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Monday, October 31, 2005


Blog Statistics for October

Well, in looking at the archives, this is the first set of statistics since the end of June. Interestingly, at the end of June our conventional counter read 87 and now it reads 631 (that's since 04 April 2005).

The month of October saw us have 154 unique visitors, that's 133 first time viewers and 21 return visitors. This is an average of four new peope and one veteran each day.

Two third of our visitors came from the United States, but we have also had visitors from the following countries in the past month: Ireland, Thailand, Canada, the United Kingdom, Japan, Portugal, Pakistan, Sweden, New Zealand, the Philippines, Italy, Switzerland, India, the Netherlands, Spain, Denmark, Cote D'ivoire, China, and Serbia And Montenegro. Wow, now that's some diverse places.

It appears that our best advertizing is on the AERA website, but we also get a fair number of visitors who search either Google or Blogger.

The majority of people stay for less than five minutes, but we have had four visitors out of the last 100 that stayed for over an hour.

The two most popular entries, other than the main page:

That's about all for this month and let's keep this interest and activity up...

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Friday, October 28, 2005


International Health Conference at Yale

From: Jennifer Staple Jennifer.Staple@AYA.YALE.EDU

To: "AERA-GSL Graduate Studies Discussion Forum" AERA-GSL@ASU.EDU

International Health Conference at Yale University in April 2006 - Early Bird Registration!

"Empowering Communities to Bridge Health Divides"

When: April 1-2, 2006

Where: Yale University, New Haven, Connecticut

Theme: "Empowering Communities to Bridge Health Divides"

Who should attend? Anyone interested in medicine, health education, health promotion, public health, international health, international service, nonprofits, or eye care

Conference Goal: To empower conference attendees to identify health needs and to develop solutions to improve access to care for the medically underserved

How to Register - Early Bird Registration! http://www.uniteforsight.org/2006_annual_conference.php

Early Bird Registration Rate: $30 student rate; $40 for all others

Conference Highlights: A Few of the Scheduled Presentations

Complete schedule can be seen at http://www.uniteforsight.org/2006_annual_conference.php

Keynote Address:

Jennifer Staple
Founder, President & CEO
Unite For Sight

AERA-GSL AERA Graduate Studies Forum

AERA Home Page on the World Wide Web: http://www.aera.net
AERA-GSL Home http://kerlins.net/aera-gsl/
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Wednesday, October 26, 2005


An Article of Interest

This article was brought to my attention by a member and I thought that it may be of interest to some...

Dillon, J., Rickinson, M., Sanders, D. and Teamey, K. (2005) On food, farmingand land management - towards a research agenda to reconnect urban and rurallives, International Journal of Science Education. 27(11), 1359-1374.

Available online to subscribers are:


Thanks to Dr. Dillon...

Justin Dillon
Director, PGCE Science & Overseas Programmes and Secretary, European Science Education Research Association (ESERA)
Department of Education and Professional Studies
King's College London
Waterloo Bridge Wing, Franklin-Wilkins Building
Waterloo Road
London SE1 9NH
United Kingdom

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Tuesday, October 25, 2005


Invitation to Join


Alternatives Federal Credit Union is pleased to invite you to join our ongoing e-mail discussion list serve on Community Development Banking.

Since 1994, this list has served practitioners including Community Development Credit Unions, CD Banks, CDCs, CD Loan Funds, and non-profits involved in support. The discussions have ranged from the practical (construction, mortgage, and small business lending; job opportunities, conferences, fundraising) to legislative (CRA, HMDA, and CDFI) to the cutting edge (micro-loan funds, peer lending, local currency, targeting social impact).

"The best Community Development Banking resource in Cyberspace."

CommunityDevelopmentBanking-L is an active, free, ongoing e-mail resource of Cornell Community and Rural Development Institute and Alternatives Federal Credit Union.

You may subscribe at our web subscription address, http://www.alternatives. You'll get a welcome message with list rules and instructions. Then you'll start getting EMail postings from the list.

