Deborah Meier Is a Senior Scholar and Adjunct Professor at New York University's Steinhardt School of Culture, Education, and Human Development

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Deborah Meier is a senior scholar and adjunct professor at New York University's Steinhardt School of Culture, Education, and Human Development. A board member of the Coalition of Essential Schools and several other education organizations, Meier has spent more than four decades working in public education as a teacher, writer, and public advocate. She began her teaching career as a kindergarten and Head Start teacher in Chicago, Philadelphia, and New York City. She started a network of highly successful public elementary schools in East Harlem, and in 1985 she founded Central Park East Secondary School, a New York City public high school in which more than 90 percent of entering students went on to college, mostly to four-year schools. From 1997 to 2005, she was the founding principal of the Mission Hill School, a K-8 pilot public school in Boston. She serves on the editorial boards of Dissent magazine, The Nation and the HarvardEducation Letter and has received honorary degrees from Bank Street College of Education, Bard College, Brown University, Clark University, Dartmouth College, Harvard University, Teachers College of Columbia University, Yale University, and numerous other institutions. She was a recipient of a MacArthur Fellowship in 1987 and is the author of The Power of Their Ideas: Lessons for America from a Small School in Harlem (1995), In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization(2002), Will Standards Save Public Education? (with Joshua Cohen and Joel Rogers, 2000), Keeping School: Letters to Familiesfrom Principalsof Two Small Schools (with Theodore Sizer and Nancy Faust Sizer, 2004), all published by Beacon Press, and numerous articles and co-written books..

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Access, Equity and Activism: TEACHING the POSSIBLE! Progressivenational Education Conference Network New York City October 8-10, 2015
1 Access, Equity and Activism: TEACHING THE POSSIBLE! Progressive Education Network National Conference New York City PEN_Conference_2015.indd 1 October 8-10, 2015 9/29/15 2:25 PM 2 Mission and History of the Progressive Education Network “The Progressive Education Network exists to herald and promote the vision of progressive education on a national basis, while providing opportunities for educators to connect, support, and learn from one another.” In 2004 and 2005, The School in Rose Valley, PA, celebrated its seventy- fifth anniversary by hosting a two-part national conference, Progressive Education in the 21st Century. Near the end of the conference, a group of seven educators from public and private schools around the country rallied to a call-to-action to revive the Network of Progressive Educators, which had been inactive since the early 1990s. Inspired by the progressive tenets of the conference, the group shared a grand collective mission: to establish a national group to rise up, protect, clarify, and celebrate the principles of progressive education and to fashion a revitalized national educational vision. This group, “The PEN Seven” (Maureen Cheever, Katy Dalgleish, Tom Little, Kate (McLellan) Blaker, John Pecore, Lisa Shapiro, and Terry Strand) hosted the organization’s first national conference in San Francisco in 2007. As a result of the committee’s efforts, the Progressive Education Network (PEN) was formed and in 2009 was incorporated as a 501 (c) 3 charitable, non-profit organization. Biannual conferences, supported by PEN and produced by various committees, followed in DC, Chicago, and LA, with attendance growing from 250 to 950.
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Teacher Development As Deliberative Democratic Practice: a Precursor to Educating for Democratic Citizenship
Volume 5 Number 2 (2011): 235-257 http://www.infactispax.org/journal/ Teacher Development as Deliberative Democratic Practice: A Precursor to Educating for Democratic Citizenship Diane R.Wood Initiatives in Educational Transformation, George Mason University [email protected] Elizabeth K. DeMulder Initiatives in Educational Transformation, George Mason University [email protected] Stacia M. Stribling Initiatives in Educational Transformation, George Mason University, [email protected] “I had never made a direct connection between education and democracy before taking this class. (I’m actually ashamed to admit this because it now seems so obvious.)” This is only one among many similar comments from the students—all practicing teachers—whom we teach. What is it about teachers’ professional lives that so obscures the democratic mission of schools? 235 In Factis Pax Volume 5 Number 1 (2011): 235-257 http://www.infactispax.org/journal/ The answer lies, at least in part, beyond school walls. Since the inception of public schools in the United States, at least three fundamental goals for them have vied for ascendency in the social imagination. One, inspired by the rhetoric of our country’s founders, particularly Thomas Jefferson, exhorts the schools to educate for a participatory democratic citizenry. Another, rooted in America’s can-do pioneer spirit and Emersonian self-reliance, urges schools to prepare economically self-sufficient and productive workers. A third harkens to the Greek notion of paidiea, educating each individual in his/her own unique way to contribute to the common good of the culture. All of these goals hold considerable merit, and there is obviously clear overlap among them.
