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Hello everybody--
I wonder to know if somebody analyzed a positivistic assessment of learning
as a way to create boundary objects in and for a specific type of
negotiation among different communities of practice?
Eugene
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Eugene Matusov
School of Education
University of Delaware
Newark, DE 19716
Office (302) 831-1266
Fax (302) 831-4445
email ematusov who-is-at udel.edu
Website http://ematusov.eds.udel.edu/
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> -----Original Message-----
> From: Ken Goodman [mailto:kgoodman@u.arizona.edu]
> Sent: Saturday, January 16, 1999 11:09 AM
> To: xmca who-is-at weber.ucsd.edu
> Subject: Re: evaluating the informal
>
>
> There are a number of examples in contemporary education where practices
> have become institutionalized that could not be evaluated with
> positivistic evaluation. That's true in England particularly in what was
> the Inner London Education Authority where integrative curriculum and
> holistic methodology had become the norm. The same is true of New
> Zealand (a single educational authority) which institutionalized
> progressive education in its fullest sense. Positivistic evaluation has
> been used in these countries to attack and attempt to destroy the
> institutionalized practice- as it has in North America in attacking
> whole language which never became institutionalized but was broadly
> successful in challenging such firmly entrenched institutions such as
> basal readers and skill based curricula.
>
> I guess I'm saying the relation of positivistic evaluation to
> institutionalized practice depends on what is institutionalized.
> Ken --
> Kenneth S. Goodman, Professor, Language, Reading & Culture
> 504 College of Education, University of Arizona, Tucson, AZ
> fax 520 7456895 phone 520 6217868
>
> These are mean times- and in the mean time
> We need to Learn to Live Under Water
>
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