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In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, they propose that many of the most promising and pragmatic remedies for educational injustice are often rejected by liberal proponents of “diversity first” in favor of remedies that in most cases are practically impossible, and often problematic on their own terms. New and Merry argue that schools that are by geography and demography not ethnically or socioeconomically diverse still can successfully confront the obstacles that their students face in creating a life they have reason to value. 相似文献
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Michael S. Merry 《Religious education (Chicago, Ill.)》2013,108(4):374-385
Muslim parents share many of the same ideals that other religious parents do when considering comprehensive religious schools. For those who see Islamic schooling as a viable option, supporters claim that these schools help to (1) preserve the culture and customs passed down from generation to generation, and (2) provide Muslim children with a proper identity consonant with one's home environment, thereby ensuring a positive sense of self. In this article the author will explore the role that Muslim parents play in Islamic schooling; in particular the author will examine the reasons why those parents who favor Islamic schools do, and what they hope to gain either for themselves or their children by enrolling them. 相似文献
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This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills (i.e. the ability to even-handedly consider counterfactual evidence); and developing the capacity for economic self-reliance. The author argues that loyal patriotism may result in a myopic understanding of history, an unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. 相似文献
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Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor’s intentions when providing specific feedback and the students’ perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally, copies of the documented feedback were examined and the feedback style was classified. Student conceptions of the role of feedback included providing guidance, identifying what the tutor wants and giving meaning to the work to develop learning. Analysis of tutor feedback styles indicates that tutors were focussed on giving praise and correcting misunderstandings in the present assignment. Since developmental aspects of students’ learning were rarely addressed in tutor feedback, these findings suggest some misalignment in feedback provision. Tutors need to provide more guidance to students regarding the use of feedback, possibly by introducing better scaffolding and variation into their feedback. 相似文献
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Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2000,25(1):23-38
This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria. 相似文献
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Kimberly E. Bryant Davis Lisa Dieker Cynthia Pearl Rose Merry Kirkpatrick 《Journal of educational and psychological consultation》2013,23(3):208-226
Professional development programs tailored to address co-teaching performance in Arkansas provided data for 3 cohorts of middle school co-taught teams. This study provides an analysis of middle school plans and provides recommendations as to how to more effectively meet the needs of co-taught teams. Using a content analysis approach, monthly lessons plans submitted by teams over a 3-year period were analyzed. The purpose of this analysis is to provide the field with considerations about what is and is not occurring in the written process related to co-teaching, specifically co-planning in middle schools. In total, 155 lesson plans were analyzed, which were further broken down into 755 days of plans. Findings indicate these teachers utilized a diversity of co-taught models, but 1 model (1 lead, 1 support) dominated their planning. Areas of concern focused on a lack of focus on behavior and utilization of technology for students with disabilities. 相似文献
