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31 August, 2006

SAN FRANCISCO SCHOOL ABOLISHING "GENDER"

SF caters to the odd kids of its odd citizens

Park Day School is throwing out gender boundaries. Teachers at the private Oakland elementary school have stopped asking the children to line up according to sex when walking to and from class. They now let boys play girls and girls play boys in skits. And there's a unisex bathroom. Admissions director Flo Hodes is even a little apologetic that she still balances classes by gender.

Park Day's gender-neutral metamorphosis happened over the past few years, as applications trickled in for kindergartners who didn't fit on either side of the gender line. One girl enrolled as a boy, and there were other children who didn't dress or act in gender-typical ways. Last year the school hired a consultant to help the staff accommodate these new students. "We had to ask ourselves, what is gender for young children?" Hodes said. "It's coming up more and more."

Park Day's staff members are among a growing number of educators and parents who are acknowledging gender variance in very young children. Aurora School, another private elementary school in Oakland, also is seeing children who are "gender fluid" and hired a clinical psychologist to conduct staff training. Children with gender variant behaviors feel intensely that they want to look and act like the other sex. They prefer toys and activities typical of the opposite gender. Signs usually start appearing between the ages of 2 and 4.

For some children, it's a passing phase. Some grow up to be heterosexual, some gay. Some children insist they are the opposite sex although they might have a hard time explaining it. One nurse therapist said a boy once told her, "I think I swallowed a girl." "The point is we don't know the outcome and don't need to know," said Catherine Tuerk, who runs the gender variance outreach program at Children's National Medical Center in Washington, D.C., considered a leader in the field. "What we need is a place where children can express what they want to," said Tuerk, who has been working on gender variance for three decades.

Kids have always explored gender roles, but precisely how many exhibit gender variance has not been estimated, said Dr. Edgardo Menvielle, associate professor of psychiatry with the Children's National Medical Center in Washington, D.C. "What is new is how parents and educators are addressing it and being open to it at earlier ages," said Taneika Taylor of the Gender Public Advocacy Coalition, an organization in Washington, D.C., that is trying to end discrimination and violence caused by gender stereotypes. This increased awareness, Taylor said, is fueled partly by the availability of information on the Internet and television. As the school year begins, new Web sites, e-mail support groups, educational materials and conferences offer support and education for parents and teachers of kids who defy gender stereotypes.

Their common message is not to try to change who these kids are, though mainstream mental health professionals are not unified. Some believe such feelings can and should be extinguished through therapy; others believe that can destroy children's self-esteem. "If you are forced to be something you don't want to be as a kid, you are miserable," said Carla Odiaga of Boston, the consultant hired at Park Day. Odiaga speaks from a decade of experience counseling lesbian, gay, bisexual and transgender teens who she says are scarred by early memories -- a daughter forced to dress like a girl or a son whose dad hit him when he refused to play sports.

In the worst cases, children pushed by parents and picked on by peers grow depressed, suicidal or physically ill, said Caitlin Ryan, a clinical social worker at San Francisco State University who is conducting a long-term survey of gay youths and their families. She said many adolescents she talked to were picked on from kindergarten age -- long before they knew their sexual identity -- for looking or acting "too feminine" or "too butch."

Gender variance is an especially touchy topic when young children are the subjects. The Traditional Values Coalition calls efforts to accommodate these kids "normalizing the abnormal." The group's executive director, Andrea Lafferty, said gender variance is a Bay Area phenomenon. "If you talk to your typical person across America, they would be appalled," she said. "God made us male and female, and God makes no mistakes. To teach a child at an early age self-hatred, and that's what this gender variance is, is very sad."

Warren Throckmorton, an associate professor of psychology at Grove City College in Pennsylvania known for his work in the so-called ex-gay movement, agrees that some gender-variant children could be redirected to their birth sex. "I've treated kids who were quite sure they were the opposite gender and are now are quite consistent in their behavior and their feelings with their biological sex," said Throckmorton. But he warned against dogma on either side of the debate. "It's so individual. I don't want to say there's one answer."

Dr. Herb Schreier, a psychiatrist with Children's Hospital & Research Center Oakland who leads a gender variance support group, said studies show children's feelings about their gender are "hardwired" at birth. "It's really important that the public be aware this is not something parents can turn their kids into. The data is very clear on this," Schreier said.

More here



Educational racism in California?

State legislators want to put ESL kids in a corner with different textbooks, and are willing to punish Board of Education members who don't want to revisit the bad old days

California was suposed to have learned a sad but important lesson from its years of experimenting with bilingual education: When you isolate a group of largely poor, minority students and give them different instruction from what other students receive, they tend to get a dumbed-down, second-rate education. Unfortunately, that lesson hasn't fully sunk in. Nor has the idea that playground politics and retribution are not in the best interests of schoolchildren.

This spring, the Assn. of California School Administrators and more than 30 school districts presented to the state Board of Education a flawed proposal to offer English-language learners a simpler language-arts curriculum, with separate textbooks. The plan, called Option VI, would require those students to devote 2 1/2 hours a day learning from texts with shorter words and bigger pictures. Either teachers would have to somehow teach two curriculums at the same time ­ one for English speakers, one for the rest ­ or the English learners would have to be separated out. Either way, students lose.

The board, which is responsible for setting standards and choosing curriculum and textbooks, rightly rejected Option VI as a regressive return to the days of lower expectations for children of color. That's when Sacramento got silly. In a fit of pique, the Legislature stripped all funding for board members' support staff. That triggered the resignation of board President Glee Johnson, and other members considered following her lead. Sen. Martha Escutia (D-Whittier) introduced a measure to restore the money but still override the board's decision. This is a juvenile way to deal with an adult problem.

California has embarked on a steep and difficult climb ­ one that is far from complete ­ to set higher standards, adopt strong curriculum and apply those standards and curriculum evenly so that inner-city students get the same education as their more affluent peers. It is true that the state's core English curriculum is, in many ways, a tough fit for the 1.6 million children in California who can't yet speak the language. Teachers have been scrambling to bridge the gaps, and they are pleading for help. The Board of Education did approve an extra hour of English instruction for those students, but that's not enough to make up for the 2 1/2 hours each day in which children feel lost amid material they don't comprehend.

Extra help is a valuable thing, but a wholly different curriculum for English learners reopens the door to the days of lower standards for the nation's immigrant children. Escutia's bill should be dumped, the Legislature should stop playing petty politics with the budget, and both sides should work out a solution that gives teachers the tools to help all students learn the same rigorous curriculum.

Source



Australia now educating lots of Brits

That their own government cannot afford to educate

For most British youngsters, Australia and New Zealand are unbeatable places to while away a gap year. But now increasing numbers are being lured Down Under to further their education. Since 2002 the number of British students seeking to study at under and postgraduate level there has risen by more than a third, with more than 6,250 studying there last year alone. This year, as 53,000 students look unlikely to gain places at British universities, five leading antipodean institutions are offering scholarships to encourage them to look farther afield.

Sports sciences, health sciences and Asian studies have attracted British students in the past, but now people who want to study medicine or veterinary science but have failed to gain a place at a university in Britain are considering the move, says Kathleen Devereux, from the Australian Trade Commission. "You'd think of the UK market as being a fairly mature market, but we have had 12 per cent year-on-year growth from 2002 to 2005, which is extraordinary," she said.

With Australian fees averaging between 4,800 and 10,000 pounds a year, payable each term, the courses are more expensive than those in England, which has 3,000 pound fees payable on graduation. Fees for degrees in medicine, dentistry and veterinary sciences are higher still. But with lower living costs, a strong pound, and thirteen Australian and three New Zealand universities in the world top 200 universities, according to the Times Higher Education Supplement, they are a big draw. "Tuition fees bring into parity the cost of going to a British or Australian university at undergraduate level. The fees in Australia are higher, but the living expenses are much less, so it's an attractive alternative," Ms Devereux said.

Of the 3,888 British students in Australia last year, more than half were undergraduates. By June this year 3,328 students had registered.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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30 August, 2006

Berkeley Chancellor wants students and faculty to look different, but think alike

UC Berkeley Chancellor Robert Birgeneau is creating a top-level position in charge of developing a more diverse faculty and staff and a more open social climate throughout the campus. He told reporters Wednesday that he'll lead a national search for a new Cabinet-level vice chancellor for equity and inclusion -- one of the first such executive jobs in higher education. Birgeneau said he doesn't see evidence of systemic discrimination on campus but wants to make sure opportunities are equitable at all levels of the organization regardless of religion, sexual orientation, race, gender or whether someone has a disability or not.

The move is the result of the work by a committee Birgeneau organized a year ago. As a result of the discussions, Birgeneau said he decided it would be best to create a new leadership position with an independent staff and the power to make changes. "This is a person who will have a large organization under him and act as an authority on these matters," he said, adding that the new vice chancellor will be responsible for accessibility, climate and inclusion for faculty, students and staff.

Birgeneau said his goal is to make sure everyone associated with the campus feels a sense of belonging regardless of identity. He stressed that his initiative covers not only ethnic group status but also sexual orientation and physical capacity. "I'm a strong believer that every single person feels this is a place where they belong and they're fully respected for their individuality, for what they represent, for their background and for their values," he said. "They're not required to homogenize and assimilate into one set of identical people."

Birgeneau also announced an academic project focusing on diversity in society as a whole. The six Cal faculty members initially assigned to the Berkeley Diversity Research Initiative will study diversity in health, democracy and education. "We should have to understand multiethnic and multicultural societies in the same way that as a physicist I want to understand the fundamental physical laws that govern our universe," said Birgeneau, a physicist who spent 25 years as a professor at Massachusetts Institute of Technology.

The university also announced it raised $347.6 million from private donors during the 2005-06 fiscal year, beating the previous one-year record by almost 10 percent. The largest project funded by private support is the proposed new varsity athletic center at Memorial Stadium. Other large grants include $25 million from Ann and Gordon Getty for teaching and research in biomedical science, $25 million pledged anonymously for the Haas School of Business, and $15 million from Richard C. Blum for the Richard C. Blum Center for Developing Economies.

Birgeneau said he's working on an initiative combining gift money and state support to provide the neediest students with additional financial aid. Most students on financial aid must provide more than $8,000 a year in self-help funds, typically from loans and work.

