The Southern Manifesto: Massive Resistance,Growth Liberalism,and the Interpretation of Brown II

ABSTRACT

The United States Congress’ Southern Congressional Delegation promulgated the Declaration of Constitutional Principles, popularly known as the Southern Manifesto, on March 12, 1956. The Southern Manifesto was the South’s primary means to effectively delay implementation of public school desegregation as ordered by the United States Supreme Court decision, Brown v. Board of Topeka, Kansas (1954; as cited in Day, 2014). This essay places the desegregation of American public school system within the larger context of the time period in which it transpired, and explains how racial disparity in public education was perpetuated after the Jim Crow caste system was dismantled in the 1960s. Ironically, while de jure desegregation of American public schools was effectively accomplished by the early 1970s under the administration of President Richard M. Nixon, government spending during the era after World War II, perpetuated racial and economic disparity in America’s public schools that prevails up to the present day.     

Shifting paradigms: Emerging issues for educational policy and practice

Abstract

Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory.

This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved.     

Two Arts. Revision and what it leaves behind

Inspired by an experience of teaching the drafts of Elizabeth Bishop’s ‘One Art’, this article rereads the drafts as far more than imperfect precursors to the final poem. The drafts have their own prosodic features and poetic logic, one that values and enacts a vertiginous dilation of thought, expression and memory. The final version of ‘One Art’ records an anxiety about moving away from the openness of drafting to the stability of the finished poem. It is an anxiety that writers and especially writing teachers should consider adopting.     

Experimenter Effects in Exercise Tolerance Testing: The Race and Gender of the Tester and the Tester/Subject Relationship

Abstract

Two studies examined the effects of the experimenter on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill test in college students. The first study determined the effects of the gender and race of the tester on black and white subjects of both sexes. Four testers (black female—BFT, white female—WFT, black male—BMT, and white male—WMT) tested 5 subjects of each gender and race. Differences based on gender and race were determined by a 2 × 2 × 2 × 2 ANOVA. The second study dealt with the tester/subject relationship. One tester tested 20 subjects. Ten were his friends (5 males, 5 females) and 10 (5 males, 5 females) did not know him. Differences were determined by 2 × 2 ANOVA. In both studies, the female subjects had poorer performance than the males. HR during moderate and heavy exercise was not affected by the race and gender of the tester or the tester/subject relationship. For time to exhaustion, white female subjects (WFS) exercised longer when being tested by a female but black female subjects (BFS) had a longer total time with male testers. Significant interactions occurred for HR at rest and at various times during light work for both studies. There were also significant interactions for RPE at various stages of light, moderate and heavy exercise for both studies. For subjects unaccustomed to exercise testing, it appears that the effects of the race and gender of the tester and the tester/subject relationship predominate at rest and during light work. Fewer effects are observed during moderate and heavy work. Many of the results in these studies are consistent with societal roles and expectations for males and females, blacks and whites. A consistent testing environment can minimize the influence of extrinsic testing variables.