Education

Allen MacNeill, who teaches introductory biology and evolution at Cornell University, reports that he and Will Provine were also interviewed by “Expelled” producer Mark Mathis under false pretenses last year. Unlike P.Z. Myers, Dawkins, and Eugenie Scott of the NCSE, however, his interview was not used in the film. (Corrected: Provine was used in the film. Provine argues that evolution is evidence in support of atheism, which is probably why he was used in the movie.) Why not? Because they invite ID proponents to give presentations in their classrooms. Yet Mathis claimed that he was setting out to present an even-handed presentation, not propaganda. Personally, I think it’s quite reasonable to talk about ID and creationism in college-level courses, provided that you actually evaluate their arguments. I occasionally included some creationist readings in critical thinking courses I taught at the University of Arizona, as exercises for spotting fallacies. ...

Ramona Elementary in Los Angeles has adopted a Singapore math curriculum that includes a daily 60-second “sprint” drill to make some basic skills second-nature, and the result has been that the percentage of fifth-graders scoring at grade level went from 45% to 76% in two years. Singapore’s students regularly score at the top in international math skill comparisons. Ramona’s students are mostly immigrants, with most of them from Central America; 6 of 10 speak English as a second language. The books, with the no-nonsense title “Primary Mathematics,” are published for the U.S. market by a small company in <runtime:topic id=“PLGEO1001040000000000”>Oregon</runtime:topic>, Marshall Cavendish International. They are slim volumes, weighing a fraction of a conventional American text. They have a spare, stripped-down look, and a given page contains no material that isn’t directly related to the lesson at hand. Standing in an empty classroom one recent morning, Ramos flipped through two sets of texts: the Singapore books and those of a conventional math series published by Harcourt. She began with the first lesson in the first chapter of first grade. In Harcourt Math, there was a picture of eight trees. There were two circles in the sky. The instructions told the students: “There are 2 birds in all.” There were no birds on the page. The instructions directed the students to draw little yellow disks in the circles to represent the birds. Ramos gave a look of exasperation. Without a visual representation of birds, she said, the math is confusing and overly abstract for a 5- or 6-year-old. “The math doesn’t jump out of the page here,” she said. The Singapore first-grade text, by contrast, could hardly have been clearer. It began with a blank rectangle and the number and word for “zero.” Below that was a rectangle with a single robot in it, and the number and word for “one.” Then a rectangle with two dolls, and the number and word for “two,” and so on. “This page is very pictorial, but it refers to something very concrete,” Ramos said. “Something they can understand." Next to the pictures were dots. Beginning with the number six (represented by six pineapples), the dots were arranged in two rows, so that six was presented as one row of five dots and a second row with one dot. Day one, first grade: the beginnings of set theory. “This concept, right at the beginning, is the foundation for very important mathematics,” Ramos said. As it progresses, the Singapore math builds on this, often in ways that are invisible to the children. Word problems in the early grades are always solved the same way: Draw a picture representing the problem and its solution. Then express it with numbers, and finally write it in words. “The whole concept,” Ramos says, “is concrete to pictorial to abstract." … Many eminent mathematicians agree. In fact, it is difficult to find a mathematician who likes the standard American texts or dislikes Singapore’s. “The Singapore texts don’t make a huge deal about the concepts, but they present them in the correct and economical form,” said Roger Howe, a professor of mathematics at <runtime:topic id=” OREDU0000166”>Yale University</runtime:topic>. “It provides the basis for a very orderly and systematic conceptual understanding of arithmetic and mathematics."So why aren’t these books more widely used? The L.A. Times article linked above says that the main resistance comes from teachers. The curriculum is not easy to use without special teacher training: Adding to the difficulty is that the Singapore texts are not as teacher-friendly as most American texts. “They don’t come with teachers editions, or two-page fold-outs with comments, or step-by-step instructions about how to give the lessons,” said Yale’s Howe. “Most U.S. elementary teachers don’t currently have that kind of understanding, so successful use of the Singapore books would require substantial professional development." Although some U.S. schools have had spectacular results using Singapore texts, others have fared less well. A study found that success in <runtime:topic id=“PLGEO100100614000000”>Montgomery County</runtime:topic>, Md., schools using the Singapore books was directly related to teacher training. At schools where teachers weren’t trained as well, student achievement declined.This seems to be further evidence for the recent McKinsey study comparing education internationally that concluded that the best results are obtained by hiring the best teachers, providing them with training and support to get the best out of them, and then intervening to provide students who fall behind with support. ...