Source



Headteacher who never taught again after daring to criticise multiculturalism



Early yesterday afternoon, Ray Honeyford was listening with unconcealed delight to the radio commentary from the C&G Cup final at Lord's cricket ground as the Sussex batsmen, already 68 for 5, battled to find some form. Lancashire, Mr Honeyford, noted cheerfully, were doing rather well, as he watched through the window while his wife, Angela, and a friend tended to the garden. "My wife does all the gardening," Mr Honeyford says, "partly because I'm too lazy, partly because she doesn't want my help." He motions towards the potted flowers that sit on the polished table in the centre of his living room. He says he cannot name them, this by way of proving his horticultural ignorance.

The plants are Angela's, as are the prints of the Cezanne paintings and the black and white family pictures that line the walls of the living room of their modest house in Bury, Manchester. There are some framed medals of Mr Honeyford's uncle, a "Manchester lad like me", who was killed in the First World War, but nothing that reflects his own career as a teacher. No qualifications behind glass to recall the achievements of the boy from the large impoverished family who had initially failed his 11-plus, but nevertheless managed to become a Bachelor of Arts by correspondence and then a Master of Arts.

There are no photographs of him pictured with his students. But that was all a long time ago now. Mr Honeyford, 72, "retired" more than 20 years ago as the headmaster of a school in Bradford. Or, at least, that was when he was vilified by politically correct race "experts", was sent death threats, and condemned as a racist. Eventually, he was forced to resign and never allowed to teach again.

His crime was to publish an article in The Salisbury Review in 1984 doubting whether the children in his school were best served by the connivance of the educational authorities in such practices as the withdrawal of children from school for months at a time in order to go ''home" to Pakistan, on the grounds that such practices were appropriate to the children's native culture. In language that was sometimes maladroit, he drew attention, at a time when it was still impermissible to do so, to the dangers of ghettoes developing in British cities.

Mr Honeyford thought that schools such as his own, the Drummond Middle School, where 95 per cent of the children were of Pakistani or Bangladeshi origin, were a disaster both for their pupils and for society as a whole. He was a passionate believer in the redemptive power of education, and its ability to integrate people of different backgrounds and weld them into a common society. He then became notorious for, among other things, his insistence that Muslim girls should be educated to the same standard as everyone else.

Last week, 22 years on, he was finally vindicated. The same liberal establishment that had professed outrage at his views quietly accepted that he was, after all, right. Ruth Kelly, the Communities Secretary, made a speech, publicly questioning the multiculturalist orthodoxies that, for so long, have acted almost as a test of virtue among "right-thinking" people. As Miss Kelly told an audience: "There are white Britons who do not feel comfortable with change. They see the shops and restaurants in their town centres changing. They see their neighbourhoods becoming more diverse.

Detached from the benefits of those changes, they begin to believe the stories about ethnic minorities getting special treatment, and to develop a resentment, a sense of grievance. We have moved from a period of uniform consensus on the value of multiculturalism, to one where we can encourage that debate by questioning whether it is encouraging separateness. These are difficult questions and it is important that we don't shy away from them. In our attempt to avoid imposing a single British identity and culture, have we ended up with some communities living in isolation of each other, with no common bonds between them?"

Miss Kelly's speech comes two decades too late to save the career of Mr Honeyford. And asked last week whether the minister's speech would change anything, Mr Honeyford shrugged resignedly and said it was too late for that, too. He remains, understandably, bitter about the whole episode. He had been striving to do his best for very disadvantaged pupils, and was branded racist for doing so, and made to live like a fugitive for many years. Asked whether he was impressed by Miss Kelly's recent speech, he said that she was only a politician, a bird of passage, minister of education one day and minister of communities the next, and like all politicians liable to say whatever was fashionable or useful to her career at the moment.

The fact that we have a Communities Secretary at all, more than 30 years after the Race Relations Act was passed, is testimony to failure, as well as to the bureaucratic instinct for survival. Official attempts to guide our racial and intercultural relations having apparently achieved very little so far - Miss Kelly's speech was made at the launch of yet another quango, this one called the Commission on Integration and Cohesion. For those who want to establish new quangos, nothing succeeds like failure: the more failures, the more quangos.

Her speech comes about a year after that of Trevor Phillips, the chairman of the Commission for Racial Equality, who wondered whether the nostrums of multiculturalism had done more harm than good, and suggested instead that immigrants and children of immigrants needed to be given some means of becoming British. The constant emphasis on the worst possible interpretation of British history would, in the end, lead to a society not merely of separate communities, but of antipathetical ghettoes. In his speech last September, he said: "Residentially, some districts are on their way to becoming fully fledged ghettoes - black holes into which no one goes without fear and trepidation and from which no one ever escapes undamaged. We are sleepwalking our way to segregation."

Around the same time, the man who was then mayor of Bradford, Mohammed Ajeeb, is adamant that he did the right thing in calling for Mr Honeyford's dismissal. Mr Ajeeb recently said: "I had no doubt in my mind that the man was a racist and I insisted he must go." Yesterday, Mr Ajeeb told The Sunday Telegraph that he felt that his decision was the right one at the time, because the tone of Mr Honeyford's article was inflammatory, and showed "an inclination to demonstrate prejudice against certain sections of our community". He was afraid that if Mr Honeyford stayed, there might be riots because the two races in Bradford at the time were very polarised.

Mr Ajeeb's own views of the means by which education might serve to integrate people have changed in the past 20 years. Previously, he was against the idea of dispersing Muslim children throughout other schools (bussing, in effect, such as had been done in the United States), which is now his preferred solution, so that no school in Bradford's inner city should have more than 70 per cent of any one race. He thinks that most of the Muslim parents would approve of this solution, though he concedes that implementation would be fraught with political difficulties. But 20 years ago, wouldn't he have considered such an idea, and anyone who proposed it, as racist?

Mr Ajeeb received death threats at the time of the Honeyford affair. So did Mr Honeyford, who had to live for a time under police protection. His school was constantly picketed by activists, and eventually burnt down in an arson attack. The situation was explosive, though, even to this day, interpretations vary as to who was to blame.

There are slight grounds for optimism for the future, however. An apocalyptic conflict may not happen after all. Manningham, the area in which the Drummond Middle School is situated, has come up in the world in recent years - or, at least, parts of it have. Gentrification is pushing its green shoots into the area; Bradford was once a very grand city, its grandeur ruined as much by the depredations of 1960s and 1970s town planners as by those of economic decline. Manningham is now less segregated, or mono-racial, than it was a few years ago. This is because of an influx of immigrants from other parts of the world, particularly Eastern Europe. One of the benefits of migration from many countries might be the dilution of populations so that ghettoes become less ghetto-like. New immigrants always gravitate to cheaper housing, encouraging the dispersal of previous immigrants. To all appearances, the people of different races rub along well enough in an area that had once been startling by the uniformity of its Muslim population.

Moreover, the people willing to speak - among them Ukrainians, Czechs, Slovakians, people of Pakistani origin - said last week that what they wanted for their children was a British education, so that the children would integrate themselves fully in society and secure good jobs. No one wanted to be Balkanised into competing and antagonistic communities, preserving their customs in pristine perfection, unaffected by the fact that the communities now lived in Britain.

Mr Honeyford's school has been rebuilt at great expense. It is still predominantly Muslim, with a 15 per cent Somalian intake; in an act of what some view as outstanding multicultural political correctness, it has been renamed Iqra, though it is still known locally as the Drummond. Shanaz Anwar-Bleem, the new headmistress, speaking in a personal capacity, said that the withdrawal of children from school to return to Pakistan or Bangladesh for months at a time was still a problem, but the authorities were trying to clamp down on it.

The school is twinned with another in Bradford, which her pupils, who would otherwise grow up solely among their own ethnic and cultural group, visit so that they can learn about the way other children live, and even make friends there. Religious education is not monolithic: the children go to mosques, but also to churches and even to synagogues. Mrs Anwar-Bleem, the daughter of immigrants, says that the parents of the pupils are clear about the essential role of English in the education of her pupils and of knowledge of British culture. She blames Government policies for the de facto segregation that still exists in Bradford.

This does not seem so very different in spirit from what Mr Honeyford said in the mid-1980s. The fact that he published his article in The Salisbury Review, seen as so Right-wing as to be completely off the scale of respectability, was part of the problem; if he had published it in an equivalently Left-wing journal, it would have been very much less objectionable. The article also included asides, not strictly relevant to the subject matter in question, about the political style of the Indian subcontinent, and particularly Pakistan, that could hardly have been pleasing to some of the people in the area, even if true. In so delicate a situation, these asides were perhaps impolitic. Yet those people in Manningham who still remember Mr Honeyford seem to do so with fondness. They do not think of him as a racist, much less a BNP type. Amit Shah, 65, said, "It was all political what happened to him. He was a very nice headmaster, and the children liked him." It is hard not to conclude that a terrible injustice was done him.

Mr Honeyford had made the mistake of espousing anti-multiculturalism before it was socially acceptable to do so, just as it was once wrong to be an anti-communist before everyone became one. He lost his career because his tone was wrong, and he did not subscribe to the then "correct" views of a very thorny subject. Hell hath no fury like a bien pensant contradicted.

So why has the Government finally come round to a point of view that is, at least by implication, a little like Mr Honeyford's? Miss Kelly was forced to act after months of mounting public concern, and increasingly hostile headlines, about the value of multi-culturalism and immigration. The prospect of hundreds of thousands of immigrants from the new EU countries, Bulgaria and Romania, entering Britain on January 1, 2007, has focused minds, as have official figures showing the true extent of the numbers coming to Britain - 427,000 have registered to work here since 2004, it emerged shortly before Miss Kelly's announcement.

The debate has been given added urgency by the shock of the recent alleged terror plots hatched by British citizens to blow up airliners. Miss Kelly is no doubt aware of the deep anxiety and even anger in the country that politicians have hitherto failed to acknowledge, and that threatens one day to erupt through the relatively calm surface of daily life. The recent refusal of passengers to allow an aircraft to fly until two Asian men (who appeared to be speaking Arabic) were taken off the flight was possibly a harbinger of far greater nastiness to come.

As for Mr Honeyford, were he not suffering from the early stages of Parkinson's, he could have been forgiven for celebrating his long-awaited victory with a jig around his Manchester living room yesterday, before leaving to watch his beloved Bury football team achieve a similar resounding result against Grimbsy at Gigg Lane. But neither time, nor Miss Kelly's admission, can heal the scars for this martyr to multiculturalism.

