Profiles in Excellence: 1982-1983: Secondary School Recognition
PROFILES IN EXCELLENCE: 1982–1983: SECONDARY SCHOOL RECOGNITION PROGRAM: A Resource Guide (Office of Educational Research and Improvement of the U.S. Department of Education: Washington, D.C., 1982) listed the Kennebunk, Maine High School as one which schools across the nation might wish to emulate. The Guide stated that:
The major goal of the school’s curriculum is to individualize the learning process for the student. The district is in the process of developing a data bank for students and a testing program for determining expectancy instructional levels for each student. Once this is in place, staff will develop an Individual Education Plan (IEP) for each student to meet individual needs. The major difficulty the school is encountering in implementing this new process is the secondary staff who are trained as subject matter teachers. Teachers need to be retrained to focus on individual needs rather than on content areas.
The major goal of the school’s curriculum is to individualize the learning process for the student. The district is in the process of developing a data bank for students and a testing program for determining expectancy instructional levels for each student. Once this is in place, staff will develop an Individual Education Plan (IEP) for each student to meet individual needs. The major difficulty the school is encountering in implementing this new process is the secondary staff who are trained as subject matter teachers. Teachers need to be retrained to focus on individual needs rather than on content areas.
Chicago Inner City School Children: Communist Global Elite “Soviet Preschool Education” Victims Posted by admin | January 2, 2013 at 6:54 pm
“Teens are running wild in the streets. Chicago’s Gold Coast residents live in fear of attack. The Magnificent Mile has become a haven for group muggings.” - NBC Chicago June 8th, 2011
“Learning and Instruction, A Chicago Inner City Schools Position Paper” presented in June of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made up of Dr. Donald, William Farquhar, Lee Shulman, and the Chicago and Michigan State universities in collaboration. One reference used was “Soviet Preschool Education” translated by Henry Chauncey (Educational Testing Service, Princeton, N.J.) This position paper laid out the plan to restructure Chicago’s inner city schools from a traditional grading plan to an ungraded plan using Skinnerian mastery learning and continuous progress/individual education plans. Education Week carried an article in its March 6, 1985, edition entitled “Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy”.
The program was one of the first experiments with mastery learning, later referred to as Outcomes- Based Education and in the 90′s and early part of the Twenty-first Century, referred to as Direct Instruction. The paper also called for extensive community involvement and emphasis on changing the values of teachers, students, and the community as a whole. This project was the most important pilot project for the restructured educational system presently being implemented in the United States and worldwide today, and is a perfect example of the use of the minority community in educational research which would in 2008 affect all teachers, students and schools in the nation. The new system satisfies the needs of the business community worldwide since it is performance based.
http://www.nytimes.com/1985/10/08/science/education-new-theory-on-reading-goes-awry.html
“Teens are running wild in the streets. Chicago’s Gold Coast residents live in fear of attack. The Magnificent Mile has become a haven for group muggings.” - NBC Chicago June 8th, 2011
“Learning and Instruction, A Chicago Inner City Schools Position Paper” presented in June of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made up of Dr. Donald, William Farquhar, Lee Shulman, and the Chicago and Michigan State universities in collaboration. One reference used was “Soviet Preschool Education” translated by Henry Chauncey (Educational Testing Service, Princeton, N.J.) This position paper laid out the plan to restructure Chicago’s inner city schools from a traditional grading plan to an ungraded plan using Skinnerian mastery learning and continuous progress/individual education plans. Education Week carried an article in its March 6, 1985, edition entitled “Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy”.
The program was one of the first experiments with mastery learning, later referred to as Outcomes- Based Education and in the 90′s and early part of the Twenty-first Century, referred to as Direct Instruction. The paper also called for extensive community involvement and emphasis on changing the values of teachers, students, and the community as a whole. This project was the most important pilot project for the restructured educational system presently being implemented in the United States and worldwide today, and is a perfect example of the use of the minority community in educational research which would in 2008 affect all teachers, students and schools in the nation. The new system satisfies the needs of the business community worldwide since it is performance based.
http://www.nytimes.com/1985/10/08/science/education-new-theory-on-reading-goes-awry.html
CHICAGO MASTERY LEARNING DISASTER
It was Education Week that referred to it as a "human tragedy of enormous dimensions". In its article entitled "Half Of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy" dated March 6, 1985.
