A valuable book for urban educators.
Educators Falk and Blumenreich (The Power of Questions: A Guide to Teacher and Student Research, 2005) present case studies of kindergarten and elementary school classrooms that, although located in economically stressed urban areas, have found creative and intelligent means of making education effective.
Few cultural and social arenas have managed to dodge the divisiveness that has overtaken modern political discourse, and education is not one of the exceptions. Standardized testing, long proven to be ineffective at best and incredibly damaging at worst, remains the driving force behind assessing student progress; the distractions of technology and social media continue to spread further into kids' lives; the promise of a decent, reliable job based on academic performance is no longer taken for granted. The difficulty in crafting a solution is that one solution won't suffice. Falk and Blumenreich compile case studies that approach some of the problems from a micro, rather than macro, perspective. Whereas educational policy might suggest that one particular methodology is superior in a majority of situations, these case studies provide a more eclectic set of approaches to dealing with issues. A handful of the case studies, and the conclusions from those studies, overlap each other in content; this ties into the overall thrust of the book. Issues of immigration sensitivity in children just starting school tie into the importance of drawing from the strengths of a multicultural classroom. The authors take the studies further than standard liberal boilerplate issues, however, wading into the animosity of parent-teacher relationships and providing constructive insight into the failings and strengths of both groups. Flying in the face of national standardized testing, three studies explore the strengths of differentiated teaching. As often happens with thoughtful consideration of a problem, the solutions raise more questions, which the authors strive to explore without getting lost down a rabbit hole.
A valuable book for urban educators.Pub Date: Aug. 7, 2012
ISBN: 978-1-59558-490-8
Page Count: 208
Publisher: The New Press
Review Posted Online: May 30, 2012
Kirkus Reviews Issue: June 15, 2012
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
Carefully researched and chilling, if somewhat overwritten.
Comprehensive, myth-busting examination of the Colorado high-school massacre.
“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.
Carefully researched and chilling, if somewhat overwritten.Pub Date: April 6, 2009
ISBN: 978-0-446-54693-5
Page Count: 406
Publisher: Twelve
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Feb. 15, 2009
BOOK REVIEW
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