Interview [with Dr. Gerald W. Bracey]

Titel	Interview [with Dr. Gerald W. Bracey]
Quelle	In: Journal of Educational Research, 100 (2007) 5, S.324-327 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Stellungnahme; Federal Legislation; Educational Research; Immigrants; Educational Legislation; Educational Improvement; Statistics; Public Education; Educational Quality; Standardized Tests; Test Bias; Advanced Placement; Scores; Poverty; Teacher Certification; National Competency Tests; Disadvantaged Youth; Extended School Day; Year Round Schools; Academic Achievement; Virginia + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsforschung; Pädagogische Forschung; Immigrant; Immigrantin; Immigranten; Bildungsrecht; Schulgesetz; Teaching improvement; Unterrichtsentwicklung; Statistik; Öffentliche Erziehung; Quality of education; Bildungsqualität; Standadised tests; Standardisierter Test; Testkritik; Armut; Benachteiligter Jugendlicher; Ganztagsunterricht; Year round school; Year-round school; Year-round schools; Ganzjahresschule; Schulleistung
Abstract	This article presents an interview with Dr. Gerald W. Bracey, author of "Reading Educational Research: How to Avoid Getting Statistically Snookered." During the interview, Bracey explains why he considers the No Child Left Behind Act (NCLB) as a "weapon of mass destruction" and that he sees nothing to suggest that NCLB has improved schools. Responding to a question about why researchers and laypersons alike are "snookered" by statistics, he replies that he doesn't think researchers are snookered by statistics as much as they are by the overwhelming negativity surrounding public schools and that people lie in wait to prove the schools are terrible. He explains why he supports Fairfax County (Virginia) School's act of defiance by deciding not to make thousands of immigrant students take a federally mandated test, which they believed was unfair. He talks about how some schools treat Advanced Placement courses as something to encourage kids to take to see what a rough course looks like and to claim a high percentage of enrollment while other schools discourage kids from taking the course because they want a high test score average. Next, he discusses why he thinks that the NAEP (National Assessment of Educational Progress) levels are far too difficult. This follows with a discussion about why there would not be much of an improvement in poor areas until the government can provide for the needs of the kids outside of school. Finally, Bracey gives his opinions on national teacher certification, extending the public school day in the United States, whether year-round schooling would improve student achievement and test scores, and how his book on educational statistics could be used in teacher-education programs. He concludes by stating that his message runs counter to the "believe the worst" syndrome, and that to admit things are better would be to turn off the money spigot. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10