[xmca] Fwd: TCRecord This Week: Common Metaphors and Their Impact on Distance Education

From: Mike Cole <lchcmike who-is-at gmail.com>
Date: Tue Dec 11 2007 - 10:23:39 PST

Laires & All-- Maybe the problem is that the articles are only available for
a week. See if there is anything here you are interested in.

---------- Forwarded message ----------
From: Teachers College Record <noreply@tcrecord.org>
Date: Dec 11, 2007 10:15 AM
Subject: TCRecord This Week: Common Metaphors and Their Impact on Distance
To: mcole@ucsd.edu

      [image: Title]
 [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
[image: transparent 13]
    Freely-Available This Week
Common Metaphors and Their Impact on Distance Education: What They Tell Us
and What They Hide <http://www.tcrecord.org/Content.asp?ContentID=12089>
by Katrina Meyer
This article explores some of the common metaphors used to illuminate the
Web and its application to distance education. Using the work of Lakoff and
Johnson (1980) as a foundation for understanding and categorizing metaphors,
the advantages and disadvantages for our future of such metaphors as the
"Web,""Information Highway,""virtual,""surfing,""information as education,"
and "distance education" are evaluated.

What Are Some of the Potential Problems of the Various "New Math" Techniques
Being Taught in Some American
by R. James Milgram
I give a brief history of the new math, and then discuss two of the topics
introduced into the K-12 curriculum from the new math, problem solving as a
separate part of instruction, and the introduction of foundational rules for
arithmetic, the associative, commutative, and distributive laws, early in
instruction. I indicate the serious problems with their implementation

Book Reviews
  Partners in Literacy: Schools and Libraries Building Communities Through
Technology <http://www.tcrecord.org/Content.asp?ContentID=14835>
by Sondra Cuban and Larry Cuban
reviewed by John W. Collins
 Curriculum and the Cultural
by Stephanie Springgay and Debra Freedman (Eds.)
reviewed by Katya Wesolowski
 Ethnicity Matters: Rethinking how Black, Hispanic and Indian Students
Prepare for and Succeed in
by MaryJo Benton Lee (Ed.)
reviewed by Kristan Venegas
 For Subscribers
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity
in Mathematics Education Through the Science of Measurement and
by Mark W Ellis
This inquiry raises questions about the manner in which the No Child Left
Behind Act aims to improve mathematics education through continued reliance
on standardized testing and mandated use of scientifically based teaching
practices. Specifically, it is argued that this approach is tied to
assumptions about intellectual ability and achievement that precipitated the
dividing practices used to justify differential access to mathematics
learning almost a century ago. An examination of so-called objective and
scientific approaches to school mathematics suggests the need for more
earnest reflection about the particular path toward educational progress
privileged by this legislation.

A Desire to Learn: African American Children's Positive Attitudes Toward
Learning Within School Cultures of Low
by Jeffrey L. Lewis & Eunhee Kim
This qualitative study examines whether oppositional attitudes toward
learning prevail among African American children attending two low-income
urban elementary schools in California. In addition, we examine how African
American children's beliefs about good teachers compare with what we
document as good teaching.

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Received on Tue Dec 11 10:25 PST 2007

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