1. My Initial Posting
2. elicited threaded discussions on:
2.1
cross-cultural
training
2.2
ESL students in the
classroom
3.
I responded to four other student Book Club Responses on the following topics
3.1
standardized testing
3.2
poor performance of minorities in testing
3.3
unfairness of high stakes testing
3.4
teacher bias
Chapter
11
What
do you see that might be engaging to many different students?
The
practice of using alternative assessments (pg215) promises to engage many
different students as it focuses on behaviors, interests and performance of
each individual student. This focus is
on what the student is ABLE to do, as much as it is on what the student is
UN-able to do with the purpose of helping each student develop as a
learner. Specifically giving attention
to the learning context as well as to cultural issues impacting the student
promote materials and curriculum choice that matches the interests and
background of each student. Such
matching has proven to stimulate student motivation and conversely, failure to
attend to relevancy of materials for a student population has proven to
contribute to a lack of motivation.
Interestingly,
before reading this chapter, I had been doing some personal reading in an
international applied linguistics journal.
Sounds boring, I know, but stay with me, the abstract says, “The intent
of this paper is to create awareness about underlying values of educational
systems. Understanding of the value behind
the system will contribute to better material design and better relationships
with local educational authorities and teachers.” van Ginkel, A. (2003) “Educational Values and Material
Development”. Word and Deed, Vol 2:1. SIL Int’l, Dallas, TX.
The
author of this article notes that education tends to be governed by one of
three values:
1-passing
on valuable knowledge and culture (system-based education)
2-preparing
learners members of the society (function-based education)
3-
developing learns as individuals (process-based education)
While
reading our Reading Club selection, I realized that the struggle we are
experiencing between assessment for accountability versus assessment for
instruction (pg 208) has a lot to do with a difference in values focus between
the public and the teacher. The public
is looking at the final outcome and wants accountability, which is most easily
measured by defining content and evaluating its acquisition (a system-based
approach). While on the other hand, the
teacher must deal with each individual student’s development and best practice
dictates a focus on process.
While
parents, teachers, and the public all desire to prepare students as members of
society, we have an inherent conflict in values regarding the other two
purposes for education. It would be
nice if teachers could just be set free to teach with a focus on process which
is proven to be advantageous to the most students and ensures the best
outcomes.
What
do you see that might meet more than one learning modality?
Observation
strategies, portfolios, and student-teacher conferences allow for
multi-modality performance. Inclusion
of this type of assessment in a child’s performance review ensures that the
student is able to demonstrate his/her full potential as a learner. This is in comparison to standardized
testing which is more narrow in its use of learning modalities.
What
do you see that might support/hinder students
·
with special needs?
Special
needs students are hindered by standardized testing that is not used
appropriately. First of all, such
testing is not discriminating regarding skill use and cannot define
specifications for IEP’s (though I’ve seen this done – just this week I was
reviewing an IEP for my girlfriend’s son in a new school. The school used a standardized achievement
test that indicates a scattered performance profile that doesn’t match his
IQ. The resulting “diagnosis” was very
broad and the IEP was equally indiscriminate – it could have been written for
anyone)
In
addition, the actual construction of high stakes testing programs places many
special needs kids in the bottom percentiles of performance by definition since
the standardization process assumes a normal distribution and special needs
kids fill the lower end of the distribution. It is not productive for these
students to be classified, they need a descriptive assessment in order to
construct appropriate programming and evaluate progress.
Alternative
assessments which describe specific behaviors and performance in a variety of
contexts provides more useful information to the teacher who is evaluating
appropriateness of programming for a child.
·
English Language Learners?
ELL’s
are also hindered by testing programs when no accommodations are made for the
impact that their language skills are having on their performance. The author noted that such students are
disadvantaged because the test becomes one of language proficiency, rather than
a skills mastery test (pg211).
What
do you see that might be bias in the language used in the assignments discussed
in this chapter?
I
was a bit irritated by use of “discrimination” at the bottom of page 214 which
describes the experience of many ELL students.
