It was initially deviant, but unlike ken's experience w/ holelang, here it
was defended but still underwent and is undergoing a difficult time
constructing its own tests and test driven instruction practices. It
remains deviant until it can show not only progress toward its holelang,
higher goals but also that it can cut the mustard probed by positivist
std. measures
Eventually though, it must come face to face with positivistic eval. since
its graduates must be able to compete with those of other states etc. Even
with state level power & support for over 5 years now, the standards and
practices established by the other 49 contexts remains everpresent for
comparison. Hence the link between the positivistic practices and those of
societies where comparison, competition structures and yes, individualism
reign. pedro
>
>I have been deeply into this issue for a long time and I have come to the
conclusion
>that there is perhaps a deep complementary principle at work. It runs sort
of: the
>more institutionalized the practice, the easier the positivistic
evaluation, the more
>deviant, the more difficult.
>
>Regardless what we as academic researchers think about such activities,
local parent/
>taxpayers have to make decisions about where to put their money for their
kids. We find
>that our LOCAL support committees look for evaluations that are awfully
similar
>to the NICHD/NSF.
>
>We try to be honest and to please.
>mike
>
>
Pedro R. Portes,
Professor of Educational %
Counseling Psychology
310 School of Education
University of Louisville
Fax 502-852-0629
Office 502-852-0630
Web at louisville/~prport01 (under construction)