Even Galileo Changed his Mind

[adnelson60087]

http://www.edweek.org/ew/articles/2010/07/14/36lapointe.h29.html

The arguments supporting the elaborate design of these reform programs seem to conflict with the reality of the American experience: Schools have, despite their flaws, successfully educated our presidents, our secretaries of education, and many of our children and grandchildren. These stubborn and obvious successes seem to suggest the value of considering repairing the existing system, rather than developing a whole new one.
And in planning that repair work, Ravitch seems to say, there is much to learn about how we evaluate success. She calls attention to important questions about the validity of using test scores to measure the effectiveness of new programs designed to improve learning. Psychometricians have been warning researchers for decades against using test results, which are more accurately referred to as “estimates,” rather than “scores,” as proof of the effectiveness of new teaching processes or new instructional materials.

Complex learning environments—the variety represented by a classroom of 30 unique young people, all influenced by the random personal tragedies that occur among students and educators, and by the outside pressures exerted on their teachers and school officials—argue strongly against relying on test scores to determine the impact of a new teacher, a new textbook, or a clever computer.
Ravitch’s testimony in this powerful book invites wider reflection on the evolution of learning theory. The courage it took for her to reverse 15 years of support for reforms she now critiques, as well as her re- examination of past calls for accountability measured by test scores, place her in a long line of questioning and adaptive educational thinkers.

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Having visited and worked with educators in more than 50 countries, I am always struck by the warmth and affection I find in their educational environments, the relationships among teachers and young students. In the vast majority of even the poorest countries, the children, out of respect for learning, “dress” for school, even if the classroom may be only the shady side of a large tree.
It may be productive to consider borrowing ideas from our more successful international competitors.

My personal list of favorites, for consideration by those who would educate my future great-grandchildren, includes these:
For primary education, Italy, where centuries-old wisdom is contained in the phrase La maestra e piu mamma che maestro (“The primary school teacher is more mother than teacher”).
For secondary education, France’s lycée, where broad curricula, “disputations,” and a multicultural sensibility are on display.
For higher education, the United States, because of the variety and quality of its colleges and universities.

[Nicholas D Wolfwood]

1. Galileo didn't have publishing companies.

He didn't go out of his way to sell books like Ravitch. That ain't courage, it's profiteering, and she's one of the best.

[adnelson60087]

2. Are you really implying this learned lady is saying what she is simply to

peddle a book? Wow man, that is cynical beyond the pale. And since she's not a politician, she is not likely to be an accomplished liar.

[Nicholas D Wolfwood]

3. Yeah, because no educated people like to make money.

And this "change" coincides completely with peddling a book, so you tell me. And she did serve in a political capacity in the Bush administration, but your comment seems to suggest only politicians are capable of capitalizing.

You are naive beyond the pale.

[Catshrink]

5. Maybe after years in education she deserves to make a buck.

And you are a crustyole farticus.

[Nicholas D Wolfwood]

6. Maybe she does, maybe she doesn't. That really isn't the point.

If you want to pay her for her boondoggle, go right ahead.

[Name removed]

7. Deleted message

Message removed by moderator. Click here to review the message board rules.

[Nicholas D Wolfwood]

8. I've listened to her plenty.

She's become the education equivalent of Glenn Beck - pandering in nonsense in exchange for profit. And there's not a single statement in your post that I would agree with one bit.

[proud2BlibKansan]

4. So she is only credible if she gives her book away?

Oh. Kay.:eyes:

[FBaggins]

9. The initial argument is self-defeating.

The arguments supporting the elaborate design of these reform programs seem to conflict with the reality of the American experience: Schools have, despite their flaws, successfully educated our presidents, our secretaries of education, and many of our children and grandchildren. These stubborn and obvious successes seem to suggest the value of considering repairing the existing system, rather than developing a whole new one.

Before we crafted the current education model (indeed, before there was much in the way of public education at all - at least as a national model) it could be said that the then-current system had "successfully educated our presidents, our secretaries of education (state), and many of our children and grandchildren" - Indeed, many/most of them (depending on which we're talking about) were far better educated than is common today. Would that have been a reasonable argument against adopting a new model?

The argument for public education has never been that it produces better results at the top end of the scale... but that it improves the outcomes of the larger population as a whole.

[LWolf]

10. Let's see if you can get a response

that focuses on the point:

<snip>

She calls attention to important questions about the validity of using test scores to measure the effectiveness of new programs designed to improve learning. Psychometricians have been warning researchers for decades against using test results, which are more accurately referred to as “estimates,” rather than “scores,” as proof of the effectiveness of new teaching processes or new instructional materials.

:thumbsup: :thumbsup: