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发表于 2010-7-12 18:12:09
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本帖最后由 zhangxiaohang1 于 2010-7-12 23:40 编辑
Capitol Hill
2-1【注:7月12日作业】
GRE words
new words
good expression
questions
July 10, 2010Teacher Evaluation, School Closure Resolutions Pass
The American Federation of Teachers' delegates just passed two important resolutions, on teacher evaluation and school closures, so let's take each of them in turn.
Resolution five, you may recall, codifies the AFT's evaluation framework and affirms that test scores, used appropriately and as one of several measures, can be considered in a teacher's evaluation.
It was expected to generate quite a debate and possibly even amendment attempts, but in the end, it passed fairly swiftly. A whole slew of candidates, including the presidents of major affiliates[分公司], spoke in favor of the resolution: Mary Cathryn Ricker of St. Paul, Minn.; Keith Johnson of Detroit; Brenda Smith from Douglas County, Colo.; Fran Lawrence of Toledo, Ohio; and Tom Dooher of Minnesota.
Those supporting the resolution said that it would create avenues to define the profession, while others invoked arguments of the if-you're-not-at-the-table-you're-on-the-menu variety:
Colleen Callahan, a member of the Rhode Island state affiliate, had this to say: "There are too many people who would like us to be silent on this issue. ... Teachers want us to take the lead and support them on their professional growth and development."
Lee Rutledge, from Baltimore, spoke directly to the student-achievement question, noting that the resolution requires districts to employ several methods for gauging[测量] the impact of teaching on learning. "If we leave [evaluation] to the states and districts, they will do it on the cheap. They will do it based on one test score," he said.
Still, two delegates out of the Chicago Teachers Union lobbied the body not to pass it. "The reason you're hearing so much from us is this: Arne Duncan came from our city. We know what the nation has in store for it," said Carol Caref of the CTU. "In Chicago, school closings and turn arounds have been going on for years, and the reason this [newly elected] Chicago delegation is here is because finally people in our union started fighting against them. This resolution does not take a strong stand against the use of standardized tests for evaluating teachers, and it needs to."
Right after that passed, the body considered, and passed, a resolution "opposing the unjustified closure of neighborhood schools." This one directs the AFT to oppose school closures based on "invalid[无效] measures that disregard the impact of neighborhood schools in the life of a community and do not offer solutions to improve teaching practices and supports for students," among other things.
I'll be eager to follow the results of that resolution in time, especially as the rubber hits the road on the School Improvement Grants. But in any case, the most interesting part of the debate was the addition of a significant amendment that contains some pretty harsh[严厉的] words about standardized testing. The amendment says that the union will now "expose the for-profit motives of high-stakes[高风险] testing companies and end the improper use of test results which diminishes real learning and is used to punish students, teachers, families, schools, and districts, rather than build better schools."
Sounds like something the NEA, always more of an opponent of testing than the AFT, would have passed. And take note, it was supported by Chicago Teachers Union President Karen Lewis, among other parties.
没读懂。。。头大。。。
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2-2【7月12日作业】
July 06, 2010 Ravitch Speaks to NEA Choir
Education historian and advocate Diane Ravitch, the author of the bestseller The Life and Death of the Great American School System, came to the RA【皇家学院】 today to collect her "Friend of the NEA" award. She got a standing ovation【热烈鼓掌】 after her speech panning[M-W5.a harsh criticism考过] the No Child Left Behind Act, the Race to the Top, charter schools, the "privatization" of public schools, merit[值得] pay, and efforts to shift away from seniority and tenure, among many other things.
Suffice it to say that with an audience like the RA, which has big problems with all those things, her speech was akin【同类的】 to pouring gasoline on a fire. At the end, in fact, Ravitch stripped【脱掉,剥夺】 off her jacket and put on a T-shirt that read, "Public Schools: It's a Right, Not a Race," to great acclaim and applause.
The video of Ravitch's speech will probably go viral[?有毒的] in less than five minutes so I'm not going to bother writing up her specific remarks. Overall, Ravitch's appearance at the RA says far more about her than it does about the the union. Her change of heart has been extensively documented by Education Week and others, and this award is more or less the capstone【定点】 of that transition【过渡】.
