http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/
On 31 October 2010, I completed Assignment 4 in which I evaluated the credibility of UNESCO’s Education for All Global Monitoring Report (EFA GMR) website (Report Team, 2010). At that time, I said I believed the website met the credibility criteria set by the UC Berkeley Library web document, Evaluating web pages: Techniques to apply and questions to ask (University of California Berkley Library, 2010). I noted that the domain was UNESCO.org, one of the most influential education organizations in the world. The website’s many links were mostly unbroken, EFA’s mission and goals were clearly displayed, and contact information was available. All things considered, I was satisfied in October that the EFA GMR website was credible.
Today, 21 November 2010, I can still say that I believe the EFA GMR website is as credible as can be expected of a worldwide, multinational organization. It is not possible for me to double check the countless national education statistics (“Statistics,” 2010), background reports (“Background papers,” 2010), or regional resources (“Regional resources,” 2010) found on the website. Nevertheless, the EFA GMR website splendidly fulfills all the requirements set forth by the Berkeley Library (2010), and I have attached the worksheet that accompanies Evaluating web pages: Techniques to apply and questions to ask (2010).
I still defend the credibility of the EFA GMR website based upon my updated analysis. UNESCO states that its reason for publishing the EFA GMR is to be “an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.” (“The Report and EFA,” 2010) While the report is assembled by a large group of people whose biographies and email addresses are readily available (“Report team,” 2010), the editor is Andrew Johnston, a New Zealand poet, critic and former newspaper editor; before editing the EFA GMR, he ran his own consulting firm, LanguageAid.org, that helped workers with international agencies write more literate reports (Johnston, 2010), and Johnston and his consultancy are mentioned in 12 links on Google. The EFA GMR is mentioned on 807 mostly education, news and governmental blogs, while UNESCO’s Education for All program is mentioned on over 108,000 blogs (“Google Blog Search,” 2009); I was repeatedly unsuccessful in using the Link utility to find blogs that link to EFA GMR, but I did use Google to find that 12,395 websites link to EFA GMR which is down by almost 3,000 from October. I found only old links to EFA on www.lii.org (now called ipl.org), infomine.ucr.edu, and about.com. I also found that the UNESCO, EFA, and EFA GMR websites are very open about their bias: they promote worldwide educational equality, gender equality, and similar goals.
References
Background papers. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved November 22, 2010, from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/background-papers/
EFA GMR report team. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/
Google Blog Search. (2009). Retrieved from http://blogsearch.google.com/blogsearch?hl=en
Johnston, A. (2010). Johnston biography page. United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/johnston/
Regional resources. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/regional-resources/
Report and EFA. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/the-report-and-efa/
Report Team. (2010). EFA Global Monitoring Report. United Nations Educational, Scientific and Cultural Organization. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/
Statistics. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/statistics/
University of California Berkley Library. (2010, April 23). Evaluating web pages: Techniques to apply and questions to ask. University of California Berkeley Library. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Thursday, December 30, 2010
Sunday, October 10, 2010
Is a Doctor of Education Degree Suited to Me?
I had an epiphany some years ago. I was pursuing a Master of Science degree in mathematics, and furiously copying the equally furious blackboard writings by my professor as he lectured on an unmemorable topic. As I desperately tried to keep pace with his frantic scribbling, I suddenly stopped and stared; I didn’t care any longer! Awash in the realization that pure mathematics was meaningless when compared to even the smallest act of kindness, I withdrew from my program.
Ed.D. program at Walden University
I flirted with the Ed.D. program at Walden University for at least a year and a half before finally applying for admission. I was drawn to the Riley College of Education’s Vision Statement which called for “leveraging the power of teaching and technology” to create positive social change on a global scale (Laureate Education, Inc., 2008a, p. 1). After my awakening in Haiti to the need for adult education in developing nations, I was especially delighted to learn that Walden University was affiliated with the Laureate international network of colleges and universities; I saw the door opening to my my goals. At the same time, the Riley College of Education’s Mission Statement spoke to my desire to change the prevailing educational philosophy of my department: prepare adult learners as practitioner-scholars and leaders who can inspire, influence and impact their diverse communities (Laureate Education, Inc., 2008a, p. 1). The Riley College’s Program Goals even assured me I would be able to “Make a scholarly response to a local problem of practice” (Laureate Education, Inc., 2008a, p. 1).
Hopes and Fears
Laureate International Universities says in its matrix, Master vs. Doctoral Level Thinking (n.d.), that doctoral students synthesize previously attained skills and knowledge to create original thoughts and concepts. That is what I want to do as I follow my passion to teach adults in the developing world who have been left behind in the race toward globalization ; but what if I cannot? What will I do if I lack the creativity to develop new methods and theories? What will I do if I lack the talent to present my ideas effectively? What will happen if I lack the intelligence I need to thrive in a doctoral program? How can I make progress if no one wants to mentor me? How can I write papers and do research if my job remains so incredibly demanding in the wake of increased state government demands? How will I afford to travel to foreign countries in order to do research? So many fears beset me; sometimes I am immobilized.