On Saturday, March 22, the second SkeptiCamp will take place, in Castle Rock, Colorado. Reed Esau, one of the organizers presenters (also known as the originator of the celebrity atheist list), reports that the James Randi Educational Foundation will be sponsoring the event this time, and the list of likely speakers looks quite interesting: Some of those who plan to present have posted their intentions: writerdd on ‘How I Became a Skepchick’, Gary on pareidolia, R. G. on the Family Tomb of Jesus, Abel on Weapons of Mass Deception, Linda Rosa on Therapeutic Touch, Larry Sarner with a legislative update (on naturopath licensing), Crystal on a the new Fund for Thought initiative, Joe (a pediatrician) dispelling myths about vaccines and autism, Rocky Mountain Paranormal Society makes another appearance, Amy on why women need to be active in the skeptic movement, Jeanette on denialism, Rusty on the reproduction of JFK ballistics test, Paul on the scientific understanding of mystical, psychic, and occult experiences, Marlowe on a Gemini-1 mission UFO cover-up (?!) and/or how scammers victimize seniors, Pete on the Scientific Method and me on the basics of Modern Skepticism.Check it out. (Previously.) UPDATE (March 24, 2008): Reed has written a summary of the event. ...

Chris Comer, the director of science curriculum for the Texas Education Agency, was forced to resign from her position. Her offense? Forwarding an email from the National Center for Science Education announcing a talk by philosopher and intelligent design critic Barbara Forrest, and adding the text “FYI." The call to fire Comer came from Lizzette Reynolds, formerly at the U.S. Department of Education and former deputy legislative director for Texas Gov. George W. Bush. She wrote in an email to Comer’s supervisors that “This is highly inappropriate. I believe this is an offense that calls for termination or, at the very least, reassignment of responsibilities." The movie “Expelled” makes a big deal about cases like the Sternberg affair, where nobody lost a job or responsibilities, and the denial of tenure to Guillermo Gonzales, whose publication record didn’t merit tenure. But here’s a case of someone who appears to have actually been removed from her position for sending out an announcement of a talk critical of intelligent design–a subject which the courts have already ruled is unconstitutional to teach in the science classroom. TEA officials claim that Comer was removed for “repeated acts of misconduct and insubordination,” which Comer describes as really meaning her concerns about teaching creationism in schools. The Texas Republican Party platform explicitly advocates teaching intelligent design in public schools. Wesley Elsberry has more about the Comer case at the Austringer blog, where he wonders whether the Discovery Institute will decry Comer’s firing, since they’ve been willing to stretch the facts to complain about cases with far less substance to them: Will the Discovery Institute come forward to say that the TEA is repressing Ms. Comer’s free speech rights? Will they urge her to become the star of the “Expelled” movie? After all, she did actually lose her job over her stance on evolution in education, as opposed to various people noted as being featured in the film who did not. But the DI is unlikely to do so because Ms. Comer is on the opposite side of the issue from them. They aren’t defending a principle, they are pushing a particular line of propaganda.I agree with Wesley. The Discovery Institute has a long record of misrepresenting facts (and not just about science) in order to promote its views. I suspect they will either remain silent or try to defend Comer’s removal. Pharyngula also comments on Comer’s removal, including the following explanation from Comer’s boss: the forwarding of this event announcement by Ms. Comer, as the Director of Science, from her TEA email account constitutes much more than just sharing information. Ms. Comer’s email implies endorsement of the speaker and implies that TEA endorses the speaker’s position on a subject on which the agency must remain neutral. Thus, sending this email compromises the agency’s role in the TEKS revision process by creating the perception that TEA has a biased position on a subject directly related to the science education TEKS.As P.Z. Myers comments: “Whoa. The Texas Education Agency is neutral on the subject of teaching good science? It’s bad if the TEA takes a position on the subject of science education? Apparently, TEA members are supposed to close their eyes and maximize ignorance before making decisions. I really feel sorry for Texas." UPDATE (December 2, 2007): And more, from Texas Citizens for Science (via Pharyngula). UPDATE (December 4, 2007): The New York Times editorializes on this subject. UPDATE (December 6, 2007): DI Fellow John Mark Reynolds agrees that TEA is in the wrong here. UPDATE (December 12, 2007): The Society for the Study of Evolution has sent an open letter to “Texas TEA." UPDATE (December 20, 2007): Glenn Branch has written a nice blog post about his email that cost Comer her job. UPDATE (July 3, 2008): Chris Comer has filed a lawsuit regarding her termination. ...

