RE: [xmca] James Banks' talk / LIFE Center

LOIS: Would you give some e.g.s of such (private) funders? Thanks. FRANK
(KESSEL)

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Lois Holzman
Sent: Wednesday, April 02, 2008 12:54 PM
To: mcole@weber.ucsd.edu; eXtended Mind, Culture, Activity
Subject: Re: [xmca] James Banks' talk / LIFE Center

For sure. and yet there are private funders that focus heavily on the
arts and culture.
Lois

On Apr 1, 2008, at 8:04 PM, Mike Cole wrote:

> That informal learning settings deserve a lot more attention is easy
> to be
> me to agree with, Lois, But NSF appears to concentrate its money in
> the
> informal math/science program
> almost entirely in such places as museums, exploratoria, etc. Maybe
> some of
> the high tech web based approach are better funded, I am not sure.
> Community
> centers under
> community control do not appear attractive venues for research money
> and,
> for the most part, for researchers.
>
> Note. This issue may be related to the "evidence based research"
> problem
> discussed in other threads.
> mike
>
> On Mon, Mar 31, 2008 at 9:38 AM, David Shaenfield <dshaen@yahoo.com>
> wrote:
>
>>
>> I was at the Banks' talk and got the same message. The panel spoke
>> on the
>> consensus report recently released by the Learning in Informal and
>> Formal
>> Environments (LIFE) center.
>> Principles:
>> http://life-slc.org/?p=613
>> Details:
>> http://life-slc.org/?p=498
>>
>> take care,
>> David
>>
>> ----- Original Message ----
>> From: Lois Holzman <lholzman@eastsideinstitute.org>
>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>> Sent: Monday, March 31, 2008 11:54:09 AM
>> Subject: Re: [xmca] What new and interesting?
>>
>> I don't know if it qualifies as a model, but there is also what is
>> referred to as supplemental education by Gordon and his colleagues,
>> and complementary learning by the Harvard Family Research Group-the
>> basic idea being that it is outside of school opportunities that make
>> the difference. The range is pretty big-quality structured programs
>> like The Fifth Dimension, museum going, family trips, camps, cultural
>> and sports events and lessons, etc. The philosophical writings on
>> identity and race and cosmopolitanism by Appiah (which I like very
>> much) also resonate here.
>> I wasn't there, but I heard that James Banks' talk at AERA suggested
>> that if kids are learning outside of school more than in school maybe
>> ed researchers should pay attention. Can someone who heard his talk
>> fill in (and correct me if I got it wrong)?
>> Lois
>>
>> On Mar 31, 2008, at 10:45 AM, ERIC.RAMBERG@spps.org wrote:
>>
>>>
>>> The big push in american public schools is to "close the achievement
>>> gap."
>>> This means that there is a discrepancy in achievement when test
>>> scores of
>>> one racial group are compared with another racial group. What is it
>>> that
>>> we know about the cause of this and how many different answers have
>>> been
>>> given in trying to explain it? Are we using the correct tool for
>>> measuring
>>> the achievement gap? We have Feuerstein's model, we have Freier's
>>> model
>>> and then we have the NCLB model. Seeing as the first two models are
>>> outside the circle of funding it is obvious what model will be
>>> provided the
>>> public schools in the U.S. My new and interesting thought is that
>>> given
>>> the reality of how public schools are funded and that NCLB will not
>>> go away
>>> any time soon, how can the 5th dimension research be expanded so it
>>> can
>>> have influence on closing the achievement gap?
>>>
>>> respectfully,
>>>
>>> eric
>>>
>>> P.S. Paula I hope you choose to introduce your new research soon.
>>>
>>>
>>> _______________________________________________
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>>> xmca@weber.ucsd.edu
>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
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Received on Wed Apr 2 12:45 PDT 2008