New Paradigms
Clearly, I need to need to listen less to the voices in my head, the ones Dr. Catherine Marineau called “not always helpful” in her podcast (Laureate Education, Inc., 2008a). Dr. Annalee Lamoreaux, a Walden University alumna, discussed at length the ideas that helped her persevere on her doctoral journey. Lamoreaux came to think of herself as a mapmaker rather than a map reader; she learned to enjoy charting her own course while depending less on authority figures. At the same time, Lamoreaux learned to ask for help and feedback from Walden’s student support services and from her doctoral committee. She understood that what Marineau called “the Doctoral Journey” is a process to be savored rather than a final destination; she declared that she is still learning, but has gained so much self-confidence that she knows she can succeed at whatever she attempts.
I also need to look critically at my life and thoughts; I need to be more transparent to my colleagues so that they can act as mirrors showing me the assumptions that control my life and perceptions (Brookfield, 1987, p.29). At the same time, I need to redefine my concept of loyalty to include giving positive criticism to my peers in order to help them see their own assumptions (Brookfield, 1987, p.31); in this way, we can all free ourselves from the thoughts that keep us in bondage. Yet, according to Brookfield (p. 47) I need to realize that when I disagree with colleagues, I should do so carefully and tactfully because I am actually questioning the conceptual frameworks through which they organize reality. I should always try to walk in others’ shoes before I criticize their ideas.
Finally, I need to overthrow my self-destructive behaviors. Perfectionism causes me to take much longer than is optimal to write discussion postings (Kearns, Gardner and Marshall, 2008, p. 80). I need to stop taking weekends off to recover from job stress and leave the “credit card principal of life” far behind; borrowing time from today only increases my pressure tomorrow (Kearns, et. al., 2008, p. 83). I also need to stop overextending myself because I believe I can successfully complete any number tasks (Kearns, et. al., 2008, p. 80). I need to keep my eyes on the prize.
References
Brookfield, S. D. (1987). Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting. Washington, DC: American Psychological Association.
Kearns, H., Gardiner, M., & Marshall, K. (2008, March). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77–89, 13p, 3 charts, 1 diagram; DOI: 10.1080/07294360701658781; (AN 27541269).
Laureate Education, Inc. (2008a). Ed.D. Program Guide: Higher Education and Adult Learning Specialization, Administrator Leadership Specialization (effective January 2009 start), V01.09. Retrieved from http://inside.waldenu.edu/c/Files/DocsResearchCenter/EdDProgramGuidePost01-2009.rtf
Laureate Education, Inc. (Producer). (2008b). Voices from the field: The doctoral journey [DVD]. In Foundations: Higher education and adult learning. Baltimore, MD: Marienau, Catherine.
Master vs. Doctoral Level Thinking, (n.d.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/53028/CRS-EDUC8000-4449336/Master_vs_Doctoral_Level_Study.doc
Ed.D. program at Walden University
I flirted with the Ed.D. program at Walden University for at least a year and a half before finally applying for admission. I was drawn to the Riley College of Education’s Vision Statement which called for “leveraging the power of teaching and technology” to create positive social change on a global scale (Laureate Education, Inc., 2008a, p. 1). After my awakening in Haiti to the need for adult education in developing nations, I was especially delighted to learn that Walden University was affiliated with the Laureate international network of colleges and universities; I saw the door opening to my my goals. At the same time, the Riley College of Education’s Mission Statement spoke to my desire to change the prevailing educational philosophy of my department: prepare adult learners as practitioner-scholars and leaders who can inspire, influence and impact their diverse communities (Laureate Education, Inc., 2008a, p. 1). The Riley College’s Program Goals even assured me I would be able to “Make a scholarly response to a local problem of practice” (Laureate Education, Inc., 2008a, p. 1).
Hopes and Fears
Laureate International Universities says in its matrix, Master vs. Doctoral Level Thinking (n.d.), that doctoral students synthesize previously attained skills and knowledge to create original thoughts and concepts. That is what I want to do as I follow my passion to teach adults in the developing world who have been left behind in the race toward globalization ; but what if I cannot? What will I do if I lack the creativity to develop new methods and theories? What will I do if I lack the talent to present my ideas effectively? What will happen if I lack the intelligence I need to thrive in a doctoral program? How can I make progress if no one wants to mentor me? How can I write papers and do research if my job remains so incredibly demanding in the wake of increased state government demands? How will I afford to travel to foreign countries in order to do research? So many fears beset me; sometimes I am immobilized.
