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From: Casey Reid [mailto:[log in to unmask]] 
Sent: Thursday, August 25, 2011 9:07 AM

Subject: MRADE Call to Conference

 

We will be hosting a NADE Certification Institute as part of the conference.
Participants attending the NADE Certification Institute, who would be
interested in a copy of the NADE Self-Evaluation Guides, copies of the
Guides can be purchased prior to the conference for an additional $55. For
more information on the Guides refer to the H & H Website: 

http://www.hhpublishing.com/_books/_professional/_nade/index.html

Thank you, 

Casey

 

 

 

 

 

 

 

 

 

 

 

Dan Kern, Instructor

Reading Comprehension

East Central College (ECC)

Mailbox AD19

1964 Prairie Dell Road/

Union, Missouri 63084-4344

Office:  AD221 (Administration Building)

(second floor, front of AD, midway in hall)

Phone Extension: 6607

Phone Direct: (636) 584-6607

FAX: (636) 584-0513

Email: [log in to unmask]

Campus Phones: 

Operator Assisted: (636) 583-5193

Automated: (636) 583-5195

ECC Internet: www.eastcentral.edu

 

The word "community" in community college states what fact?  What is the
meaning of community in community college?  Application? Analysis?
Synthesis? Evaluation?

 

Unlocking the Gate: What We Know About Improving Developmental Education:
http://www.mdrc.org/publications/601/full.pdf

 

Overview of Unlocking the Gate:
http://www.mdrc.org/publications/601/overview.html

 

Introduction to the CCRC Assessment of Evidence Series:
http://ccrc.tc.columbia.edu/Publication.asp?uid=845

Defining Developmental Education: A Commentary:
http://www.oade.org/defining.htm

http://www.eastcentral.edu/modec/

http://www.mrade.org/

http://www.nade.net/

http://www.ncde.appstate.edu/

http://www.ncde.appstate.edu/kellogg/

http://www.crla.net/

http://www.lsche.net/

http://www.nclca.org/

 

Issues Affecting the Definition of Developmental Education:

http://www.nade.net/documents/Mono96/mono96.2.pdf

 

Lives on the Boundary: The Struggles and Achievements of America's
Educationally
Underprepared

 

Remedial, illiterate, intellectually deficient - these are the stigmas that
define America's educationally underprepared.  Growing up poor, Mike Rose,
nationally acclaimed educator and author, shared these labels. Now he takes
us into classrooms and communities to reveal what really lies behind the
labels and test scores.  With rich detail, Rose demonstrates innovative
methods to initiate "problem" students into the world of language,
literature, and written expression.   This book challenges educators,
policymakers, and parents to reexamine their assumptions about the
capacities of a wide range of students.  Already a classic, Lives on the
Boundary offers a truly democratic vision, one that should be heeded by
anyone concerned with America's future.
http://web.mac.com/mikerosebooks/Site/Lives_on_the_Boundary.html

 

Mike Rose interviewed by Bill Moyer about Lives on the Boundary:

http://www.youtube.com/watch?v=-tCokgfZmHU

 

Oral History of Postsecondary Access:  Martha Maxwell, A Pioneer

Authors:  Casazza, Martha E.
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&E
RICExtSearch_SearchValue_0=%22Casazza+Martha+E.%22> ; Bauer, Laura
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&E
RICExtSearch_SearchValue_0=%22Bauer+Laura%22> 

	
Truly a pioneer in the field of learning assistance and developmental
education, Martha Maxwell has mentored hundreds, if not thousands, of
professionals and students as well as authored a variety of reference shelf
publications. Her career spanned 50 years. In her classic, Improving Student
Learning Skills, she says there are seven persons named Martha Maxwell:
counselor, teacher, academic advisor, reading/learning disabilities
specialist, researcher, administrator, and perennial student.

Oral History
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Oral+History%22> ;
Disabilities
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Disabilities%22> ;
Developmental Studies Programs
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Developmental+Studi
es+Programs%22> ; Postsecondary Education
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Postsecondary+Educa
tion%22> ; Access to Education
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Access+to+Education
%22> ; School Counselors
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22School+Counselors%2
2> ; College Preparation
<http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI
CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22College+Preparation
%22> 

 

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERI
CExtSearch_SearchValue_0=EJ718567&ERICExtSearch_SearchType_0=no&accno=EJ7185
67>
&_&ERICExtSearch_SearchValue_0=EJ718567&ERICExtSearch_SearchType_0=no&accno=
EJ718567

 

 

A Fable for Developmental Educators

By Karen Martin

 

Once upon a time, Developmental Educators sailed upon the ark known as
Traditional Psychology and Education.  Each educator and psychologist was
allowed two hypotheses or two theories of his/her choice aboard.  And they
sailed the seven seas in search of students upon which they could use their
theories.  In time, the hypotheses became theories, and multiplied
exponentially, and the educators and psychologists were very happy.

 

The Developmental Educators-an off-shoot group composed of both
disciplines-were uneasy.  They attributed their uneasiness with the status
quo to being seasick, but when they could find no psychological reason for
their distress, they began to look around.  They peered over the side of the
ark, and were shocked at what they found.  At once, they noticed two things.
The sea was full of struggling students who were trying to stay afloat in an
educational system that threw them out to sea and blamed them when they were
not successful.  Also, to their horror, the ark upon which they were
sailing, overburdened with theories and new hypotheses, was sinking.  The
Developmental Educators tried to sound the alarm, but to no avail.  They
could not get permission from the Captain's five secretaries to see him
about the problem, and the secretaries could not agree on where the alarm
was located.

