[xmca] Fwd: TCRecord: Non-Evidence about Tracking: Critiquing the New Report from the Fordham Institute

[mike cole <lchcmike@gmail.com>]

The tracking article appears relevant to those focused on educational
reforms at present.
mike

---------- Forwarded message ----------
From: Teachers College Record <noreply@tcrecord.org>
Date: Fri, Dec 18, 2009 at 7:56 AM
Subject: TCRecord: Non-Evidence about Tracking: Critiquing the New Report
from the Fordham Institute
To: mcole@ucsd.edu


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Articles
 Critical Friends Groups: The Possibilities and Limitations Embedded in
Teacher Professional Communities Aimed at Instructional Improvement and
School Reform <http://www.tcrecord.org/Content.asp?ContentID=14625>
by Marnie Willis Curry
 This article examines school-based professional inquiry communities known
as Critical Friends Groups, analyzing how four design features-their diverse
menu of activities, their decentralized structure, their interdisciplinary
membership, and their reliance on structured conversation tools called
"protocols"-influence the capacity of these groups to pursue whole-school
reform and instructional improvement.

 Research, Ideology, and the Brown Decision: Counter-narratives to the
Historical and Contemporary Representation of Black
Schooling<http://www.tcrecord.org/Content.asp?ContentID=14616>
by Jerome Morris
 This article elucidates an intellectual trend in the historical and
contemporary scholarship on Black schooling. Led primarily, but not
exclusively, by African American scholars, this trend offered a
counternarrative to the representation of predominantly Black schools before
and after the passage of Brown v. Board of Education of Topeka, Kansas, and
noted the significant role of Black schools for African American people. The
paper situates this counternarrative within a chronological context, which
provides the reader with a sequential understanding of how this body of
research began to offer a different view of Black schools.

 Commentaries
 Non-Evidence about Tracking: Critiquing the New Report from the Fordham
Institute <http://www.tcrecord.org/Content.asp?ContentID=15872>
by Kevin G. Welner
A new report authored by Tom Loveless and published by the Fordham Institute
misleads in an attempt to convince policymakers to maintain tracking
policies. The report combines weak data with questionable analyses to
manufacture a flawed argument against detracking.
  America's Permanent Education
Recession<http://www.tcrecord.org/Content.asp?ContentID=15819>
by Byron Auguste, Bryan Hancock & Matt Miller
Educational achievement gaps impose on the United States the economic
equivalent of a permanent national recession, but there is reason for hope:
race and poverty are not destiny.
  The Case for School Law in Teacher Preparation
Programs<http://www.tcrecord.org/Content.asp?ContentID=15811>
by Mark A. Paige
This commentary argues that teacher training programs should incorporate a
more robust instruction on school law.

 Book Reviews
 Why School? <http://www.tcrecord.org/Content.asp?ContentID=15846>
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reviewed by William Ayers
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 Beyond Decoding: The Behavioral and Biological Foundations of Reading
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 by Richard K. Wagner, Christopher Schatschneider, and Caroline
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reviewed by Sarah E. Scott
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 Write These Laws on Your Children: Inside the World of Conservative
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reviewed by Kurt J. Bauman
   Call for Proposals - NSSE Yearbooks to Join
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The editors of TCR announce a call for proposals for future volumes of the
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