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We shape our tools and then they shape us. With these words,
Kenneth Boulding captured one of the great truths of the modern
world. In Fertilizers, Pills, and Magnetic Strips, Gene V Glass
analyzes how a few key technological inventions changed culture in
America and how public education has changed as a result. Driving
these changes are material self-interest and the desire for comfort
and security, both of which have transformed American culture into
a hyper-consuming, xenophobic society that is systematically
degrading public education. Glass shows how the central education
policy debates at the start of the 21st century (vouchers, charter
schools, tax credits, high-stakes testing, bilingual education) are
actually about two underlying issues: how can the costs of public
education be cut, and how can the education of the White
middle-class be ""quasi-privatized"" at public expense? Working
from the demographic realities of the past thirty years, he
projects a challenging and disturbing future for public education
in America. Fertilizers, Pills, and Magnetic Strips is attracting
the attention of the nation's foremost education scholars.Reviews:
""This is the first credible book of the 21st century to anticipate
the future of public education. "" David C. Berliner "".a wake up
call to America about the disastrous consequences of current
policies that shortchange the education of the coming
majorityLatinos and other 'minority' studentson whom the very
future of the nation rests. "" Patricia Gandara ""The book makes
such impressive sense that one has to believe that its clarity,
command of the facts, eye for absurdity, and concern for justice
will garner greater support for public education as a common and
noble cause."" John Willinsky ""This is the most original book
about education in years."" Ernest R. House
This work discusses issues relating to distance education and
distributed learning. There are essays covering: rethinking
assessment for the online environment; the role of collaborative
learning in social and intellectual development; and the embodiment
of knowledge in virtual environments.
Teacher preparation programs in the United States and around the
world have finally begun to address this deficiency in their
programs. The realization that technology is a powerful driving
force in education coupled with a renewed emphasis on teacher
preparation by governments have resulted in some dramatic changes
in teacher preparation programs. I believe that we have just begun
to see changes in teacher preparation and that the pace of change
will continue to accelerate. This volume covers some of the more
exciting developments in the field, including the emergence of
wireless computing in the classroom and the preparation of teachers
in an online environment. In short, I am optimistic. For those of
you who are also in the field, I think you will agree. For those
who are just entering the field, this book is a great place to
start as you change education. Finally, while this book is the last
book of the three part series that we at CAIT conceptualized with
Charalambos Vrasidas and Gene Glass, it is also the beginning of a
new relationship. We are excited to join with a new partner,
CARDET, to present this book. Over many years in the education and
R&D field, I have come to realize the value of partnerships and
relationships. I want to thank both Charalambos and Gene for making
this series a reality and such a success. We are looking forward to
working with them and CARDET in the near future.
A volume in Current Perspectives on Applied Information
Technologies Series Editors Charalambos Vrasidas and Gene V Glass
This volume provides examples of current developments on the role
of ICT for education, development, and social justice within an
international context. Chapters draw on advanced contemporary
thinking from scholars and practitioners in the field to present
case studies of how ICT can be used to promote sustainable
development and social justice. Social justice is understood in a
wide sense as the pursuit of democracy, justice and development in
the struggle against any form of oppression; it is within this
context that ICT is explored as a tool for social change.
ENDORSEMENT: This book's central and critical premise, namely that
we have now to analyze critically how information and communication
technologies can be better used to promote development and social
justice, makes it especially timely now that the computer can be
said to be part of a global system. - John Willinsky, Stanford
University The objectives of this book are: * To analyze the
philosophical, historical, political, and cultural backgrounds and
contexts that are constitutive of contemporary challenges and
tensions in the role of ICT for education, development, and social
justice around the world; * To appreciate the contextual and
international dimensions of the tensions and challenges faced by
educators around the world and contribute to ongoing efforts to
sketch a vision for addressing their needs; * To explore ways in
which ICT in education can promote social justice and contribute
toward sustaining communities around the world
This title will give students and other readers a clear
understanding of the true state of public and private education
systems in the United States by refuting falsehoods,
misunderstandings, and exaggerations-and confirming the validity of
other assertions. This work is part of a series that uses
evidence-based documentation to examine the veracity of claims and
beliefs about high-profile issues in American culture and politics.
Each book in the Contemporary Debates series is intended to
puncture rather than perpetuate myths that diminish our
understanding of important policies and positions; to provide
needed context for misleading statements and claims; and to confirm
the factual accuracy of other assertions. This particular volume
examines beliefs, claims, and myths about public and private K-12
education in the United States. Issues covered include categories
of public and private schools and variations in academic
performance and socioeconomic status therein; controversies
surrounding school choice, including school vouchers and charter
schools; accountability and assessment of private and public
schools; debates about school environment, safety, and curricula;
and teacher and administrator quality. All of these issues are
examined in individualized entries, with objective responses
grounded in up-to-date evidence. Features an easy-to-navigate
question-and-answer format Uses quantifiable data from respected
sources as the foundation for examining every issue Provides
readers with leads to conduct further research in extensive Further
Reading sections for each entry Examines claims made by individuals
and groups of all political backgrounds and ideologies
A volume in Current Perspectives on Applied Information
Technologies Series Editors Charalambos Vrasidas and Gene V Glass
This volume provides examples of current developments on the role
of ICT for education, development, and social justice within an
international context. Chapters draw on advanced contemporary
thinking from scholars and practitioners in the field to present
case studies of how ICT can be used to promote sustainable
development and social justice. Social justice is understood in a
wide sense as the pursuit of democracy, justice and development in
the struggle against any form of oppression; it is within this
context that ICT is explored as a tool for social change.