ARCHIVES are stored at http://www.lightlink.com/cdb-l/.

Please refer any questions to
Bill Myers, List Moderator

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Monday, October 24, 2005


Rural Education in the News

Once again, courtesy of my Google Alert News service (although a little late this week)...

A way to revolutionize rural education in South Carolina
Hilton Head Island Packet - Hilton Head Island, SC, USA

Imagine a tool that could radically change the way students learn and open floodgates of opportunity, particularly for students in rural areas who don't have access to the variety of coursework available in richer school districts. This tool is already readily available today. It's the laptop computer. Imagine what would happen if every South Carolina middle school student had one to use for a year or two. That isn't as far-fetched as it may first sound. In 2002, Maine Gov. Angus King spearheaded a pioneering one-to-one learning program that provided a notebook computer to every seventh- and eighth-grade student in his state. For $37 million, the state bought 34,000 laptops.

US's Snow supports Hu's new plan
Asia Times Online - Kowloon, Hong Kong

When China's communist leaders adopted a new blueprint for the country's economic development over the next five years, they hardly banked on the support of the US treasury secretary in pushing forward ambitious tasks such as equalizing growth and narrowing the wealth gap between urban and rural China. But as John Snow, the US top treasury official visiting the Chinese countryside this week, delivered enthusiastic support for Beijing's new development model of slower growth and "social fairness", it served to illustrate how every ripple from this giant economy can now be felt across the world. ''We see the growth of consumerism as going directly to what is most on our mind, which is the global imbalance of trade,'' Snow said, touring a ruralmarket in the Chinese inland province of Sichuan.

Schools shake-up 'to hit rural areas worst'
Belfast Telegraph - United Kingdom

Rural areas of Northern Ireland will be left isolated with little choice of schools if the Government continues with plans to radically change the education system, it has been claimed. The Confederation of Grammar Schools Former Pupils Association and the Concerned Parents for Education (CPE) campaign had a joint meeting with Education Minister Angela Smith this week and are calling again for her to reconsider her plans to scrap academic selection in schools. In a joint statement, Peter Cosgrove and Ethne McCord (chairs of the CPE) and Gerry Beamish, chairman of the former pupils' association, said they were "saddened and disappointed" by the Minister's insistence that there was no role for any form of selection in the new Costello era.

Meth is one of the most devastating drugs to have affected rural communities in Minnesota
Murray County News - Slayton, MN, USA

Meth has been an increasing problem in rural areas including southwest Minnesota. “Between 1999 and 2003, police raided more than 750 clandestine meth labs located mostly in Greater Minnesota. Meth producers prefer the seclusion of rural communities (Minnesota ICE).” Meth not only affects its abusers, but it also affects their children and families. Children exposed to meth production are at the greatest risk of injury and even death. The ingredients to make meth can be corrosive, flammable, emit toxic fumes, or have other hazardous effects. These chemicals can cause respiratory problems, eye and tissue irritation, dizziness, headache, nausea, chemical burns, and death. Often time these chemicals are stored in kitchen and bathroom cupboards, bedrooms, garages and other storage facilities, leaving them exposed to children.

Oregon 'highly qualified teacher' rates edge upwards
Katu.com - Portland, OR, USA

Ninety percent of Oregon public school classes are led by educators who have documented expertise in the subject they're teaching, according to data released Wednesday by the state Education Department. The figure, measured in the 2004-2005 school year, is slightly up from the 88 percent of teachers in 2003-2004 who were considered highly qualified under federal education rules.

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Sunday, October 23, 2005


Some fun for a Sunday morning

My blog is worth $1,129.08.
How much is your blog worth?

Saturday, October 22, 2005


Ten Most Harmful Books of the 19th and 20th Centuries

From: Richard Hake
To: AERA-GSL - Graduate Studies Discussion Forum

"Human Events Online" <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.humaneventsonline.com%2F> - "The National Conservative Weekly - Since 1944" recently published an article titled "TEN MOST HARMFUL BOOKS OF THE 19TH AND 20TH CENTURIES." The article is online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.humaneventsonline.com%2Farticle.php%3Fid%3D7591> and also in the APPENDIX of Hake (2005a).

