1. Ravitch, Diane. "Los Angeles Times: A Wise Editorial about NCLB and Race to Top." Web log post. Diane Ravitch's Blog. N.p., 21 July 2013. Web. 05 Feb. 2014. <http://dianeravitch.net/2013/07/21/los-angeles-times-a-wise-editorial-about-nclb-and-race-to-top/>. In this article, the author somewhat explains the difference between the Race to the Top and No Child Left Behind education policies. “Instead of confronting root causes, our elites confront the failure of the NCLB regime of high-stakes testing by demanding more of the same and making the stakes higher for teachers and principals.”The author talks about the underlying issues in the policies and that the government doesn’t dig deep enough to fix the problems in education. 2. "Evolution Resources from the National Academies." Evolution Resources from the National Academies. National Academy of Sciences, n.d. Web. 05 Feb. 2014. <http://www.nas.edu/evolution/InSchools.html>. This article describes the difference between creationism and evolution in schools. “Many teachers are under considerable pressure from policy makers, school administrators, parents, and students to downplay or eliminate the teaching of evolution.” It goes to show that students lack certain information because some teachers are against evolution so they refuse to teach it. It also describes that technology and society are becoming faster paced and it’s necessary to learn about evolution and science in order to keep up. 3. Schehl, Pam. "Ohio Court Spars on Science Teacher's Creationist Lessons." News Article. CBSNews. CBS Interactive, 27 Feb. 2013. Web. 05 Feb. 2014. <http://www.cbsnews.com/news/ohio-court-spars-on-science-teachers-creationist-lessons/>. This article talks about a public school science teacher who kept a bible on his desk and was accused of preaching religious beliefs in class. This was a very controversial topic because people didn’t know whether they should allow their kids to learn about evolution or creationism. The teacher who got fired was accused of burning crosses into their students’ arms and he tried forcing his beliefs on them. 4. "The Effective Teacher versus the Ineffective Teacher?" Examiner.com. Examiner, 19 Sept. 2010. Web. 05 Feb. 2014. <http://www.examiner.com/article/the-effective-teacher-versus-the-ineffective-teacher>. This article describes what makes an effective teacher and what teachers can do to become more effective in giving a student a good education. “Research indicates that teacher preparation/knowledge of teaching and learning, subject matter knowledge, experience, and the combined set of qualifications measured by teacher licensure are all leading factors in teacher effectiveness” There are many aspects on what makes a good teacher and I believe this article explains them pretty well. 5. Lecker, Wendy, Jonathan Pelto, and Valerie Strauss. "How Grossly Underfunded Are Public Schools?" Washington Post. N.p., 25 Nov. 2012. Web. 05 Feb. 2014. <http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/11/25/how-grossly-underfunded-are-public-schools/>. This article describes how public schools are underfunded a lot of the time but it also explains that money isn’t the only cause in poor education. “Despite vast differences among states, courts enumerated a remarkably consistent list of necessary inputs, including: high quality preschool, small class size, additional services for at-risk students, supports for teachers such as professional development, curriculum supports, supplies, equipment, adequate facilities, and adequate books and other learning tools.” All of these factors need to be improved and money can fix most of them. 6. "Protecting Bad Teachers." Keeping Bad Teachers in Front of Students. N.p., n.d. Web. 09 Feb. 2014. <http://teachersunionexposed.com/protecting.php>. This article describes teacher unions and how they can be unfair because students get stuck with bad teachers and there may be nothing they can do about it. Only one out of 1000 teachers is fired, due to tenure. Many argue that it is unfair because ineffective teachers are guaranteed a job even if they don’t deserve one. In Chicago, one in four students nearing graduation could read and do math, but those teachers didn’t get fired because they had tenure. 7. Bowie, Liz. "Class Size Grows in High Schools after Cuts to Teaching Positions." Baltimore Sun. N.p., 11 May 2012. Web. 06 Feb. 2014. <http://articles.baltimoresun.com/2012-05-11/news/bal-class-size-grows-in-high-schools-after-cuts-to-teaching-positions-20120511_1_class-sizes-large-classes-196teaching>. This article describes the effects due to cutting down teaching positions in schools. “We must make sure that all students are challenged and given the opportunity and support they need; whether that is a gifted and talented student at one high school or a student who is academically struggling at another.” This describes that cutting down class sizes can negatively affect the students because some may need more attention and help from the teacher, and with larger class sizes, it would be more difficult to receive that help. 8. Mosle, Sara. "Does Class Size Count?" Opinionator Does Class Size Count Comments. The New York Times, 4 May 2013. Web. 06 Feb. 2014. <http://opinionator.blogs.nytimes.com/2013/05/04/does-class-size-count/?