New Paradigms
Clearly, I need to need to listen less to the voices in my head, the ones Dr. Catherine Marineau called “not always helpful” in her podcast (Laureate Education, Inc., 2008a). Dr. Annalee Lamoreaux, a Walden University alumna, discussed at length the ideas that helped her persevere on her doctoral journey. Lamoreaux came to think of herself as a mapmaker rather than a map reader; she learned to enjoy charting her own course while depending less on authority figures. At the same time, Lamoreaux learned to ask for help and feedback from Walden’s student support services and from her doctoral committee. She understood that what Marineau called “the Doctoral Journey” is a process to be savored rather than a final destination; she declared that she is still learning, but has gained so much self-confidence that she knows she can succeed at whatever she attempts.
I also need to look critically at my life and thoughts; I need to be more transparent to my colleagues so that they can act as mirrors showing me the assumptions that control my life and perceptions (Brookfield, 1987, p.29). At the same time, I need to redefine my concept of loyalty to include giving positive criticism to my peers in order to help them see their own assumptions (Brookfield, 1987, p.31); in this way, we can all free ourselves from the thoughts that keep us in bondage. Yet, according to Brookfield (p. 47) I need to realize that when I disagree with colleagues, I should do so carefully and tactfully because I am actually questioning the conceptual frameworks through which they organize reality. I should always try to walk in others’ shoes before I criticize their ideas.
Finally, I need to overthrow my self-destructive behaviors. Perfectionism causes me to take much longer than is optimal to write discussion postings (Kearns, Gardner and Marshall, 2008, p. 80). I need to stop taking weekends off to recover from job stress and leave the “credit card principal of life” far behind; borrowing time from today only increases my pressure tomorrow (Kearns, et. al., 2008, p. 83). I also need to stop overextending myself because I believe I can successfully complete any number tasks (Kearns, et. al., 2008, p. 80). I need to keep my eyes on the prize.
References
Brookfield, S. D. (1987). Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting. Washington, DC: American Psychological Association.
Kearns, H., Gardiner, M., & Marshall, K. (2008, March). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77–89, 13p, 3 charts, 1 diagram; DOI: 10.1080/07294360701658781; (AN 27541269).
Laureate Education, Inc. (2008a). Ed.D. Program Guide: Higher Education and Adult Learning Specialization, Administrator Leadership Specialization (effective January 2009 start), V01.09. Retrieved from http://inside.waldenu.edu/c/Files/DocsResearchCenter/EdDProgramGuidePost01-2009.rtf
Laureate Education, Inc. (Producer). (2008b). Voices from the field: The doctoral journey [DVD]. In Foundations: Higher education and adult learning. Baltimore, MD: Marienau, Catherine.
Master vs. Doctoral Level Thinking, (n.d.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/53028/CRS-EDUC8000-4449336/Master_vs_Doctoral_Level_Study.doc
Comparison of Community College Organizations
Higher Education
Higher Education is being hit by winds of change from every direction: States are enforcing new accountability laws and cutting funding; the values gap between college faculties and students is widening; the demand for distance education is growing; and technology is revolutionizing teaching and cheating methods (Walden University and The Chronicle of Higher Education, 2010). Because access to sources of current information on teaching and learning in higher education have never been more important, I decided to compare 3 organizations that serve community colleges: The Association for Continuing and Higher Education (ACHE), the American Association of Community Colleges (AACC), and the League for Innovation in the Community College (LICC); all url’s can be found in References.
The missions of all three educational organizations -- the ACHE, AACC and LICC – are identical: They want to bring about social change by inspiring institutions of higher education to change. Institutional change is promoted through publications and opportunities for networking; all three organizations offer weekly, monthly and occasional publications, and yearly conferences, but only the ACHE publishes peer-reviewed articles in The Journal of Continuing and Higher Education, and only the LICC hosts an event specifically designed to facilitate networking among college employees, the Learning College Summit. Graduate students and college faculty and administrators who wish to work for educational and social change in these organizations will find that only the ACHE is notably accessible with institutional, professional and graduate student memberships; the LICC permits only institutions to join as members, and the AACC solicits institutional memberships but will allow individuals from non-member institutions to join. Though I am a member of the AACC because my employer, Northwest Arkansas Community College, is a member, I most appreciate the egalitarian membership policies of the Association for Continuing and Higher Education with its fee of only $12.00 for graduate students and $40.00 for professors; I fully intend to join.
