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It's All About Learning: The Struggle in Choosing Traditional
Public Education or Privatization is a reckoning with the
contemporary struggle over choice about learning in public
education. The future for learning depends on choice aligned with
one of two major perspectives: traditional public education or
privatization education. The profound implications of this struggle
are too important to focus on gadgets, technology, and
adult-centric intentions, also known as "chasing rabbits." Instead,
this book examines the purpose, intentions, and consequences of the
perspectives battling for control of learning and teaching. When
this conflict is resolved, a choice for learning will emerge: how
to think or what-to-think. Who will write the narrative for the
history of the future of US public education that best serves all
students and the democracy in which they live? A reckoning with the
struggle over choice about learning is past due. This book makes it
clear that the time has come for traditional public educators to
bypass the marketplace of privatization education and prioritize
student-centric learning in traditional US public education.
It's All About Learning: The Struggle in Choosing Traditional
Public Education or Privatization is a reckoning with the
contemporary struggle over choice about learning in public
education. The future for learning depends on choice aligned with
one of two major perspectives: traditional public education or
privatization education. The profound implications of this struggle
are too important to focus on gadgets, technology, and
adult-centric intentions, also known as "chasing rabbits." Instead,
this book examines the purpose, intentions, and consequences of the
perspectives battling for control of learning and teaching. When
this conflict is resolved, a choice for learning will emerge: how
to think or what-to-think. Who will write the narrative for the
history of the future of US public education that best serves all
students and the democracy in which they live? A reckoning with the
struggle over choice about learning is past due. This book makes it
clear that the time has come for traditional public educators to
bypass the marketplace of privatization education and prioritize
student-centric learning in traditional US public education.
An undetected thief lurks in America's classrooms: funding for
public education. Dynamic instruction, robust learning, and student
futures are stolen when funding for public education is inadequate
and inequitable. The devastating impact of this thievery is
examined throughout this book. Student engagement with the
potential and promise of traditional public education is stolen by
funding formulas crafted by state legislatures. Theft in the
classroom results when these funding schemes misdirect and
disconnect the resources required to educate all US students.
Called upon to deal with an ever-changing cascade of mandates,
standards, legislation, and counterproductive testing marathons,
but provided with funding so inadequate that instruction is often
little better than anemic "test prep," public educators in pursuit
of the common good are robbed by insufficient funding. Although
funding for public education is a topic unlikely to command
frequent public discussion, no topic is more consequential for
achievement, adequacy, and social justice in the learning, lives,
and futures of America's children and young people.
Trapped between an encroaching tide of privatization and a rocky
theoretical shore, educational leadership in America's public
schools is ardently researched and professionally practiced, but
frequently besmirched and poorly understood. Despite the intentions
of public educators to engage all students with the original power
of education, disconnections caused by mandates, ideologies, and
theoretical fuzziness render educational leadership unreliable. The
capacities necessary for school leadership to function reliably on
behalf of all students are well within the grasp of present-day
public educators. But, the action or agency sufficient to enacting
educational leadership reliably is on hold. Educational leadership
throughout US public schools is submarined when disconnections and
ideological misdirection impede the primary purpose and the moral
obligation of public education. To fulfill the promises of public
education and restore the intentions of educational leadership
requires that educators, policymakers, and proponents of US public
education reimagine the interconnections that yield the primary
purpose and moral obligation of public education. Functional
educational leadership is examined throughout this book as the
agency necessary and sufficient for public education to discard the
forces and factors that impose unreliability.
Trapped between an encroaching tide of privatization and a rocky
theoretical shore, educational leadership in America's public
schools is ardently researched and professionally practiced, but
frequently besmirched and poorly understood. Despite the intentions
of public educators to engage all students with the original power
of education, disconnections caused by mandates, ideologies, and
theoretical fuzziness render educational leadership unreliable. The
capacities necessary for school leadership to function reliably on
behalf of all students are well within the grasp of present-day
public educators. But, the action or agency sufficient to enacting
educational leadership reliably is on hold. Educational leadership
throughout US public schools is submarined when disconnections and
ideological misdirection impede the primary purpose and the moral
obligation of public education. To fulfill the promises of public
education and restore the intentions of educational leadership
requires that educators, policymakers, and proponents of US public
education reimagine the interconnections that yield the primary
purpose and moral obligation of public education. Functional
educational leadership is examined throughout this book as the
agency necessary and sufficient for public education to discard the
forces and factors that impose unreliability.
An undetected thief lurks in America's classrooms: funding for
public education. Dynamic instruction, robust learning, and student
futures are stolen when funding for public education is inadequate
and inequitable. The devastating impact of this thievery is
examined throughout this book. Student engagement with the
potential and promise of traditional public education is stolen by
funding formulas crafted by state legislatures. Theft in the
classroom results when these funding schemes misdirect and
disconnect the resources required to educate all US students.
Called upon to deal with an ever-changing cascade of mandates,
standards, legislation, and counterproductive testing marathons,
but provided with funding so inadequate that instruction is often
little better than anemic "test prep," public educators in pursuit
of the common good are robbed by insufficient funding. Although
funding for public education is a topic unlikely to command
frequent public discussion, no topic is more consequential for
achievement, adequacy, and social justice in the learning, lives,
and futures of America's children and young people.