_r=0>. This article also describes what would happen if class sizes increased. It goes into depth explaining what could happen. “To many educators, the answer seems obvious: Teachers who have fewer students can give each child more attention and tailored instruction.” It is apparent that cutting teachers will impact the students and the way of learning. 9. "Science Teacher, Who Teaches Evolution, Forced to Quit Because of School's Preference of Creationism." God Discussion. N.p., 11 Mar. 2012. Web. 06 Feb. 2014. <http://www.goddiscussion.com/93673/science-teacher-who-teaches-evolution-forced-to-quit-because-of-schools-preference-of-creationism/>. This article describes the problems with evolution and creationism taught in public schools. One teacher was forced to quit because he taught evolution while the school preferred creationism. “The former science teacher at the Cape Town school worried about the students and the lack of “competent science education,” fearing that it will hamper the students’ learning of science. The parents, who the school told about the teacher's lesson plans, apparently told their children to dismiss anything the science teacher said about evolution in favor of creationism.” This was a huge problem and led to many questions regarding how students should be taught. 10. Sikhan, Khara. "World Socialist Web Site." Low-income Students Six times More Likely to Drop out of High School -. N.p., 10 Apr. 2013. Web. 06 Feb. 2014. <http://www.wsws.org/en/articles/2013/04/10/hsdo-a10.html>. This article explains the risk low income students have of dropping out of high school. “With the escalating attacks on the public school system, hundreds of thousands of teachers have been laid off, thousands of schools closed, and millions of students pushed into overcapacity classrooms and overbearing requirements. These circumstances bear down hardest on teenagers in the poorest families, and many are compelled to join the workforce to supplement the household budgets.” It’s very common that high school students get jobs which can create a lot of stress on them and urge them to drop out of high school.
Thursday, February 20, 2014
Annotated Bibliography
1. Ravitch, Diane. "Los Angeles Times: A Wise Editorial about NCLB and Race to Top." Web log post. Diane Ravitch's Blog. N.p., 21 July 2013. Web. 05 Feb. 2014. <http://dianeravitch.net/2013/07/21/los-angeles-times-a-wise-editorial-about-nclb-and-race-to-top/>. In this article, the author somewhat explains the difference between the Race to the Top and No Child Left Behind education policies. “Instead of confronting root causes, our elites confront the failure of the NCLB regime of high-stakes testing by demanding more of the same and making the stakes higher for teachers and principals.”The author talks about the underlying issues in the policies and that the government doesn’t dig deep enough to fix the problems in education. 2. "Evolution Resources from the National Academies." Evolution Resources from the National Academies. National Academy of Sciences, n.d. Web. 05 Feb. 2014. <http://www.nas.edu/evolution/InSchools.html>. This article describes the difference between creationism and evolution in schools. “Many teachers are under considerable pressure from policy makers, school administrators, parents, and students to downplay or eliminate the teaching of evolution.” It goes to show that students lack certain information because some teachers are against evolution so they refuse to teach it. It also describes that technology and society are becoming faster paced and it’s necessary to learn about evolution and science in order to keep up. 3. Schehl, Pam. "Ohio Court Spars on Science Teacher's Creationist Lessons." News Article. CBSNews. CBS Interactive, 27 Feb. 2013. Web. 05 Feb. 2014. <http://www.cbsnews.com/news/ohio-court-spars-on-science-teachers-creationist-lessons/>. This article talks about a public school science teacher who kept a bible on his desk and was accused of preaching religious beliefs in class. This was a very controversial topic because people didn’t know whether they should allow their kids to learn about evolution or creationism. The teacher who got fired was accused of burning crosses into their students’ arms and he tried forcing his beliefs on them. 4. "The Effective Teacher versus the Ineffective Teacher?" Examiner.com. Examiner, 19 Sept. 2010. Web. 05 Feb. 2014. <http://www.examiner.com/article/the-effective-teacher-versus-the-ineffective-teacher>. This article describes what makes an effective teacher and what teachers can do to become more effective in giving a student a good education. “Research indicates that teacher preparation/knowledge