References
American Association of Community Colleges. (2010). American Association of Community Colleges [website]. Retrieved from http://www.aacc.nche.edu/Pages/default.aspx
Association for Continuing and Higher Education.(2010). Association for Continuing Higher Education [website]. Retrieved from http://www.acheinc.org/
League for Innovation in the Community College. (2010). League for Innovation in the Community College [website]. Retrieved from http://www.league.org/index.cfm
Walden University and The Chronicle of Higher Education. (2010). Successfully navigating the changing landscape of higher education[webinar]. Retrieved from http://webmail.nwacc.edu/exchweb/bin/redir.asp?URL=https://event.on24.com/eventRegistration/EventLobbyServlet?target=registration.jsp%26eventid=239637%26sessionid=1%26key=10C891B0D2F08E67C7825CF4F3F20D3E%26sourcepage=register
Higher Education is being hit by winds of change from every direction: States are enforcing new accountability laws and cutting funding; the values gap between college faculties and students is widening; the demand for distance education is growing; and technology is revolutionizing teaching and cheating methods (Walden University and The Chronicle of Higher Education, 2010). Because access to sources of current information on teaching and learning in higher education have never been more important, I decided to compare 3 organizations that serve community colleges: The Association for Continuing and Higher Education (ACHE), the American Association of Community Colleges (AACC), and the League for Innovation in the Community College (LICC); all url’s can be found in References.
The missions of all three educational organizations -- the ACHE, AACC and LICC – are identical: They want to bring about social change by inspiring institutions of higher education to change. Institutional change is promoted through publications and opportunities for networking; all three organizations offer weekly, monthly and occasional publications, and yearly conferences, but only the ACHE publishes peer-reviewed articles in The Journal of Continuing and Higher Education, and only the LICC hosts an event specifically designed to facilitate networking among college employees, the Learning College Summit. Graduate students and college faculty and administrators who wish to work for educational and social change in these organizations will find that only the ACHE is notably accessible with institutional, professional and graduate student memberships; the LICC permits only institutions to join as members, and the AACC solicits institutional memberships but will allow individuals from non-member institutions to join. Though I am a member of the AACC because my employer, Northwest Arkansas Community College, is a member, I most appreciate the egalitarian membership policies of the Association for Continuing and Higher Education with its fee of only $12.00 for graduate students and $40.00 for professors; I fully intend to join.
References
American Association of Community Colleges. (2010). American Association of Community Colleges [website]. Retrieved from http://www.aacc.nche.edu/Pages/default.aspx
Association for Continuing and Higher Education.(2010). Association for Continuing Higher Education [website]. Retrieved from http://www.acheinc.org/
League for Innovation in the Community College. (2010). League for Innovation in the Community College [website]. Retrieved from http://www.league.org/index.cfm
Walden University and The Chronicle of Higher Education. (2010). Successfully navigating the changing landscape of higher education[webinar]. Retrieved from http://webmail.nwacc.edu/exchweb/bin/redir.asp?URL=https://event.on24.com/eventRegistration/EventLobbyServlet?target=registration.jsp%26eventid=239637%26sessionid=1%26key=10C891B0D2F08E67C7825CF4F3F20D3E%26sourcepage=register
Friday, September 3, 2010
Today, I held a calculator workshop for my 9:00 AM Intermediate Algebra students. I covered the basics and gave them activities to model. Then, I covered graphing rational functions, finding the function value, and finding the point of intersection.
Response was mostly positive although most of the students appeared to feel insecure about using graphing calculators. For that reason, I attempted to be (and was) very cheerful, entertaining and optimistic.
I gave students an assignment that would be graded as homework: I asked them to email me from My NWACC Connection. I did this for two purposes: 1) to make sure students' email was working properly and 2) to increase the probability that students will repeat their email contact should they need help.
Response was mostly positive although most of the students appeared to feel insecure about using graphing calculators. For that reason, I attempted to be (and was) very cheerful, entertaining and optimistic.
I gave students an assignment that would be graded as homework: I asked them to email me from My NWACC Connection. I did this for two purposes: 1) to make sure students' email was working properly and 2) to increase the probability that students will repeat their email contact should they need help.
Monday, July 26, 2010
EAST TRAINING - Day 1 - at hotel
I am in my wonderful room at the superbe Crowne Plaza in Little Rock. I am about to run the gauntlet to get onto I-430 North.
I am not looking forward to this, but I hope I will learn something I can use.
Spending 5 days in training seems excessive to me.
I am not looking forward to this, but I hope I will learn something I can use.
Spending 5 days in training seems excessive to me.
Saturday, October 17, 2009
Test email to Radmath Blog
Getting ready to travel to Hot Springs early Monday morning. I want to keep a record, both written and photographic, of the experience.
I also want a place to keep a permanent record of my thoughts, feelings, experiences as a teacher.
I think Google Blogger will provide me a vehicle with which to do that.
How strange, I History Channel is on the television set behind me. Old television news footage of the Kennedy assassination is playing. The whole feeling is very eerie.
I also want a place to keep a permanent record of my thoughts, feelings, experiences as a teacher.
I think Google Blogger will provide me a vehicle with which to do that.
How strange, I History Channel is on the television set behind me. Old television news footage of the Kennedy assassination is playing. The whole feeling is very eerie.
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