These
are the footnotes for a
brief excerpt from the Introduction to
The Read-Aloud Handbook (Penguin, 2006,
6th edition).
Footnotes for INTRODUCTION
-
June
Kronholz, “Preschoolers’ Prep,” The
Wall St. Journal, July 12, 2005, pp. B1, B4; also:
"Growing tutoring business in the US," Part 1,
Morning Edition-NPR, June 6, 2005; also: "Tutoring
industry grows due to No Child Left Behind Act," Morning
Edition-NPR, June 7, 2005; also: Mary C. Lord, “Little
scholars, big business as more parents seek to give
kids an edge, learning centers thrive," The
Boston Globe, April 10, 2005; also: Susan Saulny, “A
Lucrative Brand of Tutoring Grows Unchecked,” The
New York Times, April 4, 2005, pp. A1, A19.
-
"Schools drop naptime for testing preparation," Associated
Press, Atlanta Journal-Constitution, October 3, 2003.
-
"Many Schools Putting an End to Child's Play" by
Dirk Johnson, The New York Times, p. A1, A16. The quote
is from former Atlanta superintendent, Benjamin O.
Canada, who now is also the former Portland, Oregon
superintendent.
-
The
so-called "Mozart
effect" is largely a myth
and had nothing to do with improving IQ but with spatial-temporal
reasoning; it was tested only on college students and
the effect wore off in 10 to 15 minutes. One of its
chief authors, Frances H. Rauscher, is amused by the
mass misinterpretation of the Mozart research. See
Ellen Winner and Lois Hetland, “The Arts and Academic
Achievement: What the Evidence Shows” The
Journal of Aesthetic Education, Vol. 20, issue
4, p. 6; also: Mary Ann Zehr, "‘Mozart Effect’ Goes
Only So Far, Study Says," Education Week,
September 27, 2000; also "Project
Zero" at www.pzweb.harvard.edu/
and http://pzweb.harvard.edu/Research/Reap/REAPExecSum.htm.
-
“P.
C. Watch,” The
New York Times, Education Section, April 24,
2005, p. 7. After the assistant superintendent cancelled
the event, community backlash forced its return but
it gives you an idea of how small a role logic plays
when the government’s
shadow looms large. Once we could have expected such
thoughts to emanate from Leningrad, but Lincoln,
Rhode Island?
-
Kate
Zernike , “Ease Up, Top Universities Tell
Stressed Applicants,” The
New York Times, Dec. 7, 2000, pp. A1, A29)
-
Anyone who thinks
higher standards and high-stakes testing can eradicate
poverty's effects on children's school scores is ignoring
the best scientific research in education. Educational
Testing Service (ETS) is the world's largest testing
agency. In Parsing
the Achievement Gap: Baselines for Tracking Progress,
Paul E. Barton, a senior researcher at ETS, examined
the social factors that produced glaring differences
in achievement between poor and advantaged children,
gaps that are "not closed by either higher standards
or a more rigorous curriculum." The seven areas are:
Parent Participation, Student Mobility (household moves),
Lead (paint) Poisoning, Hunger and Nutrition, Reading
to Young Children, Television Watching, Parent Availability.
Unless changes are made to those factors, test results
will remain the same, no matter how high the standards
and no one has ever produced research to prove otherwise.
( Parsing the Achievement Gap:
Baselines for Tracking Progress by Paul E. Barton,
[Princeton, NJ: Educational Testing Service, 2003];
also: Researcher Gerald W. Bracey, like others, has
always pointed to poverty as the main culprit in the
achievement gap and poverty children's low scores. “Poverty is not an excuse; it’s
a condition. Like gravity, it affects everything.” (Gerald
W. Bracey, “The Trouble With Research, Part 2,” Phi
Delta Kappan, pp. 635-36); see also: Anahad
O’Connor, “Rise in Income Improves Children’s Behavior,” The
New York Times, October 21, 2003, p. F5.
-
-
Using
weekdays, weekends, and summers, the KIPP charter
schools extend the school day by 70 percent, See:
Caroline Hendrie, “KIPP Looks to Recreate School
Success Stories,” Education Week, October
30, 2002, p. 6.; also: Jay Mathews, "Study Finds Big
Gains For KIPP Charter Schools Exceed Average," Washington
Post, August 11, 2005.
-
Julian
E. Barnes, "Unequal Education," Newsweek,
Mar. 29, 2004, pp. 67-75.
-
Lesley
Mandel Morrow, "Home and School Correlates
of Early Interest in Literature," Journal
of Educational Research, Vol. 76, March/April 1983,
pp. 221-230.
-
"My first reader started me down path to award" by
Leonard Pitts Jr., Miami Herald, April 9, 2004; see
also; http://www.miami.com/mld/miamiherald/living/columnists/leonard_pitts/8390196.htm.
-
Jerry West, Kristin Denton, Elvira Germino-Hausken, America’s Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99,
Fall 1998, Office of Educational Research and Improvement,
NCES 2000-070 (Washington, DC: U.S. Department of Education,
2000).
-
Lawrence
E. Gladieux and Watson Scott Swail, “Beyond
Access: Improving the Odds of College Success,” Phi
Delta Kappan, May 2000, pp. 688–92.
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