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Association War Committee G. N. Merry Chairman Glenn N. Merry Chairman 《Quarterly Journal of Speech》2013,99(4):452-454
BASIC SPEECH. By Jon Eisenson and Paul H. Boase. (Second edition.) New York: Macmillan, 1964; pp. xii+388. $5.95. THE FUNDAMENTALS OF SPEAKING. By Wilbur E. Gilman, Bower Aly, and Hollis L. White. (Second edition.) New York: Macmillan, 1964; pp. vii+440. $5.95. PRACTICAL PUBLIC SPEAKING. By Eugene E. White. (Second edition.) New York: Mac‐millan, 1964; pp. xi+402. $4.95. THE CRAFT OF PLAY DIRECTING. By Curtis Canfield. New York: Holt, Rinehart and Winston, 1963; pp. xi+349. $6.00. TELEVISION STATION MANAGEMENT: THE BUSINESS OF BROADCASTING. Edited by Yale Roe. Foreword by A. William Bluem. New York: Hastings House, 1964; pp. 251. $6.95; paper $3.95. UNDERSTANDING TELEVISION: AN INTRODUCTION TO BROADCASTING. Edited by Robert L. Hilliard. New York: Hastings House, 1964; pp. 254 (75 illustrations). $6.95; paper $3.95. SPEECH CORRECTION: PRINCIPLES AND METHODS. By Charles Van Riper. (Fourth edition.) Ehglewood Cliffs, N. J.: Prentice‐Hall, 1963; pp. x+528. $7.95. DIAGNOSTIC METHODS IN SPEECH PATHOLOGY. By Wendell Johnson, Frederic L. Darley, and D. C. Spriesterbach. New York: Harper &; Row, 1963; pp. xv+347. $7.50. THE RELIGIOUS SPEECHES OF BERNARD SHAW. Edited with an Introduction by Warren S. Smith. Foreword by Arthur H. Nethercot. University Park: Pennsylvania State University Press, 1963; pp. xxiii+104. $3.50. SHAW AND THE NINETEENTH‐CENTURY THEATER. By Martin Meisel. Princeton, N. J.: Princeton University Press, 1963; pp. xii+477. $7.50. THE THEATER OF PROTEST AND PARADOX: DEVELOPMENTS IN THE AVANT‐GARDE DRAMA. By George E. Wellwarth. New York: New York University Press, 1964; pp. xv+315. $6.00. THE PAPERS OF HENRY CLAY. Volume III, Presidential Candidate, 1821–1S24. Edited by James F. Hopkins and Mary M. W. Har‐greaves. Lexington: University of Kentucky Press, 1963; pp. viii+933. 115.00. PROLOGUE TO CONFLICT: THE CRISIS AND COMPROMISE OF 1850. By Holman Hamilton. Lexington: University of Kentucky Press, 1964; pp. x+236. $5.00. DEBATERS AND DYNAMITERS: THE STORY OF THE HAYWOOD TRIAL. By David H. Grover. Corvallis: Oregon State University Press, 1964; pp. viii+310. $6.00. GEORGE W. NORRIS: THE MAKING OF A PROGRESSIVE, 1861–1912. By Richard Lowitt. Syracuse, N. Y.: Syracuse University Press, 1963; pp. xiv+341. $7.95. PRAIRIE REBEL: THE PUBLIC LIFE OF WILLIAM LEMKE. By Edward C. Blackor‐by. Lincoln: University of Nebraska Press, 1963; pp. xii+339. $6.50. THE REVOLT OF THE CONSERVATIVES: A HISTORY OF THE AMERICAN LIBERTY LEAGUE, 1934–1940. By George Wolf‐skill. Boston: Houghton Mifflin, 1962; pp. x+303. $5.00. VISIONS OF ORDER: THE CULTURAL CRISIS OF OUR TIME. By Richard M. Weaver. Foreword by Russell Kirk. Baton Rouge: Louisiana State University Press, 1964; pp. ix+153. $4.50. RHETORIC OF RACIAL REVOLT. By Roy L. Hill. Denver: Golden Bell Press, 1964; pp. 378. $5.50. AMERICA'S NEW POLICY MAKERS: THE SCIENTISTS' RISE TO POWER. By Donald W. Cox. Philadelphia: Chilton, 1964; pp. xiv+298. $6.95. THE PROFESSIONAL: LYNDON B. JOHNSON. By William S. White. Boston: Houghton Mifflin, 1964; pp. 273. $5.00. LYNDON B. JOHNSON: A BIOGRAPHY. By Harry Provence. New York: Fleet, 1964; pp. 192. $4.50. LBJ: THE MAN FROM JOHNSON CITY. By Clarke Newlon. New York: Dodd, Mead, 1964; pp. x+213. $3.75. A TIME FOR ACTION: A SELECTION FROM THE SPEECHES AND WRITINGS OF LYNDON B. JOHNSON, 1953–64. Introduction by Adlai E. Stevenson. New York: Atheneum, 1964; pp. xv+183. $3.95; paper $.50. IT SOUNDS IMPOSSIBLE. By Sam J. Slate and Joe Cook. New York: Macmillan, 1963; pp. xliv+270. $6.95. A GUIDE TO INSTRUCTIONAL TELEVISION. Edited by Robert M. Diamond. New York: McGraw‐Hill, 1964; pp. ix+304. $7.50. 相似文献
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Cultural Coherence and the Schooling for Identity Maintenance 总被引：1，自引：0，他引：1
Michael S. Merry 《Journal of Philosophy of Education》2005,39(3):477-497
An education for cultural coherence tends to the child's well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; rather, most of us possess hybrid identities that lend themselves to multiple, not necessarily conflicting allegiances. 相似文献