The introduction reads:

HUMAN EVENTS asked a panel of 15 conservative scholars. . .[for their names, associations, and a relevant URL for each, see the APPENDIX #2]. . . and public policy leaders to help us compile a list of the Ten Most Harmful Books of the 19th and 20th Centuries. Each panelist nominated a number of titles and then voted on a ballot including all books nominated. A title received a score of 10 points for being listed No. 1 by one of our panelists, 9 points for being listed No. 2, etc. Appropriately, The Communist Manifesto, by Karl Marx and Friedrich Engels, earned the highest aggregate score. . . [74]. . . and the No. 1 listing.

Why should education-discussion-list subscribers be interested in what certain conservative scholars have to say about the most harmful books of the 19th and 20th centuries?


1. The 15 conservative scholar judges appointed by "Human Events" rated Dewey's (1916) "Education and Democracy" with a score of 36 as the 5th most harmful book of the 19th and 20th centuries, and summarized it as follows: "DEMOCRACY AND EDUCATION Author: John Dewey Publication date: 1916 Score: 36 Summary: John Dewey, who lived from 1859 until 1952, was a 'progressive' philosopher and leading advocate for secular humanism in American life, who taught at the University of Chicago and at Columbia. He signed the 'Humanist Manifesto'. . .[a 2003 version of the 'Humanist Manifesto' (AHA, 2003) was signed by 21 Nobel Laureates]. . . ; and rejected traditional religion and moral absolutes. In 'Democracy and Education,' in pompous and opaque prose, he disparaged schooling that focused on traditional character development and endowing children with hard knowledge, and encouraged the teaching of thinking 'skills' instead. His views had great influence on the direction of American education - particularly in public schools - and helped nurture the Clinton generation." It should be noted that Dewey's educational ideas are in consonance with the thinking of most current science-education researchers - see e.g. Ansbacher (2000).

2. Aside from Dewey's (1916) "Education and Democracy," the judges rated the books listed in APPENDIX #1 - some of them of important educational and environmental significance - as among the "most harmful books of the 19th and 20th centuries."

3. As incisively expressed by Professor Charles Eberly (2005): ". . . Remember the comment that Marlon Brando's Godfather character made to the effect that 'one should keep their friends close, but their enemies closer'? The 'names' on the list of Judges . . . [APPENDIX #2] . . . are those of well positioned strident conservatives even if their collective reasoning is divergent from what many on this list would consider 'conventional wisdom'. If we are to counter these strident voices, then we are charged to know their arguments better than they know them. Such 'preparation for debate' is a fundamental element of gaining the public's imagination."

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367

"And it ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain of success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new. This coolness arises partly from fear of the opponents, who have the laws on their side, and partly from the incredulity of men, who do not readily believe in new things until they have had a long experience with them.

Thus it happens that whenever those who are hostile have the opportunity to attack they do it like partisans, whilst the others defend lukewarmly....

Machiavelli ("The Prince," 1513)


AHA. 2003. American Humanist Association, "HUMANISM AND ITS ASPIRATIONS: Humanist Manifesto III," a successor to the original Humanist Manifesto of 1933; online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.americanhumanist.org%2F3%2FHumandItsAspirations.php>." The list of signatories (click on "Original Signatories") includes 21 Nobel Laureates: Philip W. Anderson (Physics, 1977); Paul D. Boyer (Chemistry, 1997); Owen Chamberlain (Physics, 1959); Francis Crick (Medicine, 1962); Paul J. Crutzen (Chemistry, 1995); Pierre-Gilles de Gennes (Physics, 1991); Johann Deisenhofer (Chemistry, 1988); Jerome I. Friedman (Physics, 1990); Sheldon Glashow (Physics, 1979); Herbert A. Hauptman (Chemistry, 1985); Dudley Herschbach (Chemistry, 1986); Harold W. Kroto (Chemistry, 1996); Yuan T. Lee (Chemistry, 1986); Mario J. Molina (Chemistry, 1995); Erwin Neher (Medicine, 1991); Ilya Prigogine (Chemistry, 1977); Richard J. Roberts (Medicine, 1993); John E. Sulston (Medicine, 2002); Henry Taube (Chemistry, 1983); E. Donnall Thomas (Medicine, 1990); James Dewey Watson (Medicine, 1962).