LEARNING AND INSTRUCTION, A CHICAGO INNER CITY SCHOOLS POSITION PAPER PRESENTED in June of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made up of: Dr. Donald Leu, William Farquhar, Lee Shulman, and the Chicago and Michigan State universities in collaboration. One reference used was Soviet Preschool Education, by Henry Chauncey (Educational Testing Service, Princeton, N.J.). Excerpts from the Chicago Mastery Learning Project position paper, Learning and Instruction, follow:
We view the child with his defined characteristics as input to a school organization which modifies his capabilities toward certain goals and objectives as output. The school organization is an optimal deployment of teachers employing a special subject matter who attempt through instruction, with the aid of selected elements of the community, to achieve specified outputs. The joint participation of the children, school and community leave none of these elements unchanged....
This emphasis should be accomplished within the context of a truly ungraded structure which we shall denote by the terms Continuous Development-Mastery Learning. This approach has the following characteristics: (a) Beginning with Chicago’s present concept of Continuous Development, the objectives of the language arts curriculum must be much further differentiated and articulated in the manner currently being conducted by Sophie Bloom [wife of the late Benjamin Bloom] in Chicago, and Pittsburgh’s Individually Prescribed Instruction Project.
In the Continuous Development-Mastery Learning approach, a large number of sequentially designated objectives, tied into specific capabilities to be mastered by pupils, are identified. This is done by curriculum development specialists in collaboration with instructional personnel.
[References used in this paper were from the late Benjamin Bloom, John Carroll, Robert Gagne, Robert Glaser and Henry Chauncey, ed.] The following is an excerpt from an article published in Education Week, March 6, 1985 entitled “Half of Chicago Students Drop out, Study Finds: Problem Called Enormous Human Tragedy”.
****** Calling the dropout problem in Chicago “a human tragedy of enormous dimensions,” a recent study has found that almost half of the 39,500 public school students in the 1980 freshman class failed to graduate, and that only about a third of those who did were able to read at or above the national 12th grade level. “These statistics about the class of 1984 reflect the destruction of tens of thousands of young lives, year in and year out,” says the study, released in January by Designs for Change, a nonprofit research and child-advocacy organization in Chicago.... “Most of these young people are permanently locked out of our changing economy and have no hope of continuing their education or getting a permanent job with a future,” the authors wrote.
Professor Lee Shulman’s involvement in the Chicago Mastery Learning disaster was, however, quickly forgotten or considered unimportant. According to Education Daily of May 21, 1987—two years later Shulman, who heads Stanford’s Education Policy Institute, last week was awarded $817,000 by Carnegie Corporation to develop over the next 15 months new forms of teacher assessment materials that would be the basis of standards adopted by a national teacher certification board.
The Education Daily article further discussed the requirement for teacher critique of the way two textbooks treat photosynthesis and how they (teachers) developed a lesson plan based on each one: The teacher then would be directed to use the textbooks to tell the examiners how he
The Sick Sixties : c. 1968 - 80 or she would teach students with varying religious, cultural and ethnic backgrounds. Nine years later Education Week of October 23, 1996 reported Shulman again leading the outcome-/performance-based teacher education bandwagon of social change agents:
His successful performance as developer of new forms of teacher assessment materials leads to his being named President of the Carnegie Foundation for the Advancement of Teaching, filling the vacancy created by the death last year of Ernest L. Boyer.
An excerpt from an October 21, 1996 New York Times article entitled “Carnegie Foundation Selects a New Leader” emphasized Shulman’s importance in the field of behavioral psychology. He [Shulman] has been a Guggenheim Fellow, a Fellow of the American Psychological Association and a Fellow of the Center for Advanced Study in the Behavioral Sciences. He is the immediate past president of the National Academy of Education and a former president of the American Education Institute.