of teaching and learning, subject matter knowledge, experience, and the combined set of qualifications measured by teacher licensure are all leading factors in teacher effectiveness” There are many aspects on what makes a good teacher and I believe this article explains them pretty well. 5. Lecker, Wendy, Jonathan Pelto, and Valerie Strauss. "How Grossly Underfunded Are Public Schools?" Washington Post. N.p., 25 Nov. 2012. Web. 05 Feb. 2014. <http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/11/25/how-grossly-underfunded-are-public-schools/>. This article describes how public schools are underfunded a lot of the time but it also explains that money isn’t the only cause in poor education. “Despite vast differences among states, courts enumerated a remarkably consistent list of necessary inputs, including: high quality preschool, small class size, additional services for at-risk students, supports for teachers such as professional development, curriculum supports, supplies, equipment, adequate facilities, and adequate books and other learning tools.” All of these factors need to be improved and money can fix most of them. 6. "Protecting Bad Teachers." Keeping Bad Teachers in Front of Students. N.p., n.d. Web. 09 Feb. 2014. <http://teachersunionexposed.com/protecting.php>. This article describes teacher unions and how they can be unfair because students get stuck with bad teachers and there may be nothing they can do about it. Only one out of 1000 teachers is fired, due to tenure. Many argue that it is unfair because ineffective teachers are guaranteed a job even if they don’t deserve one. In Chicago, one in four students nearing graduation could read and do math, but those teachers didn’t get fired because they had tenure. 7. Bowie, Liz. "Class Size Grows in High Schools after Cuts to Teaching Positions." Baltimore Sun. N.p., 11 May 2012. Web. 06 Feb. 2014. <http://articles.baltimoresun.com/2012-05-11/news/bal-class-size-grows-in-high-schools-after-cuts-to-teaching-positions-20120511_1_class-sizes-large-classes-196teaching>. This article describes the effects due to cutting down teaching positions in schools. “We must make sure that all students are challenged and given the opportunity and support they need; whether that is a gifted and talented student at one high school or a student who is academically struggling at another.” This describes that cutting down class sizes can negatively affect the students because some may need more attention and help from the teacher, and with larger class sizes, it would be more difficult to receive that help. 8. Mosle, Sara. "Does Class Size Count?" Opinionator Does Class Size Count Comments. The New York Times, 4 May 2013. Web. 06 Feb. 2014. <http://opinionator.blogs.nytimes.com/2013/05/04/does-class-size-count/?_r=0>. This article also describes what would happen if class sizes increased. It goes into depth explaining what could happen. “To many educators, the answer seems obvious: Teachers who have fewer students can give each child more attention and tailored instruction.” It is apparent that cutting teachers will impact the students and the way of learning. 9. "Science Teacher, Who Teaches Evolution, Forced to Quit Because of School's Preference of Creationism." God Discussion. N.p., 11 Mar. 2012. Web. 06 Feb. 2014. <http://www.goddiscussion.com/93673/science-teacher-who-teaches-evolution-forced-to-quit-because-of-schools-preference-of-creationism/>. This article describes the problems with evolution and creationism taught in public schools. One teacher was forced to quit because he taught evolution while the school preferred creationism. “The former science teacher at the Cape Town school worried about the students and the lack of “competent science education,” fearing that it will hamper the students’ learning of science. The parents, who the school told about the teacher's lesson plans, apparently told their children to dismiss anything the science teacher said about evolution in favor of creationism.” This was a huge problem and led to many questions regarding how students should be taught. 10. Sikhan, Khara. "World Socialist Web Site." Low-income Students Six times More Likely to Drop out of High School -. N.p., 10 Apr. 2013. Web. 06 Feb. 2014. <http://www.wsws.org/en/articles/2013/04/10/hsdo-a10.html>. This article explains the risk low income students have of dropping out of high school. “With the escalating attacks on the public school system, hundreds of thousands of teachers have been laid off, thousands of schools closed, and millions of students pushed into overcapacity classrooms and overbearing requirements. These circumstances bear down hardest on teenagers in the poorest families, and many are compelled to join the workforce to supplement the household budgets.” It’s very common that high school students get jobs which can create a lot of stress on them and urge them to drop out of high school.
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