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Harvard Education Letter, 2002. INSTITUTION Harvard Univ., Cambridge, MA
DOCUMENT RESUME ED 474 556 PS 030 945 AUTHOR Gordon, David T., Editor TITLE Harvard Education Letter, 2002. INSTITUTION Harvard Univ., Cambridge, MA. Graduate School of Education ISSN ISSN-8755-3716 PUB DATE 2002-00-00 NOTE 50p.; Published bimonthly. For the 2001 issues, see ED 459 920. AVAILABLE FROM Harvard Education Letter, Harvard Graduate School of Education, 8 Story Street, 5th Floor, Cambridge, MA 02138- 3752 ($38 for individuals; $49 for institutions; $52 for Canada/Mexico; $63 other foreign; single copies, $7). Tel: 800-513-0763 (Toll Free); Tel: 617-495-3432; Fax: 617 -496- 3584; e-mail: [email protected]; Web site: http://www.edletter.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Harvard Education Letter; v18 n1-6 EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS *Educational Improvement; Educational Technology; *Elementary Secondary Education; Foreign Countries; High Stakes Tests; Information Technology; *Public Schools; Refugees; Second Language Instruction; Standardized Tests.; Teacher Certification; *Teacher Improvement; Trust (Psychology); Urban Schools IDENTIFIERS Japan ABSTRACT This document is comprised of the 6 issues in volume 18 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following:(1) January/February--"Curriculum Access in the Digital Age" (David T. Gordon) and "Using Charters To Improve Urban Schools" (Karen Kelly);(2) March/April--"Putting National Board Certification to the Test" (David T. Gordon) and . "Teacher Excellence: Improving the Conversation," an interview of Ann E. Harman of the National Board for Professional Teaching Standards;(3) May/June--"Preparing for the Coming Avalanche of Accountability Tests" (W.
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Introduction
Notes Introduction Notes to Pages 1–7 1. When William Donald Schaefer left his final term unfinished in order to become state governor, Clarence “Du” Burns, an African American and chairman of the City Council, succeeded Schaefer, finished his term, and thus technically became the first black mayor. 2. Sandy Banisky and Ann LoLordo, “Kurt Schmoke Sworn in as 46th Mayor of Baltimore,” Baltimore Sun, December 11, 1987. Schmoke is quoted in Marion E. Orr, “Black Mayors and Human-Capital Enhancement Policies: A Study of Baltimore,” unpublished paper presented at National Conference of Black Political Scientists, March 1991. 3. Michael Ollove, “Schmoke Takes a Sizeable Political Risk by Assuming Responsibility for Schools,” Baltimore Sun, July 3, 1988. 4. The statistics of poor performance by students in the Baltimore public school system were rehearsed in numerous reports, including the Abell Foundation, “A Growing Inequality, a Report on the Financial Condition of the Baltimore City Public Schools,” Baltimore, 1989; Governor’s Commission on School Funding, “Report,” Baltimore, January 1994; Governor’s Commission on School Performance, “The Report of,” Annapolis, 1989; Commission for Students at Risk, “Maryland’s Challenge,” Annapolis, January 1990; Peter L. Szanton, “Baltimore 2000, a Choice of Futures,” Baltimore: Morris Goldseker Foundation, 1986. To compare the local education studies with national studies of public education, see U.S. Excellence in Education Commission, “A Nation At Risk,” Washington, DC, U.S. Department of Education, 1983; Task Force on Education for Economic Growth, “Action for Excellence,” Washington, DC, 1983; Editors of Education Week, Charting a Course for Reform (Washington, DC: Editorial Projects in Education, 1993).
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In Honor of Deborah Meier*)
1 Jürgen Oelkers *) In honor of Deborah Meier The Zurich University of Teacher Education is awarding a prize for outstanding contributions to public education. The prize is called “Bildungspreis.” The German word “Bildung” cannot be translated, so I will use the German term, “Bildungspreis.” Today the Prize is being awarded for the third time, and for the first time to a woman. This is also the first time that the Prize reaches beyond the boundaries of the canton and even the nation. This is not by chance. Today, “education” can be called a global project, in which more than ever before, countries learn, and must learn, from each other. We are no longer automatically the best; excellence is not simply historically guaranteed; and we need to do more than compare ourselves with other cantons. National education today is internationally oriented - so much so, Deborah Meier, that jet lag has become a distinguishing feature. There are, of course, many different kinds of “contributions to public education.” Patronage is one kind, as are outstanding publications, or special achievements in research, or certainly development work for the schools. What is conspicuous is that practitioners seldom receive awards. We give prizes to the best students, universities name teachers of the year, and occasionally, sometimes even heads of universities of teacher education are honored, but practitioners mostly miss out. It seems that the work of teachers “pays” just in the form of their pay. There is hardly any public recognition for teachers, and teachers’ prizes, with ceremonies honoring them and large audiences attending, are not even briefly considered.
