thinking education with no real game plan.

Kiloh, B. (2000). A Systems approach to dealing with Middle School Issues. Ethos P-6, 8(1), 1. Retrieved from EBSCOhost.

Foundations Article #1

Ted Sheehan

January 31, 2011

EDU 6550

Article 1

            The article I read dealt with a study conducted on high school students and the lack of interest these students exhibited when considering engineering as a major in college. The research briefly discussed three distinct challenges found in the field of engineering by Bahram Asiapandour, the researcher. Challenge 1 was the common perception of corporate America outsourcing its engineering services today. Challenge 2 was the misconception of engineering not being a socially responsible field. Lastly, Challenge 3 addressed the math issues faced by incoming freshman students, and the pronounced drop out rate of freshman engineering students. The research also addressed the low percentage of woman engineering students and the declining number of Hispanic engineering students. The research was conducted in Texas.

            Sixteen students participated in the study. Four students from grades 9-12 attended the camp. Females and Hispanics were targeted for the study, but the study was not limited them. The idea was to do a seven day engineering camp off campus and allow students to learn engineering basics in a place based atmosphere. Students were introduced to a variety of different hands on learning techniques as well as the latest in computer design technology. The students were broken down into groups and were awarded assignments. Each assignment dealt with bridge design in metropolitan areas. After seven days the students were to present the designs and their findings.

            The camp was an overwhelming success. Students enjoyed the collaboration, the design, the resources and the direction. The project results were impressive. Students’ abilities increased in design concepts and fundamental engineering. All students replied favorably to the camp. As far as higher education went, students were non-committal.

            I applaud Bahram’s intentions, which I believe were focused on introducing the world of engineering to high school students who might by his estimation avoid the world of engineering. By putting students in a setting like a camp, he was able to get non-traditional students to buy in on his concept. By making the exercises fun, collaborative and meaningful, he was able to get students attention.

Engineering by name and definition can be a daunting endeavor and concept. Engineering involves intuition, practicality, basic understanding of principles, and a whole lot of vision. I’m not sure if it gender related, and I’m certainly not sure if it is ethnicity related. I think Bahram’s hypothesis was biased both on gender and ethnicity. Engineering in general takes many different forms, from civil, to mechanical to computer. The notion that woman and Hispanics are not entering the field of Engineering seems too broad to involve just sixteen students from a local high school. However, I will say Bahram’s Dewian approach was admirable and progressive. Hands on learning is paramount to a good learning experience in my belief.  The assignments and tasks were fun for the students. The basic of a sound educational experience were evident, however the reason and the justification was off base in my opinion. The premise of the study was stereotypical in my estimation. I think the study should have opened its doors to those less interested in engineering by nature, and let the exposure dictate the outcome.

Asiabanpour, B. (2010). A Novel Outreach To High School Students By Teaching Them The Engineering Skills In A Project-Based Approach. Contemporary Issues in Education Research, 3(4), 1-11. Retrieved from EBSCOhost.

Foundations and Issues in Education

I will be uploading some one page analysis's regarding some Foundations and Issues in Education in the very near future. These analysis's will try and describe the historical relevance of the article, what is being valued or de-valued, and what should be done on an ethical basis. Stay tuned.