Ansbacher, T. 2000. "An interview with John Dewey on science education." The Physics Teacher 38(4): 224-227; freely online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.scienceservs.com%2Fid13.html> as a 1.3 MB pdf. A thoughtful and well-researched treatment showing the consonance of Dewey's educational ideas (as quoted straight from Dewey's own writings, not from the accounts of sometimes confused Dewey interpreters) with the thinking of most current science-education researchers. Ansbacher's valuable web site is at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.scienceservs.com>.

Dewey, J. 1916. "Education and Democracy," according to Amazon.com <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Fwww.amazon.com%2Fgp%2Fproduct%2F0486433994%2F104-3108283-4762347%3Fv%3Dglance%26n%3D283155%26s%3Dbooks%26v%3Dglance> a paperback 2004 version has been published by Dover.

Eberly, C.G. 2005. "Re: HUMAN EVENTS Article/ideological bunk," AERA-GSL post of 21 Oct 2005 14:57:00-0500; online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Flists.asu.edu%2Fcgi-bin%2Fwa%3FA2%3Dind0510%26L%3Daera-gsl%26T%3D0%26O%3DD%26X%3D4927DE5D1B2D7531DB%26Y%3Drrhake%2540earthlink.net%26P%3D3834>

Hake, R.R. 2005a. "Re: HUMAN EVENTS Article: Ten Most Harmful Books of the 19th and 20th Centuries," online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Flistserv.nd.edu%2Fcgi-bin%2Fwa%3FA2%3Dind0510%26L%3Dpod%26O%3DD%26P%3D14368>. Post of 20 Oct 2005 16:55:42-0700 to American-Philosophy, Dewey-L, Math-Learn, PhysLrnR, POD, TeachingEdPsych, TIPS; latter sent to AERA-C, AERA-GSL, AERA-J, AERA-L; and then to Biopi-L, Chemed-L, Physoc, and (in corrected form - see Hake (2005b) to Phys-L.

Hake, R.R. 2005b. Re: HUMAN EVENTS Article: Ten Most Harmful Books of the 19th and 20th Centuries - Correction," online at <https://punts1.cc.uga.edu/cgi-bin/fetch.cgi?url=http%3A%2F%2Flistserv.nd.edu%2Fcgi-bin%2Fwa%3FA2%3Dind0510%26L%3Dpod%26O%3DD%26P%3D15571>. Post of 21 Oct 2005 13:32:50 -0700 to American-Philosophy, Dewey-L, Math-Learn, PhysLrnR, POD, TeachingEdPsych, TIPS; latter sent to AERA-C, AERA-GSL, AERA-J, AERA-L; and then to Biopi-L, Chemed-L, and Physoc.

AMONG THE TOP 10 (in order of the judge's rating)


Author: Betty Friedan
Publication date: 1963
Score: 30
Summary: In The Feminine Mystique, Betty Friedan, born in 1921, disparaged traditional stay-at-home motherhood as life in "a comfortable concentration camp"--a role that degraded women and denied them true fulfillment in life. She later became founding president of the National Organization for Women. Her original vocation, tellingly, was not stay-at-home motherhood but left-wing journalism. As David Horowitz wrote in a review for Salon.com of Betty Friedan and the Making of the Feminine Mystique by Daniel Horowitz (no relation to David): The author documents that "Friedan was from her college days, and until her mid-30s, a Stalinist Marxist, the political intimate of the leaders of America's Cold War fifth column and for a time even the lover of a young Communist physicist working on atomic bomb projects in Berkeley's radiation lab with J. Robert Oppenheimer."

