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Re: [xmca] the Chicago Miracle



You are absolutely right that the depth of the problems in no ways
excuses us from exercising as much responsibility to our local communities
of face to face responsibility as we possibly can eric.

My comment was aimed at the repeated, overblown, claims for "how to reform
the system."
mike

On Fri, Jan 22, 2010 at 9:14 AM, <ERIC.RAMBERG@spps.org> wrote:

>
> I have great trust that the theories, methodologies and practices discussed
> on XMCA have profound impact upon those instructer/student relationships
> impacted by such.  I for one have grown more as a practitioner because of
> what I learn from XMCA.
>
> My comment wasn't snide towards XMCA but rather a statement against the
> oxymoronic market based slogans that politicians throw about regarding
> education.
>
> I do what I do in my small position based upon the benefit for the students
> that I am humbled to get to know.  That is it.  The race to the top will not
> improve their lives just as no child left behind did not improve the lives
> of those who came before them.
>
> eric
>
>
>   *mike cole <lchcmike@gmail.com>*
> Sent by: xmca-bounces@weber.ucsd.edu
>
> 01/22/2010 10:33 AM
> Please respond to lchcmike; Please respond to "eXtended Mind, Culture,
>    Activity"
>
>         To:        "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu
> >
>         cc:
>         Subject:        Re: [xmca] the Chicago Miracle
>
>
>
> We are discussing deep, structural, ideologically fortified, practices.
> mike
>
> On Fri, Jan 22, 2010 at 8:18 AM, Peter Smagorinsky <smago@uga.edu> wrote:
>
> > The reason I pasted in these excerpts is they show that it's clear the
> > program isn't working as planned, and yet, they choose to believe it's
> > working nonetheless. So much for the infallibility of data in efforts
> like
> > this.
> >
> > Peter Smagorinsky
> > Professor of English Education
> > Department of Language and Literacy Education
> > The University of Georgia
> > 125 Aderhold Hall
> > Athens, GA 30602
> > smago@uga.edu
> >
> >
> > -----Original Message-----
> > From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
> On
> > Behalf Of ERIC.RAMBERG@spps.org
> > Sent: Friday, January 22, 2010 10:59 AM
> > To: eXtended Mind, Culture, Activity
> > Subject: Re: [xmca] the Chicago Miracle
> >
> > Peter:
> >
> > It would in fact appear that Duncan's "Race to the Top"  may indeed leave
> > some children behind.
> >
> > eric
> >
> >
> >
> >
> > "Peter Smagorinsky" <smago@uga.edu>
> > Sent by: xmca-bounces@weber.ucsd.edu
> > 01/21/2010 04:24 PM
> > Please respond to "eXtended Mind, Culture, Activity"
> >
> >
> >        To:     "'eXtended Mind, Culture,       Activity'"
> > <xmca@weber.ucsd.edu>
> >        cc:
> >        Subject:        [xmca] the Chicago Miracle
> >
> >
> > Six years after Mayor Richard Daley
> > <
> >
> http://www.chicagotribune.com/topic/politics/government/richard-m.-daley-PE
> > PLT007475.topic>  launched a bold initiative to close down and remake
> > failing schools, Renaissance 2010 has done little to improve the
> > educational
> > performance of the city's school system, according to a Tribune analysis
> > of
> > 2009 state test data.
> >
> > The moribund test scores follow other less than enthusiastic findings
> > about
> > Renaissance 2010 -- that displaced students ended up mostly in other
> > low-performing schools and that mass closings led to youth violence as
> > rival
> > gang members ended up in the same classrooms. Together, they suggest the
> > initiative hasn't lived up to its promise by this, its target year.
> >
> > "We haven't looked at all the data, but our belief is that Renaissance
> > 2010
> > dramatically improved the educational options in communities across
> > Chicago," said Peter Cunningham, Duncan's spokesman, who followed him
> from
> > Chicago to Washington
> > <
> >
> http://www.chicagotribune.com/topic/us/washington-PLGEO100104900000000.topi
> > c> . "We believe that it is contributing to Chicago's overall success.
> > Renaissance 2010 and Race to the Top both reflect a willingness to be
> > bold,
> > hold yourself to higher standards and push for dramatic change, not
> > incremental change."
> >
> >
> >
> http://www.chicagotribune.com:80/news/education/chi-renaissance-2010-17-jan1
> > 7,0,3877012.story<
> http://www.chicagotribune.com:80/news/education/chi-renaissance-2010-17-jan1%0A7,0,3877012.story
> >
> >
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> >
> >
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> >
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