The time has come to focus on teaching and learning that all
American students deserve. Quality instruction that engages all
students with thinking skills that create successful intelligence
for the future of all students is offered throughout traditional
public education in the US. But, an adult-centered perspective
about schooling-free market theory-stands in the way of sustaining
and improving the comprehensive teaching and learning offered by
traditional public education. Traditional public education in the
US is under attack. This book details the effects of this assault
by the proponents of free market schooling and uses data-based
research to fend off the attack. Key aspects of traditional public
education that benefit all of America's students are compared with
the adult-centric, exclusionary, intentions of choice schooling or
privatization. The critical importance of traditional public
education to the future of US democracy is explored. A primary
purpose of traditional public education-how to think-and examples
of quality day-to-day instruction are shared. On behalf of all US
students, this book develops concepts including points of practice,
function, and mediated identity. The value of comprehensive
traditional public education deserves a vigorous defense and this
book is written to provide it.
Traditional public educators in the US have too little information
about the free market of schooling, otherwise known as
privatization/choice education. As a result, traditional public
education colleagues have lost sight of where they are and how they
got there. In this primer, educators, parents/caregivers, and
policymakers are offered an examination of the forces and factors
that undercut traditional public education and an inquiry into the
primary purpose and quality instruction that distinguishes
traditional public education from free market schooling. Without
knowing about the educational misdirection fostered by free market
schooling, traditional public education in the US cannot invest in
continuous improvement necessary to enrich the futures of all
students and our nation’s democracy. The time has come for
traditional public educators to study how we got out on a limb.
This book explores the nature of free market schooling and
discusses the information that traditional public educators need to
muster a defense of purpose, quality, social justice, and how to
think. Practical and theoretical insights throughout this book
focus on professional practice in traditional public education as
the means by which colleagues can assert excellence on behalf of
all students while thwarting the negative impacts of free market
schooling.
Traditional public educators in the US have too little information
about the free market of schooling, otherwise known as
privatization/choice education. As a result, traditional public
education colleagues have lost sight of where they are and how they
got there. In this primer, educators, parents/caregivers, and
policymakers are offered an examination of the forces and factors
that undercut traditional public education and an inquiry into the
primary purpose and quality instruction that distinguishes
traditional public education from free market schooling. Without
knowing about the educational misdirection fostered by free market
schooling, traditional public education in the US cannot invest in
continuous improvement necessary to enrich the futures of all
students and our nation’s democracy. The time has come for
traditional public educators to study how we got out on a limb.
This book explores the nature of free market schooling and
discusses the information that traditional public educators need to
muster a defense of purpose, quality, social justice, and how to
think. Practical and theoretical insights throughout this book
focus on professional practice in traditional public education as
the means by which colleagues can assert excellence on behalf of
all students while thwarting the negative impacts of free market
schooling.
The deck is stacked against educators and parents/caregivers
looking for educational adequacy in contemporary US education. Too
often, satisfactory quality in the good public school is identified
based on opinion, the dubious value of standardized test results,
and marketing ploys. Moreover, the contemporary purpose of US
education and the definition of educational adequacy are wild cards
that prevent most from playing a winning hand. Finding the good
public school is left to chance. This book initiates a search to
transform this state of affairs. All students deserve a
comprehensive public education that invests in the original power
of education, dynamic instruction, and principled reasoning. This
discussion tackles the barriers-the eye of the beholder, the
tyranny of either/or, and standardized testing-that hobble the
capacities of educators and students. Once these barriers are
removed, the determinants of comprehensive public education-power,
policy, and instruction-emerge. From these discoveries implications
are derived that indicate how comprehensive public education
engages educators and students with a transformed definition of
educational adequacy. The good public school depends on this and a
complete readjustment of the purpose of US public education. This
search enables educators and parents/caregivers to identify and
establish the good public school without taking any chances.
The deck is stacked against educators and parents/caregivers
looking for educational adequacy in contemporary US education. Too
often, satisfactory quality in the good public school is identified
based on opinion, the dubious value of standardized test results,
and marketing ploys. Moreover, the contemporary purpose of US
education and the definition of educational adequacy are wild cards
that prevent most from playing a winning hand. Finding the good
public school is left to chance. This book initiates a search to
transform this state of affairs. All students deserve a
comprehensive public education that invests in the original power
of education, dynamic instruction, and principled reasoning. This
discussion tackles the barriers-the eye of the beholder, the
tyranny of either/or, and standardized testing-that hobble the
capacities of educators and students. Once these barriers are
removed, the determinants of comprehensive public education-power,
policy, and instruction-emerge. From these discoveries implications
are derived that indicate how comprehensive public education
engages educators and students with a transformed definition of
educational adequacy. The good public school depends on this and a
complete readjustment of the purpose of US public education. This
search enables educators and parents/caregivers to identify and
establish the good public school without taking any chances.
The time has come to focus on teaching and learning that all
American students deserve. Quality instruction that engages all
students with thinking skills that create successful intelligence
for the future of all students is offered throughout traditional
public education in the US. But, an adult-centered perspective
about schooling-free market theory-stands in the way of sustaining
and improving the comprehensive teaching and learning offered by
traditional public education. Traditional public education in the
US is under attack. This book details the effects of this assault
by the proponents of free market schooling and uses data-based
research to fend off the attack. Key aspects of traditional public
education that benefit all of America's students are compared with
the adult-centric, exclusionary, intentions of choice schooling or
privatization. The critical importance of traditional public
education to the future of US democracy is explored. A primary
purpose of traditional public education-how to think-and examples
of quality day-to-day instruction are shared. On behalf of all US
students, this book develops concepts including points of practice,
function, and mediated identity. The value of comprehensive
traditional public education deserves a vigorous defense and this
book is written to provide it.
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