The November 21, 2007 issue of Time magazine includes a story titled “Sunday School for Atheists," about how the Humanist Community Center in Palo Alto, California has been offering Sunday school classes for kids for the last three years. The article notes that similar programs are under consideration in Albuquerque, NM, Portland, OR, and Phoenix. It doesn’t mention it, but the Phoenix group considering offering such a program is the Humanist Society of Greater Phoenix, a group which has meetings for adults, often with quite interesting speakers, every two weeks. (Kat and I are members, but we have a pretty poor attendance record.) Also mentioned in the article are Camp Quest, a summer camp program operating in five states and Ontario, Canada, and the Carl Sagan Academy in Tampa, FL, the nation’s first humanist charter school. UPDATE: Mark at Protestant Pontifications has written a blog post on this Time magazine article, and I’ve submitted this comment: ...

As this story from the Boulder Weekly shows. (This link is to a copy since the Boulder Weekly’s website has a database issue at the moment.) (Via The Agitator.)

The October 20, 2007 issue of The Economist has an interesting article about a study by McKinsey & Co. which looks for explanations of the differences in standards and performance of primary education systems between OECD nations, based on the Programme for International Student Assessment (PISA) results. The top performing countries are countries which do the three things the studies recommend: hire the best teachers, get them to do their best, and intervene when students fall behind. In South Korea, primary schools recruit teachers from the top 5% of college graduates, Singapore from the top 30%. Finland requires primary school teachers to have a master’s degree. Yet they don’t offer as much money as possible to attract the best, nor try to obtain as large a pool of teachers to choose from as possible–countries with the highest teacher salaries, Germany, Spain, and Switzerland, are not among those with the best-performing schools. Singapore and Finland both provide significant teacher training and encourage teachers to share information and lesson plans. In Korea, secondary school teachers have lower status than primary school teachers: “Its primary school teachers have to pass a four-year undergraduate degree from one of only a dozen universities. … In contrast, secondary-school teachers can get a diploma from any one of 350 colleges, with laxer selection criteria." The McKinsey study offers an explanation for why there’s no correlation between spending or class size and student performance. Increasing spending doesn’t guarantee that you get the best teachers, train them well, or intervene appropriately for students who fall behind. Reducing class size means a need for more teachers, which all else being equal means lower salaries and lower status, when the apparent way to succeed is to be more selective about who is teaching, not less.

CNN reports that the Church of Scientology is partnering with ministers of low-income Christian churches to provide free tutoring, using L. Ron Hubbard’s “study technology.” More at the Secular Outpost.

Ed Brayton has an entertaining post at Dispatches from the Culture Wars about the lawsuit against Oral Roberts University and Oral’s son Richard Roberts by several former ORU faculty: The allegations are contained in a lawsuit filed Tuesday by three former professors. They sued ORU and Roberts, alleging they were wrongfully dismissed after reporting the school’s involvement in a local political race. Richard Roberts, according to the suit, asked a professor in 2005 to use his students and university resources to aid a county commissioner’s bid for Tulsa mayor. Such involvement would violate state and federal law because of the university’s nonprofit status. Up to 50 students are alleged to have worked on the campaign. ...

Higley, Arizona School District director of visual and performing arts Tara Kissane stopped a performance of “The Complete Works of William Shakespeare (abridged)” for 6th to 12th graders in mid-performance because she thought the content was “inappropriate and not a kind of performance that we want them to see." The performance, by Windwood Theatricals of New York, was attended by students who chose to pay $5 for a voluntary field trip to see it at the Higley Center for the Performing Arts. Kissane interrupted it 40 minutes in, but declined to identify what specifically she found to be “inappropriate.” She said that “I thought it was great for college-aged students … I just thought it was over some of our kids’ heads and it wasn’t appropriate for our kids. If I’m going to err on the side of anything, I’m erring on the side of caution." Erring on the side of stupidity, she should have said. So what if it was “over some of our kids’ heads”? What about those who were getting something out of it? Why deprive those children on behalf of the lowest common denominator? ...