Author: Auguste Comte
Publication date: 1830-1842
Score: 28
Summary: Comte, the product of a royalist Catholic family that survived the French Revolution, turned his back on his political and cultural heritage, announcing as a teenager, "I have naturally ceased to believe in God." Later, in the six volumes of The Course of Positive Philosophy, he coined the term "sociology." He did so while theorizing that the human mind had developed beyond "theology" (a belief that there is a God who governs the universe), through "metaphysics" (in this case defined as the French revolutionaries' reliance on abstract assertions of "rights" without a God), to "positivism," in which man alone, through scientific observation, could determine the way things ought to be.

Author: John Maynard Keynes
Publication date: 1936
Score: 23
Summary: Keynes was a member of the British elite--educated at Eton and Cambridge--who as a liberal Cambridge economics professor wrote General Theory of Employment, Interest and Money in the midst of the Great Depression. The book is a recipe for ever-expanding government. When the business cycle threatens a contraction of industry, and thus of jobs, he argued, the government should run up deficits, borrowing and spending money to spur economic activity. FDR adopted the idea as U.S. policy, and the U.S. government now has a $2.6-trillion annual budget and an $8-trillion dollar debt.

HONORABLE MENTION (in order of the judge's rating)

These books won votes from two or more judges:

The Population Bomb
by Paul Ehrlich
Score: 22

On Liberty
by John Stuart Mill
Score: 18

The Origin of Species
by Charles Darwin
Score: 17

Coming of Age in Samoa
by Margaret Mead
Score: 11

Unsafe at Any Speed
by Ralph Nader
Score: 11

Second Sex
by Simone de Beauvoir
Score: 10

Silent Spring
by Rachel Carson
Score: 9

The Greening of America
by Charles Reich
Score: 9
The Limits to Growth
by Club of Rome
Score: 4

Descent of Man
by Charles Darwin
Score: 2


THE JUDGES [URL's courtesy R.R. Hake and Google]

These 15 scholars and public policy leaders served as judges in selecting the Ten Most Harmful Books.

Arnold Beichman
Research Fellow Hoover Institution

Prof. Brad Birzer
Hillsdale College

Harry Crocker
Vice President & Executive Editor Regnery Publishing, Inc.

Prof. Marshall DeRosa
Florida Atlantic University

Dr. Don Devine
Second Vice Chairman American Conservative Union

Prof. Robert George
Princeton University

Prof. Paul Gottfried
Elizabethtown College

Prof. William Anthony Hay
Mississippi State University

Herb London
President Hudson Institute

Prof. Mark Malvasi
Randolph-Macon College

Douglas Minson
Associate Rector The Witherspoon Fellowships

Prof. Mark Molesky
Seton Hall University

Prof. Stephen Presser
Northwestern University

Phyllis Schlafly
President Eagle Forum

Fred Smith
President Competitive Enterprise Institute

AERA-GSL AERA Graduate Studies Forum
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Sunday, October 16, 2005


ER Research News and Comment Reviewer Needed for an Article on Phenomenological Research

---- Original message ----
received with thanks from Sonia Ben Jaafar
Date: Fri, 14 Oct 2005 13:32:13 +0000
From: ernews.comments@att.net

This is an invitation to review a manuscript for Educational Researcher: >Research News and Comment entitled "Does the phenomenological research design have a place in educational doctoral research?" (ID# 2005-188-0).

Abstract: In Boote and Beile's study of the quality of reviews of literature >found in educational doctoral dissertations, they present a need to establish criteria for assessing reviews of literature. Though the study attributes the quality of reviews of literature to many factors, emphasis is placed on conducting research after completing reviews as the solution. Based on Boote and Beile's position, the question arises as to whether the phenomenological research design is an appropriate research design to be conducted by educational doctoral students, who tend to be novices in the research field. Though Boote and Beile's other solutions are addressed, the phenomenological research design is analyzed in the context of their prevailing solution, a written exhaustive review of literature before conducting research. Within this context it is suggested that the phenomenological research design for the novice educational doctoral student may not be appropriate.