Source



The current education system is hard on teachers too

The quality of teaching has seriously deteriorated in the most critical areas of literacy and numeracy. As a school head I have seen for myself that teachers are not as literate as they used to be. I have given up as teachers continually make errors in written communications to students and parents, and in school newsletters. In speech, fuzzy thinking results from their confusion of subject and verb, illogical prepositions and no longer amusing malapropisms. Vocabularies bled and logic was wounded.

Now we have evidence I am not just a boring old pedant. Andrew Leigh and Chris Ryan's welcome research, which appeared in these pages yesterday, has done education a great service by providing an evidence base for what school heads and employers already know: the quality of teaching has seriously deteriorated in the most critical areas of literacy and numeracy, and therefore in primary education, science, technology and other subjects.

Let me defend teachers. They too are victims of deteriorating school systems. Only a handful remains whose school education predates the 1960s and '70s, when teaching was overcome by a fashion for coddling children. Don't correct errors: you might damage their little psyches and destroy their self-esteem. Don't tell them what to write about: it's undemocratic. Let them express themselves. We call their efforts creative.

The distinction between self-expression and communication was lost. Self-expression can take place without an audience. Communication requires compliance with the niceties of spelling, punctuation (including apostrophes) and diction that are also understood by the audience. The ability to structure a line of thought is gained through lots of writing practice to establish clear thinking: it requires knowledge about the subject. That is, communication requires discipline, academic and personal. Today's teachers cannot teach what they have not been taught.

Younger teachers also copped postmodernism. Before they had learned to read thoroughly and carefully and to love reading (whether fiction, history or science), they were taught to be sceptical of everything and wary of giving it value in their own lives. They were made to see literature, history and science through "frames" of feminism, Marxism, racism and who knows what else. The frame mattered but there was not much of a picture in it as syllabuses lost content and no longer required students to have substantial knowledge of facts, names, dates and events.

A young person's search for vicarious human experience and understanding was distorted by the views of others before they learned to follow story and character development effectively. The view was through adult frames rather than the framework of childhood or adolescence. Teachers cannot now teach what they do not know. Many complain of the difficulty of finding a "good secretary like we used to have". Teachers, like secretaries, are traditionally women. I celebrate that women now have the full range of career choices but one consequence is that we no longer can rely on a large enough supply of talented women to populate our teaching positions.

Leigh and Ryan have shown the impact of what is otherwise a welcome social change. And men? Men are a valuable but rare species in education; it takes courage to be a male teacher. A closed door can ruin a career. An adolescent girl might make allegations that will never wash away. Suspicion lurks. Can a male teacher comfort a crying child? How do you teach gymnastics or tennis without touching? It is difficult enough for women in this climate of lewd suspicion. Wouldn't you rather be an accountant?

Schools are no longer havens. Guns and knives are not common, but regrettably they are far from unknown in schools, whether brought by students or by invaders of the premises. Students who threaten teachers directly or by innuendo prevent effective teaching and obliterate the teacher's motivation. Almost any reaction from the teacher or school head will be wrong by the time it gets to the front page. Failure to break up a fight is a failure of duty of care. If a teacher physically separates two warring children, they might reap a charge of assault with the possibility of never working with children again. After victory in court, who will resurrect the career and reputation of the teacher? Wouldn't you rather be a lawyer?

Teachers are increasingly powerless and vulnerable. Some parents defend their children no matter what the allegation and the evidence. It is extraordinarily time-consuming, emotionally taxing and increasingly difficult to help children in trouble or investigate alleged misbehaviour. The school can't search lockers or school bags, can't question students without parents being present and can't separate presumed malefactors. By the time action is taken, the problem has blown out of all proportion and parents have called in lawyers. It is easier to avoid the challenge; behaviour in schools gets worse. Wouldn't you rather be a doctor?

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

***************************



29 August, 2006

Flags forbidden in geography lessons

This sort of pettiness is what substitutes for a focus on real education these days

A seventh-grade geography teacher at Carmody Middle School in Lakewood was suspended with pay Wednesday after he refused to take down foreign flags displayed in his classroom. Eric Hamlin, 36, said the flags of China, Mexico and the United Nations were relevant to the unit on the fundamentals of geography he teaches in the first six weeks of the semester. He's used the same display for most of the nine years he's taught in Jefferson County, Hamlin said. The 3-foot-by-5-foot nylon flags are in addition to the U.S. flag found in all classrooms.

"Since flags are symbols of a nation and the people who live in that nation, if a flag of a foreign nation in a geography class can't be displayed, and only the U.S. flag can be displayed, we're sending the message that America is number one, everything else is below that," Hamlin said.

Hamlin received a written reprimand Tuesday. Principal John Schalk escorted Hamlin from the building when the flags were still up on Wednesday morning. Schalk referred questions to Jefferson County Schools spokeswoman Lynn Setzer. Setzer said Schalk believed Hamlin was in violation of a state law barring display of foreign flags on public property. Schalk interprets the law as allowing display of foreign flags as part of a specific lesson, but not for the duration of a six-week unit, Setzer said. Superintendent Cindy Stevenson said Hamlin could have removed the flags, then appealed the principal's decision to higher administrators. By refusing to remove the flags, Hamlin was insubordinate, Stevenson said. "He defied a direct, reasonable request from a principal. That's what's at issue here," Stevenson said. Stevenson said it's possible Hamlin and the district could work out an agreement short of firing Hamlin.

Hamlin said, "There's no question I was insubordinate . . . I did directly tell my principal that I would not follow what he told me that I had to do. "It's the background, the basis of what he told me to do that I disagree with," he said. Hamlin did, in fact, remove the flags before he was escorted from the building. He put them in a file cabinet rather than let the custodian store them.

Whether Hamlin was actually in violation of a state law is another matter. The 2002 law bars the display of foreign flags on state buildings. Among the exceptions are foreign flags used as "part of a temporary display of any instructional or historical materials not permanently affixed or attached to any part of the buildings or grounds . . .." Mark Silverstein, the legal director of the Colorado chapter of the American Civil Liberties Union, said that exception would appear to cover Hamlin's display. Hamlin said he's begun drafting a written request for ACLU representation. "We'll read the letter and decide what action, if any, to take," Silverstein said. Hamlin has more than 50 flags that he uses during the course of the year.

Source



BRITISH EDUCATION FAILURE COVERUP

The Government is facing an investigation by the statistics watchdog over claims that it tried to "bury" bad news of poor primary school test results. Figures showed last week that the number of seven-year-olds who were competent in reading, writing and maths had fallen, and all the Government's key targets for 11-year-olds were missed. But the primary school results were published at exactly the same time - 9.30am on Thursday, August 24 - as GCSE results, which dominate news bulletins every year. The timing was a break from tradition. In recent years primary school figures have been released on the Tuesday, two days before GCSEs. The change led to allegations that ministers were trying to bury the damaging story of falling standards in primary schools and missed targets.

The Statistics Commission has now called for a formal explanation from the Department for Education and Skills. A formal investigation could follow. Richard Alldritt, chief executive of the Statistics Commission, said: "A concern was expressed to us that the timing of the release changed for reasons of political advantage or news management. "Having had a verbal assurance from the DfES that that is not true, we have asked them for something in writing. We will consider whether to pursue the matter." It was understood that the commission had received a letter from the head of statistics at the DfES but had not yet been able to consider it.

The code of practice on government statistics states that figures should be released as soon as they become available. Holding back primary school results - even for two days - in an attempt to gain political advantage would risk breaking the spirit of the code, if not the letter, according to sources at the commission. If the commission found against the Government it would revive the damaging charges of "spin" laid against ministers since 1997 and which they have been desperately trying to counter. Perhaps the most damaging example was when Jo Moore, who was a special adviser at the Transport Department, sent an e-mail to colleagues in which she suggested that the terrorist attacks on September 11, 2001, made it a good day to bury bad news.

David Willetts, the Shadow Education Secretary, told The Times Educational Supplement that people might suspect that ministers were trying to "bury" the bad news of the primary school results. "If so, it would not be the first time the Government has sought to bury bad news in this way," he said. But a spokesman for the Department for Education and Skills rejected the suggestion. "The Statistics Commission has not launched an inquiry and we do not believe there is any reason for them to do so," he said. "The publication of the data was carried out in accordance with the rules governing the publication of national statistics."

Source



Australian teachers getting dumber



Teachers are not as smart as they were 20 years ago, an Australian-first study concludes in a finding that will reinforce concerns over declining classroom standards. An analysis of literacy and numeracy tests confirms the standard of student teachers has fallen substantially and that dwindling numbers of the nation's brightest students are choosing teaching as a career.

The academic calibre of teachers has been shown to have a direct effect on students' results, with US research finding that a shift to smarter teachers raises student performance. The Australian study by economists Andrew Leigh and Chris Ryan from the Australian National University finds the failure of teachers' pay to keep pace with other professions and the fact that teachers are not paid on merit are key factors in the decline of standards.

The biggest change has been in the number of smart women becoming teachers. The study says the academic achievement of women entering teaching has declined substantially. While 11 per cent of women who scored in the top 25 per cent of literacy and numeracy tests in 1983 chose to become a teacher, this had dropped to 6 per cent in 2003. The average woman entering teaching in 1983 was in the top 30 per cent of test results and this dropped to the top 49 per cent by 2003. Overall, in 1983 the average teaching student was drawn from the top 26 per cent of the nation's students but this had widened to the top 39 per cent by 2003.

Dr Leigh said using literacy and numeracy tests was the best proxy available for assessing teachers' academic abilities. "Academic results aren't everything in a teacher; we all know good teachers who aren't academic," Dr Leigh said. "But if all else is equal, you'd rather have the people standing at the front of the classroom being the ones who did well in literacy and numeracy tests. If they do very badly on these tests, it's hard to see how they can teach children the same things."

Dr Leigh said teaching had lost its status as one of the best paying careers for women. While 49 per cent of female university graduates became teachers in the 1960s, by the 1990s only 12 per cent chose it as a career. The rise in salaries of high-ability women in alternative occupations is believed to account for about one-quarter of the decline in teacher quality. The study says that over the 20-year period, the average starting salary of a teacher fell in real terms and compared to other professions. Teachers' pay fell 4 per cent for women and 13 per cent for men in real terms but relative to graduates entering other professions, starting teachers' pay fell 11 per cent for women and 17 per cent for men.

The study suggests that the solution lies in introducing merit-based pay for teachers, which would be more cost effective than across-the-board pay rises to make teaching a more attractive career. Dr Leigh said that the rest of the labour market paid according to ability and was further away from uniform pay schedules than ever before. "Governments have grasped that when it comes to paying senior public servants. They created SES (Senior Executive Service) because government had to compete with businesses for the best management talent and they understood what businesses were doing had an impact on government," he said. "We haven't grasped the same parallel with teaching."

