EDUC 610: INTERACTIVE STUDY QUESTIONS

Dr. Rosalind Latiner Raby

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MORAL EDUCATION

How are morals defined by culture? Economics? Environment?

Do we need Victorian virtues?

Is it a moral duty to save lives and does that duty live within the confines of the school?

Should schools teach that there are ways of behaving in society that are unacceptable?

How does the application of moral education change across time and space?

What are the differences between cultural and personal knowledge vs. school knowledge?

Is cultural discontinuity an issue to consider?

How can we understand the statement - Education does not take place in a vacuum?

How would nonverbal communication benefit you as a teacher?

What are the cognitive aspects of prejudice?

Is education meritocractic?

Is there a difference is education received at poorer schools?

Does gender-based harassment exist in schools?

Is education in California a fundamental right? Should it be?

Can dependency relationships end?

How do you move beyond representation to participation?

How much of the teacher's reality should be taught to their students?

Relate core literature in the classroom to the various theories learned.

Is it true that girl's self esteem, self-confidence and ambition deteriorate the longer they stay in school? If so why?

How do you choose which reality to represent in you classroom? What are the consequences of such actions?

Relationship of language skills to social mobility?

How do you teach effectively if there are 20 different languages spoken in your classroom?

List ways of perceiving self

Lis ways that other perceive you

are you discriminating through your perceptions?

Ethnicity theories claim that the issue is of control rather than any other issue - do you agree?

What are the relationships of the "centrist" theories - be it eurocentrism, afrocentris, multiculturalism etc.

Should schools play a major role in the assimilation of minority groups?

How much do can you do without and there be able to share with others? How can you loose yourself in service to others?

What barriers are evident within the classroom? On the playground? Within the general curriculum?

Are differences in implementation needed in schools serving lower-class students?

Does tracking benefit everyone?

Are magnet schools an extension of tracking policy?

How is education used as a tool to deny education?

Will technology provide equality or perpetuate inequality?

What will be the Last Groups of Entry for the 21st Century?

Should national goals and standards guide school reform?

Are vouchers an appropriate choice mechanism?

Define articulation standards

Is there a need for restructuring?

How do you interpret national standards in your own classroom - connection of national to local

What is the role of accreditation in the reform process?

Does automatic promotion cause disparity in student preparation

With all the choices available - why are there still complaints?

Would you vote for LEARN if you had to do it again?

What have we learned from the reform movements of the 1990s?

How has shared governance affected you as a teacher?

Should reform be shifted from what we need to do to teachers to what we need to do for students?

How do you go about affecting reform at your school?

Who do you decide what direction change will take to emphasize effective teaching?

How do you include the mode of representation of otherness?

Does reflection make for better teaching?

Are more teacher tests the answer?