If this appearance is any indication, Ravitch now views herself as the defender of public education against forces that are bent【决心】 on destroying it. On her Twitter page, she recently drew an allusion【暗示】 to the French Revolution, comparing her public protests to being on "the barricades." Today at the RA, she called her book tour a "whistlestop campaign【停口哨运动?】."
It's worth pointing out that while Diane's book has received generally very positive reviews, others contend that Ravitch is selective in the research she cites to support her views.
In any case, NEA must be thrilled【兴奋】 to have an influential public figure like Ravitch now aligned with its agenda. Whether the union really needs the help is an open question. It still enjoys support on Capitol Hill【国会山】, and there are a bevy【一群】 of lawmakers who are pushing back on things like Race to the Top, the School Improvement Grants, and No Child Left Behind.
Also, you wouldn't know it from this speech or the excitement it generated, but Ravitch and the NEA aren't on the same page about everything. Throughout【自始至终】 her career, the education historian has taken a consistent tack on curriculum, arguing that it should be deep and rich and highly specific. But the NEA has never been as much of a leader on curricular issues as its sister union, the American Federation of Teachers. The NEA is, in fact, one of the leading proponents【支持者】 of the movement for "21st-century skills," a movement Ravitch despises and has claimed is nothing but an William Heard Kilpatrick-inspired brand【品牌】 of progressivism in sheep's clothes.
Posted by Stephen Sawchuk at 1:19 PM
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In the early 1950’s, historians who studied preindustrial[工业革命前] Europe (which we may define here as Europe in the period from roughly 1300 to 1800) began, for the first time in large numbers, to investigate more of the preindustrial European population than the 2 or 3 percent who comprised the political and social elite: the kings, generals, judges, nobles, bishops, and local magnates【财主】 who had hitherto usually filled history books. One difficulty, however, was that few of the remaining 97 percent recorded their thoughts or had them chronicled by contemporaries.【剩下的97%的思想很少被记录】 Faced with this situation, many historians based their investigations on the only records that seemed to exist: birth, marriage, and death records. As a result, much of the early work on the nonelite was aridly【贫瘠】 statistical in nature; reducing the vast majority of the population to a set of numbers was hardly more enlightening than ignoring them altogether. Historians still did not know what these people thought or felt.中心句
One way out of this dilemma was to turn to the records of legal courts, for here the voices of the nonelite can most often be heard, as witnesses, plaintiffs【原告】, and defendants. These documents have acted as “a point of entry into the mental world of the poor.” Historians such as Le Roy Ladurie have used the documents to extract case histories, which have illuminated【阐明】 the attitudes of different social groups (these attitudes include, but are not confined to, attitudes toward crime and the law) and have revealed how the authorities administered justice. It has been societies that have had a developed police system and practiced Roman law(Roman law: n.罗马法the legal system of the ancient Romans that includes written and unwritten law, is based on the traditional law and the legislation of the city of Rome, and in form comprises legislation of the assemblies, resolves of the senate, enactments of the emperors, edicts of the praetors, writings of the jurisconsults, and the codes of the later emperors), with its written depositions, whose court records have yielded the most data to historians. In Anglo-Saxon【盎格鲁撒克逊人,英语发源地之一】 countries hardly any of these benefits obtain, but it has still been possible to glean【搜集】 information from the study of legal documents.
The extraction【摘录】 of case histories is not, however, the only use to which court records may be put. Historians who study preindustrial Europe have used the records to establish a series of categories of crime and to quantify indictments that were issued over a given number of years. This use of the records does yield some information about the nonelite, but this information gives us little insight into the mental lives of the nonelite. We also know that the number of indictments【起诉书】 in preindustrial Europe bears【承受】 little relation to the number of actual criminal acts, and we strongly suspect that the relationship has varied【各式各样的】 widely over time. In addition, aggregate population estimates are very shaky【可疑】, which makes it difficult for historians to compare rates of crime per thousand in one decade of the preindustrial period with rates in another decade. Given these inadequacies, it is clear why the case history use of court records is to be preferred. |
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