National president of the Australian Education Union Pat Byrne said women had less scope for careers 20 or 25 years ago, when teaching was one of the best paid jobs open to women. Ms Byrne said the answer was to raise teachers salaries across the board rather than introduce merit-based pay.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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28 August, 2006

BOOK REVIEW: The Rape of Alma Mater

A novel by Wells Earl Draughon. Review by "Ken"

Wells Draughon (I assume that the middle name is a patronymic) has recorded an important first-hand history in this fictionalised account of the "dumbing down" and "lefting" of the American collegiate system.

Draughon personifies the "Left" and "Right" viewpoint of campus politics in his fictional colleagues, while leaving his main character, Ray, to balance precariously on the left edge of the political tightrope while juggling his own academic aspirations with his conscience.

Ray is sympathetic to the left but is quietly disapproving of its methodology. He is, however, afraid of losing his tenure in the overcrowded field of English Literature and thereby hangs the classical conflict.

The story starts during the Vietnam War, when many students enrolled in tertiary education in order to avoid the draft. These borderline academics leant towards the "soft" subjects like the arts and literature, where right and wrong are less well defined than in the sciences. Draughon's contention is that these subjects slowly lost definition as logical deconstruction was replaced with jargon, political correctness and sexist/racist sensitivities that were applied backwards to classical literature in order to discredit it and its authors.

When logic and objective analysis were labelled "male thinking" and were therefore sexist, the whole idea of structured learning became untenable and the inevitable collapse of classical education was underway.

Draughon leads us through each decade up to the modern day, documenting the not-so-subtle methodology of a sub-culture determined to neutralise a decidedly polarised society.

Ray's insouciance allows him to believe that the left's dominance over American universities is a product of correct-thinking having led to a quagmire of unforseen outcomes. "Most of them, their hearts are in the right place.." He is heard to say in the dying sentences of the novel

Although it is cleverly constructed and intelligently unfolded, the novel fails as a piece of fiction because the characterisation is subservient to the plot. The story cries out to be character driven but, despite an obvious effort to round out the personalities, they remain shallow, two-dimensional and stereotypical. The book also fails as a piece of history because of the fictional setting. The reader is never sure whether the critical moments are actual events or merely devices to move the plot forward. The attempts to get us to empathise with the characters by introducing irrelevant domestic scenes only succeed in distracting us from the salient point of the story because they are inconsistent and seem to have been slotted in as an afterthought.

This is not an easy novel to read; the sentence construction is often confusing and unintentionally complex because of the author's propensity for expressing more than one idea in a sentence and often mixing tenses and inadvertently referring to the wrong subject. This may simply be poor editing but it constantly detracts from the text and forces the re-reading of paragraphs and sometimes whole pages.

I would like to see a more academic rendering of this important subject (which I am sure the author could provide). His insights are both valid and frightening in their overview of the last forty years of American academia and are well worth listening to.



Top British schools discard dumbed-down government exam system

Some of Britain's most academically successful schools will sink to the bottom of this year's official league tables because they have abandoned "too easy" GCSEs. The schools, including Harrow, Rugby and Manchester grammar, now put their pupils through the international GCSE (IGCSE), which is considered more academically stretching, in subjects such as maths, science and English.

Many experts believe that rather than damage the reputation of the schools, the move will call into question the credibility of the league table system by placing some of the country's best-performing schools near the bottom. The government will this year for the first time publish a national ranking based on the proportion of 16-year-olds gaining five GCSEs at grade C or above that include maths and English.

IGCSEs are not counted as part of the official results because they are not approved by the Qualifications and Curriculum Authority (QCA), the government's exam regulator. Many independent schools are dropping the state-approved GCSEs in favour of the international versions because the latter are viewed as more challenging and as a better preparation for A-levels. The exams have mainly been developed for schools overseas and are closer to the former O-levels, scrapped in 1987, rather than to ordinary GCSEs.

Schools offering the IGCSE in maths and English will see steep drops in the number of their pupils getting ordinary GCSEs in these core subjects, pushing them down the rankings. The Department for Education and Skills has no intention of overhauling the league tables to take IGCSEs into account.

Concerns over the academic usefulness of the rankings will be compounded by the high marks given to GNVQs - vocational qualifications. Many state schools have boosted their rankings by encouraging pupils to take GNVQs - vocational qualifications which are rated by the government as equivalent to good GCSE passes.

Ministers have refused to allow IGCSEs to be included in results because the exams do not have official approval. State schools, even the highest achieving, cannot switch to the IGCSE because the government will fund only officially approved courses. The IGCSE is growing in popularity among private schools. Cambridge International Examinations, one of two boards that sets the IGCSE, said that 100 schools offered at least one exam this year.

Independent school heads believe that the decision not to include the IGCSE will make a nonsense of the national school league table. Tim Hands, headmaster of Portsmouth grammar and chairman of the universities committee of the Headmasters' and Headmistresses' Conference (HMC), said: "It is extraordinary that schools like mine will be listed as getting 0% for maths GCSE, yet (the IGCSE) is an exam that is highly rated by universities." The highest take-up of IGCSEs is in maths. It is preferred to the state GCSE because it includes calculus and does not include course work.

More here



EVEN BRITISH EXAMINERS ARE DUMMIES

Teachers have told a bright GCSE student she would have to dumb down in order to pass her exams, prompting concerns that examiners are unqualified to mark some papers. Katie Merchant, 16, was marked down for giving a sophisticated answer in her mock Latin exam. She achieved an A* - the highest mark possible - but lost marks on one question because her answer was too sophisticated. Teachers warned the girl she would be similarly penalised in the real exam, prompting her to express her disappointment in a letter to her Brighton college headteacher, Richard Cairns.

Speaking today, Mr Cairns said examiners often marked papers in subjects they knew little about and that he warned his pupils they would often know more about the subject than the marker. He said: "The very brightest are definitely constrained by the exam marking schemes." He said exam boards awarded the highest marks for prescriptive answers containing key words, meaning a pupil who displayed originality was penalised. Mr Cairns said the problem affected all exam boards. He said markers rewarded children for thinking "mechanistically" rather than "outside of the box". "We're getting very good at teaching children to pass exams but less and less good at teaching them to think laterally," he said.

After consultation with Oxford and Cambridge universities, Brighton college is reducing the maximum number of GCSEs students can take from 10 to nine and making time in the curriculum for critical thinking. Mr Cairns said: "Through league tables, teachers [have] become accountable to their pupils. As a result, [they] want more and more information about how to achieve an A*, which has encouraged exam boards to be more prescriptive and killed off independent thought."

He went on: "I tell my students, 'You must expect the examiner to know less than you. He or she will be working to a rigid marking scheme and they need to look out for key things whether or not they're actually relevant." The independent college was the first school in England to introduce the mandatory study of Mandarin for all Year 9 pupils earlier this year.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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27 August, 2006

More political bias in the college classroom

Post lifted from Betsy Newmark

One of my former students has been attending freshman orientation at UNC Chapel Hill. He sent me a note yesterday all excited about getting push-polled and to tell me about a couple of offhand comments that the professors leading the discussions threw out there. The students had to read The Namesake, a novel by Jhumpa Lahiri, in which the main character's name is an important plot point. Here is what my former student wrote me about that discusson:

Secondly, professor bias anecdotes (and this before classes have started). The first happened during our summer reading discussion. I enjoyed the faculty facilitator; he was enthusiastic and prone to excited outbursts such as declaring us all "flowers in the garden of humanity"....But our discussion about the significance of names began with a viewing of George Allen's "macaca" comment, which prompted the professor to declare "Go to hell George Allen. Makes me think of Nazis."

I know how you love Nazi references.

Then later today, at a Carolina Scholars meeting, a professor mentioned reporters who spoke with his class following the invasion of Iraq. He commended his political restraint and complimented himself for not saying "ill-fated." Both professors made their remarks offhandedly but clearly meaning to be heard.

Just think of a professor who refers to kids as "flowers in the garden of humanity." Blech. And then on the first day of orientation to jump in with the Nazi reference to George Allen. That takes the prize. George Allen has set himself up to be an endless supply of jokes and I guess he deserves it. But the Nazi reference betrays such a lack of perspective that this professor should be forced to go to the Holocaust Museum and learn what the Nazis did.

Then the gratuitous remark about not saying referring to the Iraq war as "ill-fated" is typical liberal self-congratulatory behavior. Look how noble I am by not telling you what I really was thinking while I make sure that you all know what I really think.

Remember, these are professors speaking to freshmen at a state university in North Carolina, a state that went for Bush over Kerry by 12 points. These professors have no idea of these kids' political persuasions, but the likelihood is that a significant segment of the students in that room come from families that supported Bush and are Republican. And, yet totally out of the context of the orientation discussions, these guys had to make such off-topic political statements. They're so sure of their own rectitude that they don't mind just throwing in a comment here and there to share their political views. It would be one thing if they were leading discussions about politics, but these were two totally off-topic comments. At least these orientation workshops didn't involve classes that kids receive grades in. But I can't imagine that professors who say these things on the first day of orientation keep mum all year long in their classrooms.

Can't these guys restrain themselves? I teach about politics every day in my classes and I constantly work to balance every anecdote about one party with one about the other and to seek to have the kids be the ones who are expressing their own political opinions, not me. And y'all know that I have definite political opinions, but I don't need to inflict them on my students. Sometimes, I have to bite my tongue sharply, but I would be so disgusted with myself if my students were going home and telling their families similar anecdotes about me that my former student just wrote me. I know this stuff goes on all the time, but it still really ticks me off.



BRITISH SCHOOLS TO RETURN TO REAL EDUCATION?

GCSE exams in English and maths are to be made harder as part of a major government crackdown on schools that are failing to teach basic educational skills. Jim Knight, the Schools Minister, has introduced the tough new measures in one of the biggest shake-ups of the exam system in a decade. 'Every single young person must have a good grasp of the basics,' Knight told The Observer. 'We are changing the way we measure performance and toughening up the English and maths GCSEs to ensure that young people master the three Rs.' In addition, coursework, which counts towards GCSE grades, will be overhauled in a bid to eradicate pupils cheating by using the internet, helping each other or receiving parental help. More work will be done under exam conditions at school.