Sonja Lanehart/Paul Schutz, Editors
Educational Researcher: Research, News & Comment

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Thursday, October 13, 2005


Rural Education in the News

These are my Google Alert for rural education for this week...

Offer rural students equal education rights
China Daily - China

The gap between China's urban and rural compulsory education systems can be attributed to an unequal allocation of resources. Educational inequality is systematic of China's dual social structure, as is the two-speed development of the social security network. Urban residents enjoy housing and unemployment subsidies and other forms of social welfare, such as preferential medical, educational and transportation services, while in rural areas farmers have to take responsibility for their security and welfare.

Improving rural education
News Today - India

'In India, though there are several policies for the rural development, the implementation and improvisation have taken up a back seat. There is a requirement for studies to be conducted at the national and international level to make us understand the global scenario and to rectify the real cause of backwardness in the country,' said Chindhai Jayaraman, Principal, Angel Matriculation Higher secondary School. He was speaking at a press meet conducted to announce the upcoming three day International conference of All India Association For Educational Research on Improving Rural Education at Thiruninravur.

Verizon Donating $100,000 to MU's New Alumni Center
HNN Huntingtonnews.net - WV, USA

Verizon West Virginia announced Wednesday, Oct. 12, 2005, a $100,000 gift to Marshall University to help fund a new Erickson Alumni Center. “This is another great partnership with Marshall for Verizon,” said John Ruddick, executive director of public affairs at Verizon. “It complements our education partnership and will enable more persons and businesses in the state to support the university.” Verizon is providing $40,000 of the pledged amount now, and the rest will be presented at various times in the near future. Early this year, Verizon provided $250,000 to help fund Marshall’s June Harless Center for Rural Education and Research Development in support of distanced learning in six counties.

Briefly: Education group honors superintendent of Foley
St. Cloud Times - St. Cloud, MN, USA

The Minnesota Rural Education Association will present its Distinguished Service Award to Foley Superintendent Fred Nolan. The award recognizes people who have made significant contributions to rural education and Minnesota students. Nolan will be honored at the group's conference Oct. 26-28 in Alexandria. Nolan is in his fourth year as Foley's superintendent. He was superintendent at Eden Valley-Watkins for seven years before then.

Commission takes gentle approach to hearings on education as basic ...
Business Day - Johannesburg, South Africa

SINCE SA’s Human Rights Commission opened its doors 10 years ago, it has received complaints about the right to basic education, which is entrenched in the constitution. Next week it is holding public hearings on this right and what it means to South Africans. Almost 12-million of SA’s 44-million citizens are school children.

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Saturday, October 08, 2005


Rural Education in the News This Week

ISRO to develop radar imaging satellite system
Webindia123 - India

Indian Satellite Research Organisation (ISRO) is currently working on developing a Radar Imaging Satellite, an all weather capability satellite, by 2007, its Chairman G Madhavan Nair said today. Inaugurating the telemedicine system of the Indian Air Force (IAF) at the Command Hospital here, he said the new satellite was aimed at overcoming the difficulties faced in getting clear satellite imageries of the earth in cloudy weather conditions. The system would largely benefit the farming community.

Govt to give computers to all schools
Gorkhapatra - Kathmandu, Nepal

Experts and intellectuals in the field of mass communications have emphasised that His Majesty’s Government should bring about effective programmes towards developing Internet technology as a reliable means to providing education in the country. Speaking at a colloquium on the theme ‘Use of Internet in Education: Feasibility and Challenges’ held here today by Education Journalists’ Group, they pointed out the need to formulate policies in promoting the use of Internet in education and implement them effectively.

