I have created a Squidoo lense for my research project.
Here is the link to my Squidoo :
http://www.squidoo.com/forcedteacherreassignments
Monday, November 23, 2009
Extra Credit Assignment #2 : Create a Twine Account
I have created a twine account for help with
my research. Here are the posted link(s) :
http://www.twine.com/user/wallybug
my research. Here are the posted link(s) :
http://www.twine.com/user/wallybug
Extra Credit Assignment #1 : Zakta Guide
I have posted my Zakta guide on the first page
of my blog.
Here are the links :
of my blog.
Here are the links :
RJA #13b : Annotated Bibliography , Part 1
Here are the annotated bibliographies showing
four different text used for my research paper :
Fibkins, William L. "Students In Trouble" Schools Can Help Before Failure.
Lanham, Maryland. The Rowman & Littlefield Publishing Group,
Inc. 2005
This a suprisingly short book (182 pages and four chapters), but it was
insightful on the troubles that many students face in their everyday lives
outside of school. Even though this book does not deal directly with a
teacher's forced reassignment, it does mention the factor on how
inconsistencies at home can contribute to a student's outcome in
school and how a constant shuffling of staff in a poorer school can
have a negative effect on the student as well. The author includes an
incredible number of references for a "short" book on a large subject.
A straight forward approach is taken, and it is written in a way that is
easy to understand. The personal opinion's of the author was present.
Flood, James. Anders, Patricia L. "Literacy Development of Students in
Urban Schools" Research and Policy. Newark, Delaware. Inter-
national Reading Association. 2005
While the previous text was opinion based and shorter, this selection
was longer and is based on direct policies needed for student learning in
urban and poorer schools (which is what my research paper is focused on).
This was more of an official guide to teaching in urban facilities, and i am
sure that it may be required reading in many districts. The editors are
respectively from cities that have a large amount of urban schools
(San Diego, CA and Tuscon, AZ) which adds to the books legitimacy.
It is a no-nonsense approach on the obstacles teachers face in urban
schools, and how the teacher's attitude toward their assignment is key
on their student's future success, or failures.
Weil, Danny. "School Vouchers and Privatization". A Referance handbook.
Santa Barbara, Ca. ABC-CLIO, Inc. 2002
The current issue of school vouchers I felt had be included in my
research, because it did play a role on teacher reassignments. The book
is informative like all of the others in my research, but it did offer a very
important chronological table in the progress and background of the voucher
system. The book is written in a neutral format, which presents arguments
and supportive statements on the subject. I felt that I needed to include more
than one side of the issue, to support and even challenge my arguement. The
book states that less than par instructors are moved from a privatized schools
and are sent to poorer shcools, thus making the education of the poor more of
a challenge for them.
Wooster, Martin Morse. "Angry Classrooms, Vacant Minds". What's Happened to Our
High Schools? San Fransisco, CA. Pacific Research Institute for Public Policy.
1994.
Here is a book that was short in size, but gave me a side of the argument from
the teacher's side in various issues, including forcd reassignments, which is what is what
I needed for my research. It states the obstacles faced by teachers and what they are
lacking in to help their students succeed. It does give a history for the last fifty years
on what causes teachers to be disgruntled and what has been done to pacify them.
Even though the book was written in the 1990's, most of what it interprets does stand
in this decade as well so it is not too dated.
four different text used for my research paper :
Fibkins, William L. "Students In Trouble" Schools Can Help Before Failure.
Lanham, Maryland. The Rowman & Littlefield Publishing Group,
Inc. 2005
This a suprisingly short book (182 pages and four chapters), but it was
insightful on the troubles that many students face in their everyday lives
outside of school. Even though this book does not deal directly with a
teacher's forced reassignment, it does mention the factor on how
inconsistencies at home can contribute to a student's outcome in
school and how a constant shuffling of staff in a poorer school can
have a negative effect on the student as well. The author includes an
incredible number of references for a "short" book on a large subject.
A straight forward approach is taken, and it is written in a way that is
easy to understand. The personal opinion's of the author was present.
Flood, James. Anders, Patricia L. "Literacy Development of Students in
Urban Schools" Research and Policy. Newark, Delaware. Inter-
national Reading Association. 2005
While the previous text was opinion based and shorter, this selection
was longer and is based on direct policies needed for student learning in
urban and poorer schools (which is what my research paper is focused on).
This was more of an official guide to teaching in urban facilities, and i am
sure that it may be required reading in many districts. The editors are
respectively from cities that have a large amount of urban schools
(San Diego, CA and Tuscon, AZ) which adds to the books legitimacy.
It is a no-nonsense approach on the obstacles teachers face in urban
schools, and how the teacher's attitude toward their assignment is key
on their student's future success, or failures.
Weil, Danny. "School Vouchers and Privatization". A Referance handbook.
Santa Barbara, Ca. ABC-CLIO, Inc. 2002
The current issue of school vouchers I felt had be included in my
research, because it did play a role on teacher reassignments. The book
is informative like all of the others in my research, but it did offer a very
important chronological table in the progress and background of the voucher
system. The book is written in a neutral format, which presents arguments
and supportive statements on the subject. I felt that I needed to include more
than one side of the issue, to support and even challenge my arguement. The
book states that less than par instructors are moved from a privatized schools
and are sent to poorer shcools, thus making the education of the poor more of
a challenge for them.
Wooster, Martin Morse. "Angry Classrooms, Vacant Minds". What's Happened to Our
High Schools? San Fransisco, CA. Pacific Research Institute for Public Policy.
1994.
Here is a book that was short in size, but gave me a side of the argument from
the teacher's side in various issues, including forcd reassignments, which is what is what
I needed for my research. It states the obstacles faced by teachers and what they are
lacking in to help their students succeed. It does give a history for the last fifty years
on what causes teachers to be disgruntled and what has been done to pacify them.
Even though the book was written in the 1990's, most of what it interprets does stand
in this decade as well so it is not too dated.
RJA #13a : Field Research Report
I was able to interview former and current teachers
in different school districts in two different states.
Here is one of the questions I asked all of them and
their response to my question :
Question :"Do you feel that if a teacher was reassigned
to a poorer school was it based on their
individual performance or the needs of
their school district?"
Answer #1 : "Their was definite prejudice on who got
moved. Not based on their gender or race
of course, but how administration saw
their performance."
Answer #2 : "It seemed that the one's who didn't cut the
mustard with their jobs, got moved."
in different school districts in two different states.
Here is one of the questions I asked all of them and
their response to my question :
Question :"Do you feel that if a teacher was reassigned
to a poorer school was it based on their
individual performance or the needs of
their school district?"
Answer #1 : "Their was definite prejudice on who got
moved. Not based on their gender or race
of course, but how administration saw
their performance."
Answer #2 : "It seemed that the one's who didn't cut the
mustard with their jobs, got moved."
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