Knight said the main change to exams would be to build in 'the functional' skills in English and maths that employers required. There would be more rigorous testing of grammar, for instance in the context of writing a clear, coherently presented letter, and of mathematical concepts like percentages in the context of real-life problems. While the present system allows pupils to get a pass in English or maths without mastering such skills as long as an overall points total is reached, that will no longer be the case. 'In the future, employers will have a guarantee of the quality of the school-leavers they are taking on. A good pass will mean that young people are equipped with the basics. That means being able to write and speak fluently, carry out mental arithmetic, give presentations and tally up a till at the end of the day', Knight said.

The tougher new courses will be piloted this autumn. The move has been announced before Thursday's publication of this year's GCSE results, which are expected to show a further sharp rise in the number of pupils achieving an overall 'benchmark' pass. The existing system requires at least one C-grade in any five GCSE subjects. Under the new measures, an overall pass will require at least a C in both English and maths.

There has been a growing clamour in recent years from education experts and businesses against what they see as the poor standard of literacy and maths skills of many school-leavers. In a report to be released tomorrow, the Confederation of British Industry will warn of widespread levels of dissatisfaction among employers. The CBI says the economy is losing up to 10 billion pounds bn a year through staff not being able to read, write or perform basic arithmetical exercises to a sufficient standard.

In today's Observer, the philosopher and educationist Baroness Warnock issues a scathing critique of the government's education policies for having left many school-leavers 'unable to write intelligibly, read critically or think analytically'. She predicted that one result would be that the country could soon find itself without any world-class universities.

As well as tougher exams, league tables of GCSE results are to be overhauled to include separate rankings based on English and maths, in the hope of bringing pressure on schools to raise their game. 'Alongside the usual five good GCSEs measure, every parent will be able to see how well their school is doing in securing the basics of English and maths', Knight said.

Ministers will receive fresh evidence this week of problems among pupils when results of standard assessment tasks (SATs) taken by 11-year-olds in English, maths and science are published. Sources say these will show that the government has failed to reach its self-imposed target that 85 per cent of the pupils should have demonstrated competence in the subjects by 2006. But the proportion attaining the required standard has risen from 60 per cent to more than 75 per cent since 1996. This year's GCSE results are also likely to show a drop in the number of pupils taking French and German, after the government two years ago abandoned the requirement for 14- and 15-year-olds to study a foreign language.

Meanwhile, the Conservatives have indicated they may scrap AS-levels, which pupils take at the end of their lower-sixth form year, in order to relieve the pressure of repeatedly preparing for and sitting exams throughout pupils' careers. Students now spend so much time concentrating on exams that their basic education is suffering, said David Willetts, the Tories' education spokesman. He said there was a 'very strong argument' for scrapping AS-levels and restoring the break from having to take exams in the year between GCSEs and A-levels. The current system, whereby teenagers take SATs at 14, GCSEs at 16, AS-levels at 17 and then A-levels a year later, was leading to a situation in which schools 'teach to the test'. 'The whole process of examining is in danger of getting in the way of real education,' said Willetts.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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26 August, 2006

British government stumped by illiteracy and innumeracy

Labour's record on improving standards of literacy and numeracy came under attack last night after the publication of results for GCSE examinations and primary school tests. Pass rates at GCSE rose for the eighteenth successive year but achievement in English and mathematics at primary school level has stalled well below the Government’s targets. Almost half of 16-year-olds failed to achieve at least a C grade in GCSE maths and four out of ten were below this standard in English. Employers said that the education system was “failing to deliver”.

The proportion of GCSEs awarded grades A* to C rose by 1.2 percentage points to 62.4 per cent this year. But English increased by only 0.7 points to 61.6 per cent and maths by 0.9 to 54.3 per cent. At age 11, the proportion reaching level 4 in the national curriculum English test was unchanged at 79 per cent. It rose one percentage point in maths and science to 76 per cent and 87 per cent respectively.

The results left primary schools far off the Government’s target of 85 per cent for both English and maths by this year and still trailing its 2002 target of 80 per cent in English. The proportions achieving the expected standard at age 7 in reading, writing and maths also fell across the board this year. Alan Johnson, the Education Secretary, defended the Government’s record. “The attainment of young people at the end of their primary years has vastly improved on what it was in 1997 and is higher than ever before for those reaching the end of compulsory education,” he said.

But David Willetts, the Shadow Education Secretary, said that the primary school results showed that the Government’s strategy had “run out of steam”. He added: “If you go back to 1997 and what Tony Blair said about the importance of education, it is clear that missing the targets on literacy and numeracy is a big thing. “Forty per cent of pupils are still leaving primary school without having mastered the basic skills in the three Rs. This is letting down the nation’s children, who then spend their lives playing catch-up.”

Richard Lambert, the CBI’s Director-General, said: “We must not lose sight of the severe problems which exist. Ministers must step up their efforts — they have made the right noises, but will be judged on delivery.”

Professor Alan Smithers, director of the Centre for Education and Employment Research at the University of Buckingham, said that the pass rate in maths was lower than for all other major subjects. He said that standards in many schools would be exposed by changes to performance tables this year, which will rank them for the first time by the percentage of pupils passing five good GCSEs including English and maths.

Professor David Jesson, of York University, said that the primary school results showed that “the concept of continually improving performance for ever has to be questioned”. Sarah Teather, the Liberal Democrats’ Shadow Education Secretary, said: “There are holes appearing all over the Government’s strategy for secondary education, illustrated by the drop in teens studying languages and the shocking number quitting school altogether after GCSEs. “Too many young pupils are leaving primary school without the basic skills they need to successfully tackle the secondary curriculum.”

Source



Science education in Australia

Some works of literature have titles so powerful that it seems unnecessary to read the work itself. E.M. Forster's Two Cheers for Democracy is like that for me. Democracy may be a poor system of government, but it is the best we've got. It is always struggling and its results are not always inspiring. One of the deeper purposes of education in a democratic country must be to help merit the third cheer. A democracy has millions of decision-makers, some wise and well informed, many who think they are, and some who don't even try, but all vote. One of the outcomes of education is that children are indoctrinated in their social and political heritage.

Anyone who knows schools knows this indoctrination will happen by default; it is better if it is controlled. It should be intentional, purposeful, and should develop Forster's two cheers: critical minds and a variety of thinking. Sound education can also earn democracy my third cheer: for good decision-making, the sine qua non of a strong and ethical government.

This was a big week in Canberra for education and good decision-making. First, speaking as the Minister for Science, Julie Bishop, who is also Minister for Education, made the important statement that intelligent design should not be taught in science classes. Pointing out that ID does not belong in the science curriculum at all, she has taken a firm stand and given leadership that will strengthen our science teaching.

On Monday and Tuesday, the Australian Council for Educational Research held its 11th national research conference, this year focusing on science teaching and learning. On Thursday was the history summit, attended by the Education Minister, former "history premier" Bob Carr and an impressive list of historians and history teachers. The two conferences were tied together by themes: Science for Citizenship in one and History for Citizenship in the other. I see the two coming together in a wonderfully productive symbiotic relationship.

Science for Citizenship is a research focus of Jonathan Osborne, a professor at King's College, London, who gave the first keynote address. He sees the early specialisation of science teaching to cater for potential career scientists as deadening to the majority, who have needs as future citizens but will not study science after secondary school.

What plagues democracy is that pesky tradition of involving everyone in decision-making. As Osborne told the science conference: "Society is confronted with a dilemma that the majority of people lack the knowledge to make an informed choice."

Having strongly suggested that science is the greatest cultural achievement of Western society, he argues that science must attempt to communicate "not only what is worth knowing, but also how such knowledge relates to other events, why it is important, and how this particular view of the world came to be".

It does not take much science to understand the water cycle and that H2O is H2O, yet the good people of Toowoomba recently decided they could not drink purified used water. It is worth knowing what water is and the role it played for millennia before it came into our brief lives. This is just one example of how good science teaching can make people better voters and citizens.

It is important to understand science that explains the case as it is, not as we might prefer it to be. Gravity is inconvenient to a child falling out of a tree, just as global warming is to all of us today. Scientific research and political decision-making share the need for rational, evidence-based argument. The science classroom is one place where these higher-order thinking skills can - indeed, must - be effectively taught to young citizens of our democracy. To be effective, we must start with the young. Our primary schools, almost without exception, miss the boat completely.

Science might be in the primary curriculum, but what is taught is usually warm, fuzzy and concentrates more on what is cute than on developing disciplined thought. This is not surprising as almost no Australian primary teachers have studied science as part of their university degree and not many have been interested enough to have studied it in the last two years of secondary school. They are monumentally unprepared to teach facts (or understand what a fact is in science - think of phlogiston (more later) - and even less prepared to help young minds develop sound scientific thinking. A survey of how many primary teachers go to a homoeopath or care what their star sign is gives a quick indication of the parlous state of science teaching in our primary schools.

Yet young children observe the world very closely and ask questions. They poke and probe and experiment: scientific behaviour that is often mistaken for naughtiness. They love to count and take surveys. They are young scientists. As they see patterns emerging in the world around them, they discover where they fit. Science makes sense. We urgently need full-time specialist science teachers who are given time, rooms and resources to teach our children from kindergarten to Year 6. After such an introduction, science might be able to compete in high school with "fun" courses such as design and technology or drama, which are fun because they teach children how to explore aspects of life hands-on, just as science does.

Back to phlogiston. Joseph Priestley, one of the best late 18th-century scientists, discovered phlogiston and knew that it assisted combustion and respiration better than air. Dephlogisticated air, known to us as carbon dioxide, suffocates fire. The phlogiston theory was the best theory going until Lavoisier offered oxygen and started a battle with Priestley and a revolution in chemistry. Against the backdrop of the French Revolution, whereby Lavoisier ended up on the guillotine, what story could offer more: excitement, science, revolution in chemistry and politics, and impact on our lives today?

The phlogiston story is one among many that demonstrate how science searches for evidence-based explanations and can change its mind when evidence is compelling. The competition for glory, the sharing of ideas, the influence of one person's work on another, the impact of events outside the science laboratory: all are common themes in the history of ideas that shaped our world.

Is the phlogiston story science or is it history? Of course it is both, but open to study through the prism of each discipline in a somewhat different mode. History and science are not so far from each other; both require a chronological framework, knowledge of facts and development of skills for their full power to be appreciated and the importance to our lives to be convincing. Recent television programs on the history of science, for example on Darwin's The Origin of Species, penicillin or the introduction of sewers in London, show vividly the human drama that accompanies great developments in science. Knowing such stories, the science behind them and its impact on our daily lives leads to citizens better prepared to use their judgment.