I’m not sure that the treatment of these students by teachers (or even
by their school system) is one of discrimination (the inference is that
prejudice and mal-intent are involved) but rather of cultural insensitivity and
lack of training. Most of us are
unaware of how our own culture impacts our teaching and expectations. Similarly, we are frequently unaware of how
the culture and language background of our students is impacting their
performance and behavior. I think we
need multi-cultural training that goes beyond celebrating differences to really
understanding the subtle ways in which we are all different and how those
differences impact our worldviews, values, and behaviors. Additionally, teachers probably need more
help in knowing how to deal with language differences in their classrooms. With inclusion being a high value these
days, it puts a lot of pressure on teachers who may not be prepared to manage
the diversity in their classroom. Many
times students are “referred out” of the classroom simply because the teacher
doesn’t know how to teach them and is actually concerned for the student. This isn’t discrimination – it is a failure
of the system to adapt itself to student needs.
What
do you wonder about with respect to equity (in regard to what you’ve read in
the chapters)?
My
big question is regarding the national statistics which show that high performing students are getting
higher, and lower performing students are getting lower. This is alarming to me. The gap between the Haves and the Have-nots
is widening, why? What is effecting this trend? This statistic is saying that school reform is working …. but
only in places where the schools are already doing a good job. Obviously there are some big differences
between the two populations. I’m
curious to know what researchers are saying beyond the obvious. And I’m curious to know what is working and
what doesn’t in the high risk population.
Or is this all a bunch of statistical smoke and mirrors?
I’m
also curious to know exactly what affect the ELL population is having on the
low-end performance statistics. The
authors are inconsistent when describing this population. Sometimes they identify low performers as a
socio-economic level population (pg 204), other times as the minority ethnic
population (pg205 and others), then as largely ELL (pg 213). This problem of comparing statistics drives
me batty. Yes, there are equity issues
---- but I don’t think solutions can be found until the problem is consistently
described.
2.1 Cross-Cultural Training Thread – two way conversation between Barney and Gentry
2.2 ESL students in the classroom Thread– four participants incl. Gentry: Gallo, Dyer, Barney & Benjamin
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Current Forum: Session 3 Book Talk Chapter 11 |
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Date: Mon Sep 13, 2004 7:05 pm |
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Author: Benjamin, Monica <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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the issue of fairness when comparing statistics is some thing
that was of great interest to me. You are right, when talking about lower
socio-economic who is really being talked about? Are we talking about African
Americans or ESL students?I do feel that one of the main reasons that the gap
is widening is because of the large amont of ESL studetns that are entering
our public schools, and honestly, the schools are not prepared to teach these
students to their full potential. |
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Date: Thu Sep 16, 2004 2:34 pm |
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Author: Gallo, Annabelle <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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I totally agree that our schools are NOT prepared to teach the
HUGE numbers of ESL students coming in. And no other country has our ESL
dilemma to the extreme that we do. In other countries, students that don't
speak the language usually go to a special school that does speak their
language. For example, if I moved to China and went to school, I would attend
an English speaking school or American school. I would NEVER enroll myself or
my child into a regular Chinese school and say, have a nice day! Yeah right!
What is that kid gonna learn if they can't even understand what the cafeteria
is serving for lunch? Surely not much. Now, as much as I rant, I don't have a
solution to the problem. maybe build special ESL schools? (too expensive and no
one want to pay for it) Maybe hire a LOT more ESL teachers? (again, tax
payers don't want to pay for this. I sure don't want to) So, I dunno! It's
frustrating. |
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Current Forum: Session 3 Book Talk Chapter 11 |
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Date: Thu Sep 16, 2004 6:15 pm |
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Author: Dyer, Kellie <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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The district I work for has 2 bilingual schools. This is where
our spanish speaking students go to if they do not speak English. Of course
they have to be tested into the program and be accepted. After there English
has improved they are moved to their home school where they are enrolled in
the ESL program. Now, the part where they get you is, a student may test to
know too much English, then they do not qualify to be in the program. We have
one little boy in 1st grade at my school who barely speaks english. Either he
was a lucky guesser on the test or something, but he did not qualify. They
said he knew too much English. Who knows what the answer is, but I agree it
is very frustrating. |
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Date: Thu Sep 16, 2004 9:30 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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In first grade students answer questions verbally, so if they do
not pass they really do not have a basic understanding of English. If they do
pass it's to his/her advantage to stay in the reg ed classroom where other
students who are fluent speakers are performing at the same level. That way
they learn together. The good teaching strategies used in first grade are
very appropriate for an ESL student. It is the older grades that are harder
to adjust to because students are supposed to have mastered the basics. kat |
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Date: Thu Sep 16, 2004 7:59 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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Good grief, Kellie! I feel sad for that little boy. Is there no
apealing? Obviously there is a problem...maybe he is intimidated by the
classroom environment? Social context and personal comfort can have a big
impact on language use/performance....I'm a personal, living testimony to
that. |
