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Featured Articles
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instructionby Mark W EllisThis inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through continued reliance on standardized testing and mandated use of scientifically based teaching practices. Specifically, it is argued that this approach is tied to assumptions about intellectual ability and achievement that precipitated the dividing practices used to justify differential access to mathematics learning almost a century ago. An examination of so-called objective and scientific approaches to school mathematics suggests the need for more earnest reflection about the particular path toward educational progress privileged by this legislation. A Desire to Learn: African American Children’s Positive Attitudes Toward Learning Within School Cultures of Low Expectationsby Jeffrey L. Lewis & Eunhee KimThis qualitative study examines whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. In addition, we examine how African American children’s beliefs about good teachers compare with what we document as good teaching. Book Reviews
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Call for Proposals - NSSE Yearbooks to Join TCRby Gary NatrielloThe editors of TCR announce a call for proposals for future volumes of the NSSE Yearbooks. Commentary
The Silent Epidemicby Thomas GiftRecent efforts to combat low school enrollment in the developing world -- such as President Obama's pledge to establish a $2-billion Global Fund for Education and the 2002 creation of the World Bank's Fast Track Initiative -- represent a promising model for a synchronized, global effort on education that should be erected upon. Yet, to effectively supply the funding, guidance, and logistical support to achieve education for everyone, policymakers must focus their efforts more intensely on tapping the unrealized potential of females and rural inhabitants. The Voice This week, Kate Phillippo of Loyola University Chicago discusses her upcoming paper on the potential -- and the pitfalls -- of requiring teachers to play the role of advisor. Video produced by Simon Doolittle. For more videos on education, visit AfterEd.tv.
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