Osborne called for "the study of the history of ideas and the evidence on which they are founded" to be the core of the curriculum. In such a curriculum we develop critical thinking and evidence-based decision-making. We can earn the third cheer for democracy.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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25 August, 2006

THE SCOTTISH OPTION

What the article below does not mention is that the role of alcohol in Scottish university life would be a shock to many Americans

At an age when most toddlers were singing along to Raffi, Zarya Rathe got hooked on Celtic music. She listened with her mom-a violinist-and played herself. So when the time came for college, Rathe applied to four schools in Scotland, ending up at the University of Edinburgh. "I wanted to do something different," she says. Except that when Rathe arrived in Gaelic 101, she was hardly alone. "It was all Americans."

Rathe is one of a growing number of U.S. students heading to kilt country for college. The main attraction: a quartet of medieval universities-Edinburgh, Aberdeen, Glasgow and St. Andrews-known as the Scottish Ivies. Since 2000-01, American participation in study-abroad programs has increased by 20 percent; England and Canada still attract students looking to attend a foreign school. But U.S. enrollment in Scottish colleges is up 80 percent in the past decade; at Edinburgh, it's tripled since 2003, and more than a tenth of St. Andrews' students are American.

Part of the appeal is esthetic. For Americans taken with the looks of an Ivy League campus, Scotland's ancient universities can hold an ever-richer store of history. Aberdeen was founded in 1495, 141 years before Harvard; St. Andrews has stood on the cliffs of Fife for nearly six centuries. Stephanie Gorton got into Columbia-her dream school-but that dream faded after a weekend visit to Edinburgh, the youngest of the lot. Compared with better-known British schools like Cambridge or Oxford, the Scottish colleges offer a curriculum that strikes a nice balance between the foreign and the familiar. An English undergrad education lasts only three years, and students must specialize in a single subject from day one. Scottish schools, while offering far fewer electives than their U.S. counterparts, still boast a four-year program that allows undergrads to study several subjects before settling on a major.

The Scottish Ivies are selective-but not nearly as competitive as the American elites. The typical student admitted to Harvard, Yale or Princeton scores about 750 on each section (Math, Verbal and Writing) of the SAT; Edinburgh requires 600. Top Ivies accept about 10 percent of applicants, but St. Andrews takes 20 percent of the 500 Americans who apply annually. One drawback: cost. Due to subsidies, Scottish natives pay only $4,000 in tuition, but foreigners pay $15,000. With room, board and travel, Americans can expect to fork over about $25,000 a year-and there's no financial aid available to ease the burden. Yet some find the cultural immersion priceless. Rathe, now a junior, recalls an evening on the Black Isle when she dined on haggis and watched neighbors recite Scottish poetry. "You got shivers down your spine." It's a far cry from toga parties at Delta House-but for a certain kind of student, that's precisely the point.

Source



SOFT HIGH-SCHOOL OPTIONS UNDER FIRE IN BRITAIN

Leading universities are warning teenagers that they will not gain admission if they study "soft" A levels in the sixth form. The universities are insisting that pupils take traditional subjects if they want to be considered for degree courses. Those applying with A levels in subjects such as media studies or health and social care would rule themselves out. Up to one in six students took A levels this summer in at least one of 20 subjects listed by Cambridge as "less effective preparation" for entry. In what will come as a surprise to some schools and students, the list includes business studies, information and communication studies, and design and technology.

The move to spell out "unacceptable" A levels emerged after the pass rate rose for the 24th successive year to a record 96.6 per cent. The rise in the proportion of A grades awarded was the second largest in 40 years. In a backlash against the growing popularity of subjects such as sports studies, and tourism and dance, institutions such as Cambridge, the LSE and Manchester are telling applicants to concentrate on the more academic A levels. Admissions tutors insist that a lower grade in an academic subject, such as history or mathematics, will be of more use than a high grade in an apparently easier alternative. However, they believe that thousands of working-class pupils are losing out when they choose their A-level courses, because schools are failing to give them the best guidance. The proportion of state school pupils and those from low-income families attending university dropped to its lowest level for three years in 2004-05.

Tomorrow more than 700,000 teenagers will receive their GCSE results. Cambridge has posted a notice on its website telling youngsters: "Your choice of AS and A-level subjects can have a significant impact on the course options available to you at university. "To be a realistic applicant, a student will normally need to be offering two traditional academic subjects. For example, mathematics, history and business studies would be an acceptable combination," Cambridge's online prospectus states. "However, history, business studies and media studies would not."

Geoff Parks, the admissions tutor for Cambridge, said that a significant number of students were given no advice on what options might be closed to them if they chose a poor combination of A levels. Last week it emerged that just 42 per cent of 18 to 30-year-olds in England were attending university in 2004-05, the second successive drop in two years. Few, including the Government, now expect to meet the target of half that age group attending university by 2010.

Generous bursaries for the worst-off and outreach programmes appear to be making little headway in encouraging students from poorer backgrounds to apply. Universities are baffled and the Government has ordered an audit. Tessa Stone, director of the Sutton Trust education charity, which provides summer schools to encourage more underprivileged children to apply to university, believes that poor A-level guidance could be one reason. Dr Stone says that Cambridge's direct approach may appear hard, but it is fairer to candidates in the long run because they are less likely to drop out if they have studied the right subjects.

While many universities do not explicitly exclude subjects, Dr Stone says, in reality they do. At Bristol, few A levels are explicitly discouraged, but for a BA in English, the prospectus states that GCSEs and A levels "in classical or foreign languages" are an advantage. In the same way, law A level is "acceptable but does not give any advantage". Malcolm Grant, Provost of University College London and chairman of the Russell group of research universities, said that students must not be put off learning, however. "I do think universities must be more explicit than implicit in guidance, but they must also widen participation. There are also so many things that switch kids off and being advised to do subjects that don't match their aspirations could be a disaster."

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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24 August, 2006

A WONDERFUL STORY

And a testimony to the desirability of accelerated education



Terry Tao was just two when he stunned a family gathering at home in Adelaide by giving a maths and spelling lesson to friends' children who were up to five years his senior. Using blocks, and knowledge he had gleaned from television, Tao showed the children how to add up and to make words.

Tao's father, Billy, an Adelaide pediatrician, remembers his son's party-stopper. "The children were playing and the adults were talking ... suddenly, we found the children had gone very quiet," Billy Tao says. "We found that Terry was teaching them numbers and the alphabet. The other kids were a lot older. He was showing them how to add and so on. I said 'how do you know all these numbers and alphabet?' and he said 'From watching Sesame Street'."

It was an early indication that the boy would become a world-beating genius with a 221 IQ: he had two university degrees by the age of 17, was made a professor of mathematics at 24 and, last night, the 31-year-old Tao was presented with the world's highest prize in mathematics, the Fields Medal, regarded as the discipline's Nobel prize. He is Australia's first winner.

The International Mathematical Union, which bestows the award, cites Tao as "a supreme problem-solver whose spectacular work has had an impact across several mathematical areas". "He combines sheer technical power, an other-worldly ingenuity for hitting upon new ideas and a startlingly natural point of view that leaves other mathematicians wondering, 'Why didn't anyone see that before?'."

Tao himself is modest about the honour: "I don't really know how it will affect my career. I haven't had an award like this before. I'm trying to focus on continuing my research and other work, such as advising graduate students."

An early mentor and academic supervisor, the director of the International Centre of Excellence for Education in Mathematics, Garth Gaudry, says Tao is a phenomenon. While most leading research mathematicians work on two or three projects at a time with collaborators, Tao juggles 10 to 15, Gaudry says. When Gaudry took on the 12-year-old Tao at Billy Tao's behest, the youngster had already exhausted several private tutors. Then a maths professor at Flinders University, Adelaide, Gaudry taught Tao on Wednesday afternoons. He remembers "a tiny little boy, a delightful kid" with staggering "insight and brilliance", who was "completely off the scale". "By age 14 he was doing very advanced mathematics, the sort of thing in US first-year graduate study, and I gave him the hardest stuff," Gaudry says. "He was just so creative. I'd give him some really esoteric problems and he would just invent things and he was absolutely spot on. The creativity was like flashes of lightning in front of my eyes. I've never had a student like this." Gaudry says they both loved the sessions. "He was just such a happy person who enjoyed every moment of what he was doing. It was a great relationship from the beginning and that has continued to this day," he says. Gaudry was in Madrid last night to witness Tao's investiture into the maths hall of fame.

With backgrounds in pediatrics and maths teaching, Tao's parents, Hong Kong Chinese who came to Australia in 1972, were well-placed to plan their first born's schooling. After a premature start at primary school, Tao went back to Bellevue Heights Primary School in the Adelaide hills at age four. His parents and principal Keith Lomax designed a staggered schooling for him. At age six, Tao was studying some classes in grades two and three, and maths at grade six and seven level. His father says: "Some education people think that accelerated education is the way to go with all gifted children. But my concept is you have to design courses according to people. Don't accelerate beyond what is good for the child."

Tao started classes at Blackwood High School at Eden Hills in Adelaide at age seven but he remained in some classes at Bellevue Heights. By eight he had finished primary school and, while he was studying such subjects as geography, biology and chemistry at Year 7 and 8 level, Tao was already devouring Year 11 and 12 maths and physics. "His subjects were never strictly according to the timetable of the curriculum. It was always very loose," Billy Tao says. "This allows him to develop academically according to his intellectual ability but kept him normal socially."

Tao was always in good company. Parents Billy and Grace produced three nodes of extreme intelligence. Brother Trevor, 29, is an autistic music savant and chess champion with degrees in music who last year earned a PhD in applied mathematics from the University of Adelaide. He works for the Defence Science Technology Organisation. Youngest brother Nigel, 27, has degrees in computer science and economics and works for the internet search company Google in Sydney.

Tao's next step into higher education was also a mixed one. He was enrolled at Flinders at the age of nine while still studying at Blackwood High. By 16 he had completed a bachelor of science degree and the following year he wrapped up a masters of science degree with honours. A PhD in maths at Princeton University in the US followed at 21 and, at 24, Tao was made professor of mathematics at the University of California, Los Angeles. Apart from stints at the University of NSW in 1999 and 2000 and the Australian National University in Canberra from 2001 to 2003, Tao has lived full-time in the US since starting his PhD. It was Gaudry who encouraged Tao to leave Australia.

