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Showing posts from July, 2019

Gaps in Science Education

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Disparities in both reading and mathematics performance are well known. These gaps exist between Whites and Blacks, between Asians and Hispanics, between rich and poor, and between native English speakers and English language learners. What is perhaps less discussed is that this disparity is likewise evident in science. After all, achievement in science is dependent on both mathematics and reading. The gaps in science test scores are as wide as those in reading and mathematics. These have been illustrated by Paul Morgan and coworkers in an article published in 2016 in the journal Educational Researcher

Race Gap
Income Gap

Language Gap

With the accompanying analysis of the above data, the researchers make the following observations:

A significant knowledge gap already exists when children enter kindergarten.Growth in science is dependent on a child's progress in reading and mathematics. The fact that the knowledge gap in the early years predicts performance in eight grade is extremely…

"The Cult(ure) of Homework" and Detention

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"The Cult(ure) of Homework" is the title of the first chapter in Cathy A. Vatterott's "Rethinking Homework". In this chapter, Vatterott highlights the following widely held but unexamined preconceptions:  (1) We must extend learning beyond the classroom; (2) Activities that are intellectual are more valuable; (3) Children learn responsibility through homework; (4) More homework means greater rigor; and (5) Homework means better teachers and students. These preconceptions are really nonsense. One thing, however, is certainly true: Homework can increase inequity in education. Vatterott correctly states, "Despite there being more diversity among learners in our schools than ever, many teachers continue to assign the same homework to all students in the class and continue to disproportionately fail students from lower-income households for not doing homework, in essence punishing them for lack of an adequate environment in which to do homework." I had to …

The Current State of Mother Tongue Based - Multilingual Education in the Philippines

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Equity in education demands no less than the complete abolition of linguistic hegemony. Unfortunately, with the bulk of scholarly and scientific work published in the recent decades, English has become an effective international medium. In the Philippines, the DepEd K-12 curriculum has embraced a mother tongue based education to help children feel at home in their schools and, at the same time, preserve and nurture the various languages of the country. The program has been in place for about seven years now so it is timely to assess its current standing. The Philippine Institute for Development Study (PIDS) reports that nearly all public schools (99.5%) claim to be implementing a mother tongue program in kindergarten through third grade. Of course, with more details, the program looks less rosier. More than half still do not have the books written for this program.

PIDS uses a list of four activities as a minimum requirement to consider a school as fully implementing a mother-tongue b…