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Introduction
N o t e s Introduction 1 . W i l l i a m J a m e s , Principles of Psychology (New York: Fawcett Publications, 1963), 208. Cited in David Bakan, Attention (Princeton: D. Van Nostrand, 1966), 16. Compos sui means “master of oneself.” 2. One academic text with 686 pages of scholarship has interesting pieces, but is not written in a manner to interest or inspire a classroom teacher or counselor. Kathryn R. Wentzel and Allan Wigfield, eds., Handbook of Motivation at School (New York: Routledge, 2009). Another large volume of 593 pages by national authorities on teaching is packed with ideas and sources but written to an academic audience. Linda Darling-Hammond, and John D. Bransford, eds., Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (San Francisco: Jossey-Bass, 2005). 3. See Russell Jacoby’s argument about the decline of public intellectuals in The Last Intellectuals: American Culture in the Age of Academe (New York: Basic Books, 1987). If educators were active as public intellectuals outside school or college walls, we might see more respect for the profession and less teacher bashing. 4. Richard M. Ryan and Edward L. Deci, “Promoting Self-determined School Engagement: Motivation, Learning, and Well-Being,” in Handbook of Motivation at School , ed. Kathryn R. Wentzel and Allan Wigfield (New York: Routledge, 2009), 171–195. 5 . P e t e r K e m p , Théorie de L’engagement — Pathetique de L’engagement [Theory of Engagement—Feeling of engagement] (Paris: Seuil, 1973). 6. Psychologists distinguish between states and traits in terms of how long the psycho- logical condition exists and how many facets of personality are implicated.
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Challenging the Politics of the Teacher Accountability Movement: Toward a More Hopeful Educational Future
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Of Course Money Matters
The Campaign for Fiscal Equity, Inc. OF COURSE MONEY MATTERS: WHY THE ARGUMENTS TO THE CONTRARY NEVER ADDED UP Michael A. Rebell and Joseph J. Wardenski January 2004 Author Michael A. Rebell is the Executive Director and Counsel for the Campaign for Fiscal Equity; he is also an Adjunct Professor of Law at Columbia University. Author Joseph J. Wardenski was formerly the Senior Research Analyst at the Campaign for Fiscal Equity and is currently a student at Northwestern University School of Law. Valuable editorial assistance was provided by Stacy Feldman, Molly Hunter, and Richard Laine. Financial support for this work was provided by The Ford Foundation. The views expressed are, of course, solely those of the authors. The Campaign for Fiscal Equity, Inc. CFE is a coalition of 14 parent/advocacy groups that seeks to reform New York State's school finance system to ensure adequate resources and the opportunity for a sound basic education for all students in New York. Founded in 1993, CFE has (1) litigated CFE v. State, (2) promoted an extensive statewide campaign of community organizing and public engagement on education reform and finance issues, (3) conducted in-depth policy research, and (4) established a national net- work of attorneys, advocates, and policy-makers committed to reform in educa- tion and education funding. In a major triumph for CFE and the students it represents, the Court of Appeals, New York's highest court, held last June that (1) the state funding system must be reformed to ensure that every school in New York City has sufficient resources to provide its students with the opportunity for a meaningful high school education, and (2) a new accountability system must be put into place to ensure that all stu- dents do in fact receive the opportunity for a meaningful high school education.
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John Dewey Society the Centennial Conference on Democracy and Education April 7-8, 2016
John Dewey Society The Centennial Conference on Democracy and Education The John Dewey Society gratefully acknowledges generous support from the Spencer Foundation for the Centennial Conference April 7-8, 2016 Thursday, April 7 The Thurgood Marshall Center for Service and Heritage 1816 12th St NW, Washington, DC 20009 (See map at end) 9:00am-9:30am Welcome/Opening General Session Gym Leonard Waks, JDS President and Conference Director AG Rud, JDS President Elect and Program Director 9:30am-10:45am Concurrent Session 1 Gym Interactive Symposium, Sponsored by AERA Division B Revolutionizing and Decolonizing “Democracy” in Transcultural Contexts: Reflections on East/West Dialogues Six international scholars share their reflections on revolutionizing and decolonizing “democracy” in transcultural contexts. They contend that education in the present and future requires a deep and relational understanding of how diverse publics educate from the bottom up. Specifically problematizing differences between U.S. political democracy (often critiqued internationally) and John Dewey’s ideal envisioned in Democracy and Education, they explore the histories and present instantiations of “democracy” in the works of John Dewey (1859-1952), Confucius (551-479 B.C.), Mahatma Gandhi (1869-1948), Ki Hadjar Dewantara (1889-1959), Tsunesaburo Makiguchi (1871- 1944), Daisaku Ikeda (1928- ), Weiming Tu (1940- ), and Rodolfo Kusch (1922-1979). They consider convergences and divergences of “democratic education” as curriculum as it is differently practiced and articulated
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