"It worked out well for me as I was exposed to different types of mathematics that I didn't encounter in Australia," says Tao. "I think I am going to stay over here (in the US) more or less permanently, though I do plan to visit Australia about once a year." He lives in LA where he is married to Laura, an American of Korean background, and they have a son, three-year-old William, whom Billy says is "very smart, reading by himself".

Tao's work, like that of many mathematicians, is esoteric, understood and appreciated by very few, although its applications power the hi-tech modern world. He works in a theoretical field called harmonic analysis - an advanced form of calculus that uses equations from physics - as well as non-linear partial differential equations, algebraic geometry, number theory and combinatorics. He has also made mathematical descriptions of wave motions of light in fibre-optic cables. His latest breakthrough, in a collaboration with Ben Green of Cambridge University, is to show that it is possible to compile any sequence of evenly spaced prime numbers. This is called number theory and it has challenged, confounded and entertained mathematicians for centuries. Euclid in 300BC was the first to prove that there are infinitely many prime numbers. Number theory is at the heart of the encryption codes that organisations such as banks use to protect electronic information from hackers.

But Tao and Green's work is so new and so advanced that even they don't know what its uses might be. "Ben and I are investigating these tools further and it looks like they are going to have many applications though of course it's hard to say at this point," Tao explains. The under-appreciation of maths is not lost on Gaudry. "People don't appreciate that there is an enormous amount of maths research going on," he says. "The problem for maths is that some of the most famous and wonderful advances in our subject are hidden inside the technology that we enjoy." Compact discs, mobile phones, MP3 players and special effects in movies are all products driven by maths research.

But under-appreciation of maths is not limited to the uninitiated. Maths is struggling in our universities. A recent survey by the Australian Mathematical Science Institute of job ads in The Australian's Higher Education Supplement found that in an 18-month period, 70 mathematicians had quit academic posts but only 18 ads had called for replacements. "It's a disaster (but) the effects are not immediate," says ANU professor of mathematics Neil Trudinger. "In time they'll be translated into disadvantages in the whole scientific, technological effort in keeping up with the rest of the world."

Earlier this year, the maths department at the University of New England in northern NSW was cut from seven positions to four. "There's an expectation that four faculty members can deliver an entire academic program ... at a place that calls itself a university; it's pathetic," Trudinger says. AMSI director Philip Broadbridge says Tao was fortunate to have studied when he did. "The time when Tao was taught and mentored you could go to virtually any university in Australia and think you could receive an education of that quality," he says. "These days, I'm not so sure."

Source



Australian States' stand against history teaching weakens

The states' opposition to teaching history as a stand-alone subject faltered yesterday with Queensland Premier Peter Beattie pledging to introduce a compulsory Australian history subject if re-elected. The West Australian and Tasmanian governments also indicated they would look at how history was taught in schools, with the Carpenter Government not opposed to teaching Australian history as a separate, compulsory subject in years 9 and 10. But West Australian Education Minister Ljiljanna Ravlich dismissed the importance of students knowing historical dates, saying they could use the internet.

The history summit last Thursday, attended by 23 distinguished historians and commentators, urged the states to replace the subject Studies of Society and its Environment, under which history is now taught, with a traditional teaching of history, including making Australian history compulsory in years 9 and 10. Only NSW and, from this year, Victoria teach history as a stand-alone subject, with the remaining states teaching it under SOSE ["studies of society and environment"] with geography, environment, political and other social studies.

Mr Beattie's support for a separate Australian history subject overruled his Education Minister, Rod Welford, who is strongly opposed to the idea. On the campaign trail yesterday, Mr Beattie said he believed Australian history should be taught more thoroughly in schools, with particular emphasis on Aboriginal history before white settlement. "If re-elected, I want to ensure that there is a stand-alone compulsory unit on Australian history," he said. "When I went to school, I was taught lots about British history, German, Russian, but so little about Australian history, which I picked up by reading after I left school and when I went to uni."

After the summit, Mr Welford said it would be "educational vandalism" for the federal Government to force the separate study of history on the states. "To talk about history as a stand-alone subject, as a list of events, is an educational absurdity," he said. But a spokeswoman for Mr Welford yesterday said Mr Beattie's support for the subject was under the umbrella of SOSE. The spokeswoman said not all teachers taught Australian history under SOSE and Mr Beattie wanted to ensure it was a compulsory unit not separate to SOSE.

Ms Ravlich dismissed the knowledge of key historical dates as unimportant and was reported yesterday as saying it was akin to not knowing "the internal workings of a computer". She said the advent of the internet and search engines, such as Google, meant students had those dates at their fingertips. But Ms Ravlich went on to say that in terms of making Australian history a compulsory subject in years 9 and 10, "I don't have a problem with that necessarily". Tasmanian Education Minister David Bartlett did not rule out reinstating history as a separate subject but said it had been taught as part of SOSE for 25 years. "I'm happy to look at how we go about teaching in all our curriculum areas. We always want to continue to improve our curriculum framework and therefore what's taught," he said.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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23 August, 2006

"Bright Flight" in NC: Poverty, flight hit urban schools

Middle-class families have long shunned Shamrock Gardens Elementary, wary of the school's low test scores and high poverty. Now, a growing number of Charlotte-Mecklenburg schools face the same struggle. From University City in the north to Quail Hollow in the south, parents are abandoning more and more schools with poverty rates they consider unacceptable. The trend is not everywhere: Most of the county's schools are not seeing flight. But in the past three years, about 1 in 5 schools has seen at least a 10 percentage-point increase in poverty rates.

Enrollment of gifted students has plummeted in several high schools. At the same time as this so-called "bright flight," these schools have seen a surge in low-income students, who tend to be lower performers. Most of the departing families wind up in the district's suburban schools. A smaller but growing number are leaving CMS or avoiding it entirely. "I didn't want to take a chance on my kids," said Carol Van Buren of Charlotte, who chose a private kindergarten for her daughter, partly because the CMS gifted program she considered was too far away and its poverty rate too high.

Experts say no public school system has successfully lured back middle-class parents once they started to flee. The rising student poverty rates that follow can depress property values and dampen efforts to attract families and businesses. "I just don't see how a school district remains healthy if it is not important to the middle class," said John Chesser of UNC Charlotte's Urban Institute. "How do you ever pass a bond? How do you keep support?" New Superintendent Peter Gorman agreed, calling the shift in enrollment "a big concern." Changes he's considering to keep middle-class families include shifting power from the central office, building schools to relieve congestion and raising student performance districtwide. "All I want to be is an option that people consider viable," Gorman said. "It's basic -- improve the quality of our schools. I can't give you the magic bullet."

The loss of white, middle-class Mecklenburg families has accelerated since 2002. That's when court-ordered busing gave way to an assignment plan based on neighborhood schools.There's no way to track the income levels of families who leave. But the number of white school-age kids in Mecklenburg has increased by about 4,600 since 2002, according to census estimates. CMS's white enrollment, meanwhile, has dropped by more than 900. Whites now make up less than 38 percent of the enrollment, down from more than 43 percent in 2002. More than 55 percent of the students are black or Latino, up from 50 percent. One number hasn't changed -- CMS still serves more than 80 percent of the county's children. But statistics show an increasing percentage from low-income families.

Some changes are fueled by birth rates: Black and Latino mothers are having more babies. But it's clear the pursuit of more desirable schools is also transforming CMS. Consider:

* In 2001-02, the last year of court-ordered busing, 1 in 7 schools had student-poverty rates of at least 75 percent. Today, that's true at nearly 1 in 3.

* Seven of the district's 17 high schools last year had white enrollments of less than 25 percent, up from three in 2002.

* Independence, Vance and Harding highs have lost almost half of their gifted students -- nearly 500 combined. Their numbers of low-income students, meanwhile, have risen. That's boosted the schools' poverty rates to almost 50 percent, up from a third.

Even parents who speak proudly of integrating CMS a generation ago are refusing to send their children into high-poverty classrooms. Scott Franklin, for one, sends his daughter to highly integrated Lansdowne Elementary instead of Shamrock Gardens, his neighborhood school. Why? Because Shamrock, with a 93 percent poverty rate and more than 80 percent of its students black or Latino, lacks racial and economic diversity, he said.

Several families interviewed by the Observer said they left CMS not because of race or class, but based on what they see or hear about school performance. Lawana McAllister, who is black, said she pulled her daughter out of a middle school that had a poverty rate higher than 60 percent. She said the girl told her too many stories of fights, trash-can fires and students disrespecting teachers. McAllister enrolled her daughter in a charter. She has since sent her back to CMS for high school. But she said she wouldn't have kept her there if conditions had been similar to before. "It's just parents wanting the best for their children," she said....

More here



BRITISH SCIENCE EDUCATION DUMBED DOWN

Recently, the Belfast newspaper the Irish News, not renowned for its education coverage, devoted three pages to the decline of traditional science in schools. The piece echoed fears already voiced on this side of the Irish Sea that two of the examination boards offering the new GCSE courses starting next month will use multiple-choice tests to account for between 75 and 60 per cent of the marks awarded. There is little support for this move. According to Jonathan Osborne, professor of science education at King's College London: `They are doing this to save money because computers can mark the papers.'

Boris Johnson, the Conservative MP, became an unlikely protagonist in the debate over school science when he wrote an article in the Observer mourning the decline of the `crunchier subjects such as the sciences, maths and languages'. This was followed by a rapid stream of cogent replies posted on the Observer website. I counted 76 pages of postings from a wide range of people. It seems that Johnson's claim that `some testing academic subjects are being ghettoised in the independent sector and grammar schools' touched a nerve.

On the face of it, the problem facing science education is simple: how do we get more young people interested in studying science at school and university? The trouble is, the answers being offered are poles apart - and there is too little emphasis on valuing specialist science subjects as a distinct body of knowledge worth teaching to a new generation.

In Science and Innovation Framework 2004-2014: Next Steps, published in March 2006, the New Labour government put the case for more specialist science teachers and a turn away from integrated science teaching to the teaching of separate science subjects. The Qualifications and Curriculum Authority (QCA), on the other hand, has just introduced a new framework for teaching integrated science at GCSE level, which takes us even further away from teaching the sciences as distinct disciplines: physics, chemistry and biology. It would seem the government has a difference of opinion with its own educational authority on how to go about solving this problem.

It was something of a relief, then, to read the latest report by Professor Alan Smithers and Dr Pamela Robinson of Buckingham University. This is their second of three reports tracking the decline of physics as a school subject. They have carried out this survey to show that it is `important that policies should be grounded in the numerical picture'. Their report highlights the decline of both student uptake of physics at school (A-level entries down 35 per cent since 1990) and university (17 major physics departments closed between 1994 and 2004). It also flags up the problem of supplying enough specialist teachers to sustain physics as a school subject - only 1 in 8 science teacher trainees have a physics degree.