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Date: Thu Sep 16, 2004 4:59 pm |
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Author: Barnett, Latonya <[email protected]> |
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Subject: Re: Reply to Annabelle |
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Annabelle, |
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Date: Thu Sep 16, 2004 8:06 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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Annabelle - I agree that our ESL situation is unique - but I'm
not sure I agree with you about the reasons. Other countries DO have to deal
with large populations of 2nd language learners. For example, even in China,
there are many "minority" language groups of several million. For
many years, they've allowed schooling in those areas in the minority
language, especially in the early years ... but there is change afoot - and
they want everyone learning Mandarin from the beginning. Other areas of the
world also deal with 2nd language learning issues: throughout French speaking
Africa most children come to school speaking the local language of their
village, and in Quebec all education is bi-lingual (French and English)
because the goal of the country is to enforce French. Throughout the South
Pacific, English is a preferred language for education, but 100's of
languages are spoken in the home ... The same thing happens in South America
where Spanish is the dominant language (or language of Wider Communication)
and many native Indian languages are used throughout the region's
villages.... |
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Date: Thu Sep 16, 2004 9:35 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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I think it is the fact that we try do provide an education for
all learners regardless of their handicaps, physcical, mental, emotional, or
language, etc. My understanding is that not all countries eduacate everyone
in the country or not at least to the extent the US does. Since I don't talk
to people outside the US much I am not aware of the current practices in
other countries. kat |
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Date: Mon Sep 13, 2004 8:01 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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I totally agree that we are not fully prepared for this group of
students. I felt I was doing one of my students (non-English speaker) a
disservice when he was in my class even though I have some esl training. |
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Date: Tue Sep 14, 2004 3:46 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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So do you think it is realistic to insist these students stay in
the regular classroom? Was this student in your room all day or only for part
of the day? What was your school's plan for language acquisition and ultimate
full participation? |
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Date: Wed Sep 15, 2004 5:34 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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Well, the district I was in offered bilingual classes on one
campus. Parents can accept or decline, but the district did not supply
transportation. The parents did not have transportation! It seemed ridiculous
to offer a service and no way to access it. The school ended up putting him
in another class with a teacher who spoke Spanish (not a bilingual class
though) and he went to a pullout class 1 hour a day. Then he moved 6 weeks
later! That is not unusual and it concerns me for non-English speaking
students in the upper grades. I worry that they will just drop out as soon as
possible. kat |
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Date: Thu Sep 16, 2004 12:40 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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Was this student's family migrant workers? I saw a PBS
special...Frontline, I think .... last year. They followed a couple of
families through the course of a year and documented the school issues their
secondary level kids faced. Its a challenge. Many are quite bright, but as
you say, they aren't given much of a chance because of constant moving. But I
can also understand the family value of everyone working together for the
group to advance...so a bright son or daughter may lose their opportunity as
an individual to advance academically - but the whole family benefits because
the son is working full-time or because the daughter gets married to a good
family back in Mexico. It seems like an education directed at this community
MUST help them to see that advancement of one allows for everyone to benefit. |
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Date: Thu Sep 16, 2004 7:17 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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Many hispanic people believe total submerssion is the best way
to learn. They may have a point, but they aren't expected to take the TAKS in
English two years later! As far as whether the family was migrant workers I'm
not sure. Sometimes they move to wherever they can find work or they can't
pay the rent so they have to move. kat |
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Date: Thu Sep 16, 2004 4:41 pm |
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Author: Benjamin, Monica <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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I have one ESL student in my class , and she speaks no English.
I find it so difficult to teach one student, and to be perfectly honest, I
don't seem to have the time. I use as many visuals as I can, and it does seem
like she is catching on just a little bit. What do you suggest? |
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Date: Thu Sep 16, 2004 9:19 pm |
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Author: Barney, Katherine <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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What grade level do you work with? Is there a ESL specialist on
your campus. She would probably benefit from some small group work, so that
you can use pictures and experiences that she has experienced herself to give
meaning to new words. For example: Having lunch in the cafeteria. You could
use that experience to buid vocabulary on. After getting past basic nouns and
verbs you could use the five senses, and then maybe get into feeling words. I
hope you have a good support person to help you! kat |
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Date: Fri Sep 17, 2004 4:04 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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This IS hard. I'm wondering, too, what level you teach. Kindi
and first grade would be a bit easier to manage, I think. But still hard.