 

So the Developmental Educators gathered up a few theories they thought would
be useful-Maslow, Glasser, Piaget-and they jumped overboard into the sea of
struggling students.  They found every type of student imaginable, every
race, ethnic background, learning problem, age group, and both genders.
They quickly learned that if they were to stay afloat, they would have to
jettison all unnecessary traditions and theories, and respond accordingly to
the unpredictable sea and climate.  And for their trouble, they were given
the scraps of food thrown away by people from the ark.

 

One by one, they began to reestablish contact with each other, and soon
decided to build their own boat, and many Developmental Educators advocated
bringing students instead of theories aboard.  It remains to be seen what
will happen with the space on the boat, but it could be that the best use of
it will be for teaching-that is, teaching students how to build boats. 

 

Source: Improving Student Learning Skills by Martha Maxwell, Appendix 1-2,
p. 334, c1997.

 

Description: The Blueberry Story

The Blueberry Story: The teacher gives the businessman a lesson

"If I ran my business the way you people operate your schools, I wouldn't be
in business very long!"

I stood before an auditorium filled with outraged teachers who were becoming
angrier by the minute. My speech had entirely consumed their precious 90
minutes of inservice.  Their initial icy glares had turned to restless
agitation. You could cut the hostility with a knife.

I represented a group of business people dedicated to improving public
schools. I was an executive at an ice cream company that became famous in
the middle1980s when People Magazine chose our blueberry as the "Best Ice
Cream in America." 

I was convinced of two things.  First, public schools needed to change; they
were archaic selecting and sorting mechanisms designed for the industrial
age and out of step with the needs of our emerging "knowledge society".
Second, educators were a major part of the problem: they resisted change,
hunkered down in their feathered nests, protected by tenure and shielded by
a bureaucratic monopoly.  They needed to look to business.  We knew how to
produce quality. Zero defects! TQM! Continuous improvement!

In retrospect, the speech was perfectly balanced - equal parts ignorance and
arrogance.

As soon as I finished, a woman's hand shot up.  She appeared polite,
pleasant - she was, in fact, a razor-edged, veteran, high school English
teacher who had been waiting to unload. 

She began quietly, "We are told, sir, that you manage a company that makes
good ice cream."

I smugly replied, "Best ice cream in America, Ma'am." 

"How nice," she said. "Is it rich and smooth?" 

"Sixteen percent butterfat," I crowed.

"Premium ingredients?" she inquired.

"Super-premium! Nothing but triple A."  I was on a roll.  I never saw the
next line coming.

"Mr. Vollmer," she said, leaning forward with a wicked eyebrow raised to the
sky, "when you are standing on your receiving dock and you see an inferior
shipment of blueberries arrive, what do you do?"

In the silence of that room, I could hear the trap snap..  I was dead meat,
but I wasn't going to lie.

"I send them back."

"That's right!" she barked, "and we can never send back our blueberries.  We
take them big, small, rich, poor, gifted, exceptional, abused, frightened,
confident, homeless, rude, and brilliant.  We take them with ADHD, junior
rheumatoid arthritis, and English as their second language. We take them
all!  Every one! And that, Mr. Vollmer, is why it's not a business.  It's
school!" 

In an explosion, all 290 teachers, principals, bus drivers, aides,
custodians and secretaries jumped to their feet and yelled, "Yeah!
Blueberries! Blueberries!" 

And so began my long transformation. 

Since then, I have visited hundreds of schools. I have learned that a school
is not a business.  Schools are unable to control the quality of their raw
material, they are dependent upon the vagaries of politics for a reliable
revenue stream, and they are constantly mauled by a howling horde of
disparate, competing customer groups that would send the best CEO screaming
into the night. 

None of this negates the need for change. We must change what, when, and how
we teach to give all children maximum opportunity to thrive in a
post-industrial society. But educators cannot do this alone; these changes
can occur only with the understanding, trust, permission and active support
of the surrounding community. For the most important thing I have learned is
that schools reflect the attitudes, beliefs and health of the communities
they serve, and therefore, to improve public education means more than
changing our schools, it means changing America.


Copyright 2002, by Jamie Robert Vollmer

Jamie Robert Vollmer, a former business executive and attorney, now works as
a motivational speaker and consultant to increase community support for
public schools. He can be reached at  <mailto:[log in to unmask]>
[log in to unmask]

 

 

Cowardice asks the question, 'Is it safe?' Expediency asks the question, 'Is
it politic?' Vanity asks the question, 'Is it popular?' But, conscience asks
the question, 'Is it right?' And there comes a time when one must take a
position that is neither safe, nor politic, nor popular but one must take it
because one's conscience tells one that it is right.  (Martin Luther King,
Jr.)

 

I realize that patriotism is not enough. I must have no hatred or bitterness
towards anyone.  (Edith Cavell, nurse and humanitarian) 

A teacher is one who makes himself progressively unnecessary.  (Thomas
Carruthers) 

We are not the same persons this year as last; nor are those we love. It is
a happy chance if we, changing, continue to love a changed person.  (William
Somerset Maugham, writer, 1874-1965) 

Creative activity could be described as a type of learning process where
teacher and pupil are located in the same individual. (Arthur Koestler,
novelist and journalist, 1905-1983) 

Writing is like driving a car at night. You can only see as far as the
headlights, but you make the whole trip that way.  (E.L. Doctorow, writer,
b. 1931) 

The formal reading and writing processes at the academic and occupational
program levels in postsecondary education integrate the same steps and are a
cognitive journey that have a beginning only, no end.  To not integrate the
two processes, beginning with the rough draft in writing assignments and a
rough read in reading assignments is doubling the effort required.  Read as
a writer and write as a reader.

 


~~~~~~~~~~~~~~~
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