Rural parents to meet at education conference
ABC Regional Online - Australia

More than 300 rural parents will gather in St George over the next two days to discuss their children's education. The Isolated Children's Parent's Association state conference will cover around 100 issues, including senior learning at P-10 schools. President Rosemary Philp says issues discussed at the conference will set the association's policies for the year. "One of the major issues is the teacher aide hours for prep, especially in the small one teacher schools," she said.

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Friday, October 07, 2005


Has Scholarship Been Reconsidered?

From: Richard Hake rrhake@EARTHLINK.NET

You may or may not be interested in my recent post:

Hake, R.R. 2005. "Re: Has Scholarship Been Reconsidered? #2" AERA-L post of 6 Oct 2005 13:25:42-0700; online at http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&amp;amp;amp;T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967, or (for the convenience of those whose mail systems do not preserve hot-linking of long URL's across line breaks) http://tinyurl.com/95z3b - courtesy http://tinyurl.com/create.php.

If your interest in "Has Scholarship Been Reconsidered?" is:

(a) zero or less, please hit DELETE;

(b) only slightly greater than zero, please scan the ABSTRACT in the APPENDIX;

(c) substantially greater than zero, please click on http://lists.asu.edu/cgi-bin/wa?A2=ind0510&L=aera-l&amp;amp;amp;T=0&O=D&X=4513FE4DF701048CB0&Y=rrhake%40earthlink.net&P=967 or http://tinyurl.com/95z3b so as to scan the entire 34kB post.

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367

APPENDIX [Abstract of Hake (2005)]

ABSTRACT: AERA-J's Michael Lamport Commons posed the question: "How can one evaluate teaching effectiveness in higher education without making direct comparison with other faculty." A method currently employed in introductory physics education is to:

(1) employ valid and consistently reliably multiple-choice (MC) diagnostic tests of conceptual understanding that can be administered to thousands of students in hundreds of courses world wide, and

(2) compare the resultant pre/post test *normalized gains* with those from other courses.

Among the factors that discourage such evaluation in higher education are:

(a) the failure of many university administrators and promotion/tenure committees to reconsider the meaning of "scholarship";

(b) over reliance on various *indirect* (and therefore problematic) gauges of student *higher-order* learning;

(c) the common misconception that MC tests cannot measure higher-level cognitive processes,

(d) the pre/post paranoia of many psychologists, pychometricians, and education specialists;

(e) failure to appreciate the value of the half-century-old "normalized gain" for comparison of average pre/post test gains for different courses having a broad range of average pretest scores, and

(f) ignorance of, or dismissal of, the lessons of the physics-education reform effort. AERA-GSL AERA Graduate Studies Forum

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Thursday, October 06, 2005


Education Review (an open access, scholarly journal) Call for Book Reviewers

----- Original Message -----
From: Gene V Glass
To: EDREV@asu.edu
Sent: Saturday, October 01, 2005 10:44 PM
Subject: Call for Book Reviewers

Dear Colleagues:The Education review is an open access, scholarlyjournal of reviews of books in education that has publishedover 1300 book reviews since its inception in 1998. TheEducation Review is available on the web at


The following books are in need of reviewers. If you areinterested in being selected to review any of these books, please send your name and postal address and a short noteregarding your research interests and expertise to

Kate Paxton

Identify the book you wish to review. We cannot fill allrequests. Reviewers not selected will be kept on file forfuture opportunities. If you wish more information abouta book, use http://www.google.com

Books are identified by First Author and Title only.

Blakemore, Sarah-Jayne The Learning Brain: Lessons for Education

Bodone, Francoise (Ed.) What Difference Does Research Make and for Whom?