Also, another question that comes to mind is just how functional is this
child in English? Without a clue? Understands some things? Remember, that all
second language learners understand much more than they are able to express.
Also, there is usually a "silent" period during which you just
don't know HOW much the child is taking on because they are getting
comfortable with the language. If you have another student (or even a couple
of students) in the class with the right social skills, sometimes giving the
ESL child a buddy can help. Though you don't want to place too much burden on
the helping child. Two buddies could take turns. |
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Date: Fri Sep 17, 2004 4:04 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: BC Initial Response - Chapter 11 |
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This IS hard. I'm wondering, too, what level you teach. Kindi
and first grade would be a bit easier to manage, I think. But still hard.
Also, another question that comes to mind is just how functional is this
child in English? Without a clue? Understands some things? Remember, that all
second language learners understand much more than they are able to express.
Also, there is usually a "silent" period during which you just
don't know HOW much the child is taking on because they are getting
comfortable with the language. If you have another student (or even a couple
of students) in the class with the right social skills, sometimes giving the
ESL child a buddy can help. Though you don't want to place too much burden on
the helping child. Two buddies could take turns. |
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3.1 To Erica Byrnum re: Standardized Tests
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Date: Thu Sep 16, 2004 1:01 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Standardized Tests |
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I agree with your conclusion that standardized tests might
(probably do) hinder special needs kids. But not for the reason that you
give. |
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Date: Thu Sep 16, 2004 4:47 pm |
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Author: Barnett, Latonya <[email protected]> |
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Subject: Re: Reply to Pamela |
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Thank you for explaining the difference between standrdized test
and the TASS or TEKS. It reminds me to be more specific when posting a
comment about testing. How long have you been teaching? |
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Date: Thu Sep 16, 2004 8:11 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: Reply to Pamela |
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Latonya, you are gracious. I do enjoy your comments and marvel
at you attempting to take courses with little ones at home. (I think it was
you who said you have two preschoolers?) I've been involved in various
aspects of education, including some classroom teaching, for over twenty
years, I guess. That makes me pretty old :-) I'm mostly self-taught because I
read ALOT. But I also remember some things from when I was last in college
... like standardized testing ... for some reason that has just stuck in my head.
I guess it is a useful factoid for evaluating things that I read. |
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Date: Fri Sep 17, 2004 11:19 am |
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Author: Barnett, Latonya <[email protected]> |
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Subject: Re: Reply to Pamela |
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Actually, my yougest daughter is 19 |
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Date: Fri Sep 17, 2004 9:42 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: oops, Latonya |
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Sorry - I mixed you up with someone else. I guess we are about
the same age. My youngest is 18, of the other three, two are married -- no
grandchildren yet. |
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Date: Fri Sep 17, 2004 9:50 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: oops, Latonya |
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How long have you been teaching, where and at what level(s)? |
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3.2 To Erica Byrnum re: Minorities and Testing
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Date: Thu Sep 16, 2004 1:05 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Poor Performance of Minorities |
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This bothers me, too, Erica - you are right. The country has had
a long time to try to fix this and the problem only seems to get worse (our
books said that the difference between the high performers and low performers
is growing). Interestingly, the book also included poor rural students in
with the low performers - this would include much of Appalachia which is
predominantly white, as well as other white rural areas...so the problem
doesn't seem to be JUST white vs. black/brown etc. but is an issue of
socio-economics at least in part. So what is it in this group that is the
problem(s)? |
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3.3. To Katherine DeGroot re: high stakes testing
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Date: Thu Sep 16, 2004 1:15 am |
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Author: Gentry, Pamela <[email protected]> |
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Subject: unfairness of high-stakes testing |
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Katherine- Good questions. As teachers we are stuck between what
we know to be best practice and the demands of politics, aren't we? I wonder
if there will ever be a good answer. I can understand both perspectives, but
where the compromise in the middle is eludes me. |
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3.4. To Kathering
Barney re: teacher bias Date: Fri Sep 17, 2004 9:56 pm |
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Author: Gentry, Pamela <[email protected]> |
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Subject: Re: Chapter 11 Best Literacy Assessments |
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I appreciate your reminder to watch my own biases in teaching!
I've hit up this a couple of times with kids who are geared opposite to my
own inclinations. Sometimes we assume something is so clear only because it
suits us and not because it is necessarily the "best" way. |
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