LEARNING AND INSTRUCTION, A CHICAGO INNER CITY SCHOOLS POSITION PAPER PRESENTED in June of 1968 to the Chicago Board of Education, was produced by the planning staff in Chicago made up of: Dr. Donald Leu, William Farquhar, Lee Shulman, and the Chicago and Michigan State universities in collaboration. One reference used was Soviet Preschool Education, by Henry Chauncey (Educational Testing Service, Princeton, N.J.). Excerpts from the Chicago Mastery Learning Project position paper, Learning and Instruction, follow:
We view the child with his defined characteristics as input to a school organization which modifies his capabilities toward certain goals and objectives as output. The school organization is an optimal deployment of teachers employing a special subject matter who attempt through instruction, with the aid of selected elements of the community, to achieve specified outputs. The joint participation of the children, school and community leave none of these elements unchanged....
This emphasis should be accomplished within the context of a truly ungraded structure which we shall denote by the terms Continuous Development-Mastery Learning. This approach has the following characteristics: (a) Beginning with Chicago’s present concept of Continuous Development, the objectives of the language arts curriculum must be much further differentiated and articulated in the manner currently being conducted by Sophie Bloom [wife of the late Benjamin Bloom] in Chicago, and Pittsburgh’s Individually Prescribed Instruction Project.
In the Continuous Development-Mastery Learning approach, a large number of sequentially designated objectives, tied into specific capabilities to be mastered by pupils, are identified. This is done by curriculum development specialists in collaboration with instructional personnel.
[References used in this paper were from the late Benjamin Bloom, John Carroll, Robert Gagne, Robert Glaser and Henry Chauncey, ed.] The following is an excerpt from an article published in Education Week, March 6, 1985 entitled “Half of Chicago Students Drop out, Study Finds: Problem Called Enormous Human Tragedy”.
****** Calling the dropout problem in Chicago “a human tragedy of enormous dimensions,” a recent study has found that almost half of the 39,500 public school students in the 1980 freshman class failed to graduate, and that only about a third of those who did were able to read at or above the national 12th grade level. “These statistics about the class of 1984 reflect the destruction of tens of thousands of young lives, year in and year out,” says the study, released in January by Designs for Change, a nonprofit research and child-advocacy organization in Chicago.... “Most of these young people are permanently locked out of our changing economy and have no hope of continuing their education or getting a permanent job with a future,” the authors wrote.
Professor Lee Shulman’s involvement in the Chicago Mastery Learning disaster was, however, quickly forgotten or considered unimportant. According to Education Daily of May 21, 1987—two years later Shulman, who heads Stanford’s Education Policy Institute, last week was awarded $817,000 by Carnegie Corporation to develop over the next 15 months new forms of teacher assessment materials that would be the basis of standards adopted by a national teacher certification board.
The Education Daily article further discussed the requirement for teacher critique of the way two textbooks treat photosynthesis and how they (teachers) developed a lesson plan based on each one: The teacher then would be directed to use the textbooks to tell the examiners how he
The Sick Sixties : c. 1968 - 80 or she would teach students with varying religious, cultural and ethnic backgrounds. Nine years later Education Week of October 23, 1996 reported Shulman again leading the outcome-/performance-based teacher education bandwagon of social change agents:
His successful performance as developer of new forms of teacher assessment materials leads to his being named President of the Carnegie Foundation for the Advancement of Teaching, filling the vacancy created by the death last year of Ernest L. Boyer.
An excerpt from an October 21, 1996 New York Times article entitled “Carnegie Foundation Selects a New Leader” emphasized Shulman’s importance in the field of behavioral psychology. He [Shulman] has been a Guggenheim Fellow, a Fellow of the American Psychological Association and a Fellow of the Center for Advanced Study in the Behavioral Sciences. He is the immediate past president of the National Academy of Education and a former president of the American Education Institute.
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