Cobb, Peter W. (Ed.) Gateways to Spirituality: Pre-School through Grade Twelve

Cooper, Bruce S. (Ed.) Home Schooling in Full View: A Reader

Cooper, Catherine R. (Ed.) Developmental Pathways Through Middle Childhood: Rethinking Contexts and Diversity as Resources

Dei, George J. Sefa (Ed.) Critical Issues in Anti-Racist Research Methodologies

Elsbach, Kimberly D. Qualitative Organizational Research: Best Papers from the Davis Conference on Qualitative Research

Flanagan, Dawn P. (Ed.) Contemporary Intellectual Assessment: Theories, Tests, and Issues

Gabel, Susan L. (Ed.) Disability Studies in Education: Readings in Theory and MethodHean, Lim Lee Leadership Mentoring in Education: The Singapore Practice

Howe, R. Brian Empowering Children: Children's Rights Education as a Pathway to Citizenship

Jardine, Gail McNicol Foucault and Education

King, Joyce E. Black Education: A Transformative Research and Action Agenda for the New Century

Lenburg, Jeff The Facts On File: Guide to Research

Molnar, Alex School Commercialism: From Democratic Ideal to Market Commodity

Osler, Audrey Changing Citizenship: Democracy and Inclusion in Education

Osterlind, Steven J. Modern Measurement: Theory, Principles, and Applications of Mental Appraisal

Paik, Susan J. (Ed.) Advancing Educational Productivity: Policy Implications from National Databases

Rojewski, Jay W. (Ed.) International Perspectives on Workforce Education and Development

Roth, Wolff-Michael (Ed.) Teaching Together, Learning Together

Watkins, William H. (Ed.) Black Protest Thought and Education

Yeager, Elizabeth Anne Wise Social Studies Teaching in an Age of High-Stakes Testing: Essays on Classroom Practices and Possibilities

Gene V Glass, Editor

Kate Corby, Brief Reviews Editor

Gustavo Fischman, Editor for Spanish & Portuguese

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Tuesday, October 04, 2005


AERA Graduate Student News

From: "Diane Jass Ketelhut" ketelhdi@gse.harvard.edu


The first Graduate Student Council newsletter of the 2005-2006 AERA year has just been uploaded to our website, http://www.aera.net/Default.aspx?id=275

The Graduate Student Council would like to invite you to visit our website and read through our newsletter. You will find introductions to each member of the council as well as their hints and advice on how to prepare for "life after grad school"!

As always, if you have any comments or suggestions as to what you would like to see in future newsletters, please don't hesitate to email me!


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Monday, October 03, 2005


Piaget & Dewey: Down for the Count?

Rural Ed folks,

You may or may not be interested in my recent post:

Hake, R.R. 2005. Piaget & Dewey: Down for the Count? - 47 Responses
AERA-L post of 29 Sep 2005 14:01:03 -0700; online at

If your interest in Piaget and Dewey is:

(a) zero or less, please hit DELETE;
(b) only slightly greater than zero, please scan the ABSTRACT in the APPENDIX;
(c) substantially greater than zero, to scan the entire 88 kB post please click on


Richard Hake
Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367

APPENDIX [Abstract of Hake (2005)]

During September 2005 an excerpt from Stan Metzenberg's disquieting opinion "Piaget goes down for the Long Count" was transmitted to many discussion lists. That distribution and subsequent cross-posting led to relatively widespread discussion (about 47 posts), not only of Jean Piaget but also Socrates, John Dewey, Lev Vygotsky, and Kiernan Egan's provocative "Getting it Wrong from the Beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget." In hopes of promoting further multidisciplinary discussion along such lines, I have placed in the APPENDIX posts that appeared on 10 different discussion lists: AERA-D, AERA-K, Chemed-L, Dewey-L, DrEd, Math-Learn, Phys-L, PhysLrnR, POD, and TIPS by 19 different authors: Bellina, Clement, Dawson-Tunik, Dykstra, Garkov, Grace, Green, Hunt, Kelly, Laitsch, Millis, Purichia, Raimi, Rauber, Rock, Schulz, Scott, Uretsky, and Wall.

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Saturday, October 01, 2005


Statistics for September

I'm not sure if we posted this last month, but the statistics for September look like this:

That's about all for this month... Continue to enjoy...

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