Their account of the decline of physics has come at a time when the government seems to have recognised the need to promote the hard sciences. The government has laid down ambitious targets for the recruitment of specialist subject teachers and encouragement of more students to study A-levels in physics, chemistry and mathematics. This is tied to efforts to promote the subjects at university. Part of the government's agenda is to promise every pupil the entitlement to study three separate sciences at GCSE if they achieve level 6 at Key Stage 3 from 2008. This represents a substantial extension of current provision; currently only eight per cent of students sit the separate science examinations, and even fewer within the state sector. GCSE physics teaching is now very much the preserve of the grammar schools and the independent sector. It is unclear how the government intends to increase separate science provision.

Bizarrely, at the same time as the government is prioritising separate science teaching in schools, the QCA is doing the opposite, introducing a new science programme of study at GCSE which dictates that all science GCSE courses from September 2006 must include an emphasis on `scientific literacy' for at least the equivalent of one GCSE or 50 per cent of a typical double-science GCSE course.

This shift towards citizen science goes much further than the current double-science integrated course in distancing itself from traditional physics, chemistry and biology teaching. Teaching `scientific literacy' looks at science in the news, especially in relation to controversies about the use of science and technology. This approach places a big emphasis on debate and discussion about the ethics of using science. Rather than teaching through laboratory experiments, the new science is more like media studies, with an emphasis on textual analysis and the identification of bias in the accounting of stories about science. The aim is to create a `critically aware' consumer rather than a future scientist.

The two approaches to science education could not be more dissimilar. Both claim to be able to promote a wider take-up of school science and to counter the decline in the study of the physical sciences at university. But it's difficult to see how we can go in both directions at once.

Smithers and Robinson, in looking at the historic decline of physics, may have given us enough ammunition to make up our own minds about which approach makes most sense - more separate science teaching or a new integrated science approach. As they explain, the decline in physics massively accelerated in the period after the introduction of the present combined science GCSEs or double-science course. Between 1990 and 1996 the decline in A-level physics entries was on average 2.5 times the current decline. This occurred mainly in the state sector outside the grammar and independent schools. Physics as a separate subject was even more popular under the old O-level system. At its peak there were nearly four times the number doing O-level physics than the current number doing GCSE physics. The introduction of double-science GCSE was meant to encourage the take up of physics, especially among girls. However, physics is still predominantly a male discipline with only 22.4 per cent of the total taking A-level physics being female.

So, the introduction of integrated science did nothing to halt the decline in physics as a school subject; it in fact accelerated that decline. This does not bode well for the introduction of the new science GCSE courses that are being promoted as a way of encouraging the take-up of science post-16.

The truth is that well-qualified and enthusiastic subject teachers make a massive difference to the chances of students doing well at school. As Smithers and Robinson argued in their first report: `Teachers' expertise in physics.is the second most powerful predictor of pupil achievement in GCSE and A-level physics.'

Concentrating on introducing a `scientific literacy' course can only be a distraction from what we really need - which is to encourage subject specialist teachers into the profession and value them for what they can teach young people. At my school, we have taken the decision to enter all our pupils for separate science GCSEs in physics, chemistry and biology. We hope that by valuing the subjects we teach as distinct and coherent bodies of knowledge, we can give subject specialist teachers the chance to really enthuse the pupils in the subject they studied. If we want to encourage young people to take up the sciences, surely this is a risk worth taking?

Source



MALE TEACHER DROUGHT IN BRITAIN TOO

Any guy who becomes a teacher these days is taking a big risk from false accusations etc. Prof. Rod Morgan, the British government's senior advisor on youth crime, is chairman of the Youth Justice Board

The decline in the number of male primary school teachers is aggravating the problem posed by the growing proportion of children who have no father figure to influence them at home, Rod Morgan told The Times.

The percentage of male teachers in primary schools in England and Wales fell from 25 per cent in 1970 to 15.7 per cent in 2004.

Mr Morgan said: "I think this is tricky territory and I have not come to any conclusion, but if an increasing proportion of young children are growing up in a single- parent household where there is an absence of a father figure, and if they are going to schools where there is a sing-ular absence of male figures, that does strike me as being a rather ill-balanced framework. "One of the things that magistrates complain to me about is that if children and young people come before the youth court it is rare to see a father present."

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

Comments? Email me here. For times when blogger.com is playing up, there is a mirror of this site (viewable even in China!) here. My home page is here

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22 August, 2006

UNEDUCATED SCHOOL LEAVERS IN BRITAIN

Novice caterers may not need to know the value of pi, but business leaders are becoming increasingly concerned that growing numbers of raw recruits are incapable of dividing a real pie into eight equal slices. Caterers who cannot work out portion sizes are just one side of a growing problem for the economy. Foremen who cannot calculate the right amount of building materials for a task and supervisors who have to get their spouses to write their reports provide other dire examples of the shortage of basic literacy and numeracy skills among many school and university leavers.

A report from the Confederation of British Industry says the problem is so bad that one in three employers is having to send staff for remedial training to learn the English and maths they did not learn at school. As pupils prepare to receive their GCSE results this week, Richard Lambert, director-general of the CBI, said that too many are let down by an education system that is failing to teach essential life skills. "We must raise our game on basic skills. Britain simply can't match the low labour costs of China and India. We have to compete on quality, and that means improving our skills base, starting with the basics. "Employers' views on numeracy and literacy are clear - people must read and write fluently and be able to carry out basic mental arithmetic," he said.

The CBI report, Working on the Three Rs, which was sponsored by the Department for Education, found that poor literacy was a problem in all sectors, while poor numeracy was of particular concern in the manufacturing and construction sector. One catering company manager complained of a "total lack of knowledge of times tables" among staff, which meant many were unable to carry out simple calculations.

A personnel manager for a construction firm said that many applicants were unable to construct a sentence and that grammar, handwriting and spelling were often "awful". A manager at a building company noted that many foremen "don't have the skills to work out the areas of squares and rectangles, let alone other shape".

One personnel development manager cited the case of an employee who became very adept at hiding his lack of literacy by getting his wife to write his reports for him. The problems are not confined to school-leavers, but extend to higher levels of the education system, the CBI said.

Source



FLEXIBLE SCIENCE TEACHING COMING IN BRITAIN?

All schools would be allowed to offer single science subjects at GCSE under a Conservative government to halt the falling number of physical science graduates, David Willetts has told The Times. As more than 700,000 teenagers await their GCSE results this week, the Shadow Education Secretary said that a system that refused all pupils the same rights of study was indefensible.

Only pupils at independent schools may currently take a single science. At leading state schools pupils can take all three subjects separately; but most take the combined science course.

The Tories' call to put state schools on the same footing as fee-paying schools comes as the Government pledges to "toughen up" the exams in English and maths, so that all young people have mastered the three Rs by the time they leave school. Last year nearly 60 per cent of all state-educated pupils failed to earn a grade C or better in either subject at GCSE, in spite of a record improvement in exam results.

As part of a rethink of GCSEs and A levels, Mr Willetts said that the rules governing the national curriculum must now be changed. All children must be allowed to study any combination of individual science subjects. "There are very distinctive scientific disciplines here and part of the excitement of studying science at school is that you shouldn't just have a general introduction," he said. "So I feel very strongly that the three real sciences should be available to all schoolchildren. It's absolutely indefensible to have such restrictive legislation, which specifically bans state schools from offering certain courses."

Concerns have been raised since the combined science award was made compulsory at GCSE in 1988. The change was intended to improve scientific literacy among school-leavers. But since then a study by Buckingham University has found that the number of A-level entries in physics had fallen by a third - most often "in those schools that do not offer GCSE physics".

The Government has stated that from 2008 all pupils who achieve level 6 at age 14 should be entitled to study the three sciences with the co-operation of schools and colleges which would be encouraged to share resources. It will also introduce two new GCSE exams to replace existing awards, one of which will be mainly multiple choice.

But Alan Smithers, who carried out the Buckingham study, said that young people would not start taking up engineering, physics and chemistry again unless more specialist teachers were employed. "We often find that many of those with a physics background don't continue teaching because they find that they're teaching biology," he said. "So if more are allowed to specialise, we will attract more specialists in."

Mr Willetts said the Tories had no intention of abolishing the GCSE, which was still "very valuable" in establishing the level of teenagers' achievement in English, maths and science at school-leaving age.

From Thursday league tables will include a measure by which schools are judged on the number of pupils achieving five A*-C grades at GCSE, including English and maths. Last year all the Government's flagship academies were in the bottom 200 on this measure.

The results come as employers are again decrying the poor standards of literacy and numeracy among school-leavers. Today a report by the CBI shows that one in three employers is having to give its employees remedial education in the three Rs.

Jim Knight, the Schools Minister, said that new courses to be piloted this autumn would also lead to exams changing to address the "functional" skills demanded by employers. "In the future, employers will have a guarantee of the quality of the school-leavers they are taking on," he said. [In the future?? He might more accurately have said "In the past"]

"A good pass will mean that young people are equipped with the basics. That means being able to write and speak fluently, carry out mental arithmetic, give presentations and tally up a till at the end of the day."

In February, however, London University's Institute of Education found that under the new maths GCSE course all the candidates, not just the brightest, would be likely to get higher grades. The new structure will make it possible for every student to achieve a grade C in theory, and an A without tackling the toughest questions.

Source



Australian Leftist calls for merit pay for teachers

At midnight last night, Australia lost another of our youngest and brightest teachers to the British education system. Luke Hall, 23, a maths and science teacher from country Victoria, hopped on a jet for a new life working in London. His departure and that of thousands of other teachers each year has led to calls by Labor backbencher Craig Emerson for a model that would allow all state school principals to pay teachers more money for good performance instead of seniority.

According to previously unpublished data obtained by Dr Emerson, Australia is experiencing an exodus of teachers, with 8400 teachers leaving our shores in 2004-05, twice the number who left a decade earlier. Even after taking account of foreign teachers coming to the country, Australia has lost more than 18,000 teachers in the past decade, whereas before then there had been a small net gain.

Dr Emerson says that to stem the trend, Australia must introduce performance pay in all state schools. Under his model, which will anger unions, principals would get more money to attract and retain the best teachers. "The principal could offer extra money to a teacher or teachers that the principal wants to retain, or of