Radical Scholarship: Avoiding the Poverty Issue at NYT

Radical Scholarship: Avoiding the Poverty Issue at NYT: "Avoiding the Poverty Issue @ NYT's Room for Debate Testing Students to Grade Teachers"

Global poverty

Thomas Pogge on global poverty @ truthout

Thomas Pogge on the Past, Present and Future of Global Poverty

Thomas Pogge on the Past, Present and Future of Global Poverty

Thomas Pogge on the Past, Present and Future of Global Poverty

Thomas Pogge on the Past, Present and Future of Global Poverty

Thomas Pogge on the Past, Present and Future of Global Poverty

Thomas Pogge on the Past, Present and Future of Global Poverty

Challenging Ruby Payne's Framework of Poverty

(*Special thanks to Paul Gorski for assisting in compiling these resources.)

Bohn, A. (2006, Winter). A framework for understanding Ruby Payne. Rethinking Schools, 21(2). http://www.rethinkingschools.org/archive/21_02/fram212.shtml 

Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(11). 

Bomer, R., Dworin, J. E., May, L., & Semingson, P. (2009, June 3). What’s wrong with a deficit perspective? Teachers College Record. Retrieved 12 June 2009 from http://www.tcrecord.org 

Dudley-Marling, C. (2007). Return of the deficit. Journal of Educational Controversy, 2(1). Retrieved 29 June 2009 from http://www.wce.wwu.edu/Resources/CEP/eJournal/v002n001/a004.shtml 

Dudley-Marling, C., & Lucas, K. (2009, May). Pathologizing the language and culture of poor children. Language Arts, 86(5), 362-370.

Dworin, J. E., & Bomer, R. (2008, January). What we all (supposedly) know about the poor: A critical discourse analysis of Ruby Payne’s “Framework.” English Education, 40(2), 101-121.

Gorski, P. (2006a, February 9). The Classist underpinnings of Ruby Payne’s Framework. Teachers College Record. Retrieved 24 June 2007 from  http://www.tcrecord.org 

———. (2008). Peddling poverty for profit: Elements of oppression in Ruby Payne's Framework. Equity & Excellence in Education, 41(1), 130-148. http://www.edchange.org/publications/Peddling-Poverty-Payne.pdf 

———. (2006b, July 19). Responding to Payne’s Response. Teachers College Record. Retrieved 12 June 2009 from http://www.tcrecord.org 

———. (2006c, Winter). Savage unrealities: Classism and racism around Ruby Payne's Framework. Rethinking Schools, 21(2). http://www.edchange.org/publications/Savage_Unrealities.pdf 

———. (2008, April). The myth of the “Culture of Poverty.” Educational Leadership, 65(7), 32-36. http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx 

Howley, C. B., Howley, A. A., Howley, C. W., & Howley, M. D. (2006). Saving the children of the poor in rural schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California. Available at http://www.eric.ed.gov:80/PDFS/ED495031.pdf 

Howley, C. B., Howley, A. A., & Huber, D. S. (2005). Prescriptions for rural mathematics instruction: Analysis of the rhetorical literature. Journal of Research in Rural Education, 20(7), 1–16.

Ng, J. C., & Rury, J. L. (2006, July 18). Poverty and education: A critical analysis of the Ruby Payne phenomenon. Teachers College Record. Retrieved 24 June 2007 from http://www.tcrecord.org 

Osei-Kofi, N. (2005). Pathologizing the poor: A framework for understanding Ruby Payne's work. Equity & Excellence in Education, (38), 367–375. 

Sato, M., & Lensmire, T. J. (2009, January). Poverty and Payne: Supporting teachers to work with children of poverty. Phi Delta Kappan, 9(5), 365-370.

Smiley, A. D. Becoming teachers: The Payne effect. Multicultural Perspectives.

Starnes, B. A. (2008, June). On lilacs, tap-dancing, and children of poverty. Phi Delta Kappan. 779-780.

Thomas, P. L. (2010, November 28). Our faith in a "culture of poverty" never left. The Daily Censored. http://dailycensored.com/2010/11/28/our-faith-in-a-culture-of-poverty-never-left/ 

———. (2010, July). The Payne of addressing race and poverty in public education: Utopian accountability and deficit assumptions of middle class America. Souls, 12(3), 262-283. http://bit.ly/kva8Mm

———. (2009b). Shifting from deficit to generative practices: Addressing impoverished and all students. Teaching Children of Poverty, 1(1). Retrieved 13 September 2009 from http://journals.sfu.ca/tcop/index.php/tcop/article/view/8/1  

Weiderspan, J. P., & Danziger, S. K. (2009). Review: A framework for understanding poverty. Social Work, 54(4), 376.

And we have over 20% of children in poverty in the U.S.?

Cost of war

What we pay for = what we truly care about

Missing the point on poverty and reform — again

Missing the point on poverty and reform — again

And see my concerns about Canada's HCZ:

Education "miracles"

Charter compromise

Faith in "culture of poverty"

Superman or kryptonite?

Superman as fantasy

New piece at The Daily Censored and Daily Kos

New piece at The Daily Censored and Daily Kos: "Maher’s “Real Time” Education Debate Failure Redux: Legend of the Fall, pt. VII and re-posted at Daily Kos"

Important poverty links

(RE)Ranking New Jersey’s Achievement Gap 

Poverty: official figures do not reflect reality

The Education of Jose Pedraza: Why Fixing Schools Isn't Simple Math

The Education of Jose Pedraza: Why Fixing Schools Isn't Simple Math

The Education of Jose Pedraza: Why Fixing Schools Isn't Simple Math

The Education of Jose Pedraza: Why Fixing Schools Isn't Simple Math

The Education of Jose Pedraza: Why Fixing Schools Isn't Simple Math

"The Children Do Listen" at Daily Kos

"The Children Do Listen" at Daily Kos: "Thomas, P. L. (2011, May 9). 'The children do listen.' Daily Kos ."

More on NAEP Poverty Gaps & Why State Comparisons Don’t Work

More on NAEP Poverty Gaps & Why State Comparisons Don’t Work 

Piece reposted at NEPC

Piece reposted at NEPC: "Shifting Talking Points among School Choice Advocates"

Teachers are not to blame

Teachers are not to blame

excerpt:

"This view—that the right incentives (positive or negative) will produce the necessary changes in teaching—may be a very common one, but there is no data to back it up. Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so-called 'good' schools (wealthy, suburban schools with high MCAS scores)and 'bad' schools (inner-city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty. Put another way, a low-income white student in a 'good' suburban school tests essentially the same as a low-income white student in a 'bad' inner-city school."

Superman is fantasy, teaching is reality

Superman is fantasy, teaching is reality: "Thomas, P. L. (2011, May 6). Superman is fantasy, teaching is reality . Daily Kos ."

Why comparing NAEP poverty achievement gaps across states doesn’t work

Why comparing NAEP poverty achievement gaps across states doesn’t work

Is Poverty the Key Factor in Student Outcomes?

Is Poverty the Key Factor in Student Outcomes?

"After looking at the data, Marder has yet to be convinced that any teaching solution has been found that can overcome the detrimental effects of poverty on a large scale — and that we may be looking for solutions in the wrong place."

Ecological Scarcity, Poverty and Development

Ecological Scarcity, Poverty and Development

Ecological Scarcity, Poverty and Development

Ecological Scarcity, Poverty and Development

If There Remains any Question @ The Daily Kos

If There Remains any Question @ The Daily Kos: "If There Remains any Question"