Critical corridor talk: Just gossip or stoic resistance? Unrecognised informal Higher Education leadership

This mixed methods paper considers whether or not invisible forms of morally resistant collegial leadership are progressively challenging policy and managerial quasi‐market instrumentalism in a minority of low trust dysfunctional situations in a stratified United Kingdom (UK) Higher Education system. A theoretical model of stoical critical corridor talk (CCT) is proposed, arising from selected empirical data and reflective observations in 2005–2017. The data demonstrated that resistant academic critique is increasingly questioning economically driven command and control authoritarianism. The model builds on the concept of critical being to consider whether or not CCT amongst academics provides informal stoical leadership to alleviate stresses exacerbated by poor management. The highly functioning criticality of negative capability facilitates self‐reflexive resistance against the false necessity of supposedly deterministic imperatives to validate policy‐driven audit‐based managerialism. Yet to foster trust, informal leadership needs to practise correct moral principles itself when resisting performativity in dysfunctional environments in which some overstep the acceptable roles of good management.     

Higher education in a vacuum: stress and reform in Ecuador

Ecuadors higher education system mirrors that of other Latin American countries in its many internal and external stresses. It also provides an opportunity to view a reform process occurring in a vacuum of central government influence and authority, one whose direction is largely set by the universities in response to perceived stresses. Those stresses arise from the differentiation of the system in the last decade, questions about the role of higher education in Ecuador, and the absence of governmental direction. Changes in higher education in Ecuador must be examined in the context of higher educations role in development. The paper notes the case for the importance of higher education and the new theoretical support for higher education that endogenous growth models provide. It then examines the self-generated reform process which is occurring in Ecuador in the areas of teaching, of student access and of university finance. The final issue addressed is the relation between these changes, with their important implications for transforming the higher education system, and the development needs of Ecuador. There are many positive elements to the reform process which will contribute to development. However, until the government policy vacuum is filled, their potential benefit will remain only partially realized.     

Environment-Oriented Decision-Making Problems for Secondary School

Abstract

The New Environmental Paradigm scale of environmental concern was applied in two survey populations in south Florida to determine whether differences in ethnic background influenced preferences toward the environment. Hispanic respondents from the general population were found to be very sensitive to an ecological model, whereas non-Hispanics in the general population moderately favored the ecological view. However, the results of the field survey (i.e., sample of Bkayne National Park users) indicated that Hispanic users were ecologically attuned to the environment on a par with non-Hispanics from the general population and from park samples. Although cultural heritage may play a role in determining environmental attitudes, exposure to situational opportunities such as park use and other social factors may influence a shift in those beliefs.     

An Analysis of Voucher Advocacy: Taking a Closer Look at the Uses and Limitations of “Gold Standard” Research

Voucher proponents have increasingly pursued empirical evidence on the effectiveness of vouchers as a form of education improvement, in addition to advocating for vouchers on moral or ethical grounds. Voucher proponents contend that randomized assignment studies of students in voucher programs have consistently confirmed the effectiveness of vouchers. We examine such advocacy claims about these “gold standard” studies from a leading voucher proponent, the Friedman Foundation for Educational Choice, to consider how such advocacy is presented. Although voucher advocates indicate that the research is conclusive, consistent, and thus generalizable, and essentially beyond reproach, closer examination of the studies put forth by advocates suggests little consensus or consistency across the reported findings. When there are positive effects, they do not translate across different contexts, populations, programs, grade levels, or subjects. Moreover, we highlight some limitations of these studies, which the advocates do not acknowledge, and show that, because findings on vouchers are less compelling or promising than proponents claim, the misrepresentation of empirical findings by advocates appears to be a key element of their advocacy agenda.     

Accelerated Burnout: How Teach For America's Academic Impact Model and Theoretical Culture of Accountability Can Foster Disillusionment Among its Corps Members

This article seeks to characterize Teach For America's (TFA) theoretical framework as engendering disillusionment among its corps members. Given that the corps members have little to no pedagogical or methods training prior to taking on teaching positions through TFA, the lessons learned during the summer training set the stage for the foundational beliefs corps members have about teaching and learning. Specifically, TFA employs a framework known as the Academic Impact Model that posits that good teachers can overcome the ailments of socioeconomic disparities if they subscribe to notions of hyper-teacher-accountability. It is this false sense of reality that creates the opportunity for disillusionment and burnout among TFA's corps members.     

Step by Step through the Scholarly Conversation: A Collaborative Library/Writing Faculty Project to Embed Information Literacy and Promote Critical Thinking in First Year Composition at Oregon State University

ABSTRACT

At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.     

Does Homeschooling “Work”? A Critique of the Empirical Claims and Agenda of Advocacy Organizations

The phenomenal growth of homeschooling in recent years demonstrates not only the appeal of this educational approach but also the notable policy acumen of the homeschooling movement's leading advocates. This analysis examines and critiques the empirical claims made by homeschooling proponents to justify further expansion and deregulation of the movement, and sheds light on the homeschool advocacy agenda explicit in those claims. Advocates often strongly suggest a causal connection between homeschooling and academic success, postsecondary attainment, and even enjoyment of life. Seemingly, these benefits are experienced all at a reduced cost per student. It is through such claims that homeschooling advocates have expanded the practice of homeschooling and have pressed for fewer state regulations and less oversight. This article outlines and challenges those claims, showing the tenuous basis for such conclusions. Instead, in an era when policymakers demand evidence of effective educational practices, we note the remarkable lack of empirical evidence on the effectiveness of this popular approach and suggest that continued efforts to claim such evidence exists indicates the desire of advocates to further advance what is largely an ideological agenda of deregulation as an end in itself.