ENDORSEMENT: This book's central and critical premise, namely that
we have now to analyze critically how information and communication
technologies can be better used to promote development and social
justice, makes it especially timely now that the computer can be
said to be part of a global system. - John Willinsky, Stanford
University The objectives of this book are: * To analyze the
philosophical, historical, political, and cultural backgrounds and
contexts that are constitutive of contemporary challenges and
tensions in the role of ICT for education, development, and social
justice around the world; * To appreciate the contextual and
international dimensions of the tensions and challenges faced by
educators around the world and contribute to ongoing efforts to
sketch a vision for addressing their needs; * To explore ways in
which ICT in education can promote social justice and contribute
toward sustaining communities around the world
Hailed as a landmark in the development of experimental methods
when it appeared in 1975, Design and Analysis of Time-Series
Experiments is available again after several years of being out of
print. Gene V Glass, Victor L. Willson and John M. Gottman have
carried forward the design and analysis of perhaps the most
powerful and useful quasi-experimental design identified by their
mentors in the classic Campbell & Stanley text Experimental and
Quasi-experimental Design for Research (1966). In an era when
governments seek to resolve questions of experimental validity by
fiat and the label ""Scientifically Based Research"" is
appropriated for only certain privileged experimental designs,
nothing could be more appropriate than to bring back the classic
text that challenges doctrinaire opinions of proper causal
analysis. Glass, Willson & Gottman introduce and illustrate an
armamentarium of interrupted time-series experimental designs that
offer some of the most powerful tools for discovering and
validating causal relationships in social and education policy
analysis.Drawing on the ground-breaking statistical analytic tools
of Box & Jenkins, the authors extend the comprehensive
autoregressive-integrated-movingaverages (ARIMA) model to
accommodate significance testing and estimation of the effects of
interventions into real world time-series. Designs and full
statistical analyses are richly illustrated with actual examples
from education, behavioral psychology, and sociology.
We shape our tools and then they shape us. With these words,
Kenneth Boulding captured one of the great truths of the modern
world. In Fertilizers, Pills, and Magnetic Strips, Gene V Glass
analyzes how a few key technological inventions changed culture in
America and how public education has changed as a result. Driving
these changes are material self-interest and the desire for comfort
and security, both of which have transformed American culture into
a hyper-consuming, xenophobic society that is systematically
degrading public education. Glass shows how the central education
policy debates at the start of the 21st century (vouchers, charter
schools, tax credits, high-stakes testing, bilingual education) are
actually about two underlying issues: how can the costs of public
education be cut, and how can the education of the White
middle-class be ""quasi-privatized"" at public expense? Working
from the demographic realities of the past thirty years, he
projects a challenging and disturbing future for public education
in America. Fertilizers, Pills, and Magnetic Strips is attracting
the attention of the nation's foremost education scholars. Reviews:
""This is the first credible book of the 21st century to anticipate
the future of public education."" David C. Berliner "".a wake up
call to America about the disastrous consequences of current
policies that shortchange the education of the coming
majorityLatinos and other 'minority' studentson whom the very
future of the nation rests. "" Patricia Gandara ""The book makes
such impressive sense that one has to believe that its clarity,
command of the facts, eye for absurdity, and concern for justice
will garner greater support for public education as a common and
noble cause."" John Willinsky ""This is the most original book
about education in years."" Ernest R. House
Teacher preparation programs in the United States and around the
world have finally begun to address this deficiency in their
programs. The realization that technology is a powerful driving
force in education coupled with a renewed emphasis on teacher
preparation by governments have resulted in some dramatic changes
in teacher preparation programs. I believe that we have just begun
to see changes in teacher preparation and that the pace of change
will continue to accelerate. This volume covers some of the more
exciting developments in the field, including the emergence of
wireless computing in the classroom and the preparation of teachers
in an online environment. In short, I am optimistic. For those of
you who are also in the field, I think you will agree. For those
who are just entering the field, this book is a great place to
start as you change education. Finally, while this book is the last
book of the three part series that we at CAIT conceptualized with
Charalambos Vrasidas and Gene Glass, it is also the beginning of a
new relationship. We are excited to join with a new partner,
CARDET, to present this book. Over many years in the education and
R&D field, I have come to realize the value of partnerships and
relationships. I want to thank both Charalambos and Gene for making
this series a reality and such a success. We are looking forward to
working with them and CARDET in the near future.
Nineteen contributions present recent research on the use of online
technologies for teacher education and professional development
around the world. Cases described include (for example) a
large-scale computer-mediated conference environment to support
professional development; a fully online master's program in
science education for elementary an
This work discusses issues relating to distance education and
distributed learning. There are essays covering: rethinking
assessment for the online environment; the role of collaborative
learning in social and intellectual development; and the embodiment
of knowledge in virtual environments.
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