AERA-B: Curriculum Studies Forum

Some subscribers to AERA-A and AERA-B  might be interested in a 
discussion-list post "Re: A Question: Where Does Current Reform Come 
From? #2 " [Hake (2011b)].

The abstract reads:

************************************************
ABSTRACT:  In response to my post "Re: A Question: Where Does Current 
Reform Come From?" Baker Mitchell of the SClistserv list wrote 
(paraphrasing): "We are in danger of getting tangled in nomenclature. 
. . there is a body of practice known as 'Direct Instruction' (big D, 
big I)  that is based in large part on interactive engagement (little 
i, little e) and enjoys great success in its teaching."

That we "are in danger of getting tangled in nomenclature" is the 
theme of my article "Language Ambiguities in Education Research" 
[Hake (2008)] at  <http://bit.ly/bHTebD>, rejected by the insular 
editors of the "Journal of Learning Sciences."

I stress the fact that the *operational definitions" provide a means 
of avoiding nomenclatural entanglement by language ambiguities.
***********************************************

To access the complete 13 kB post please click on <http://bit.ly/kj94oT>. 

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
        Invention of the Internet (PEDARRII)
<[log in to unmask]>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>
<http://HakesEdStuff.blogspot.com>
<http://iub.academia.edu/RichardHake>

"When we say force. . . [[or Direct Instruction]].. . .  is the cause 
of motion. . . .[[or learning]]. . . . we talk metaphysics, and this 
definition, if we were content with it, would be absolutely sterile. 
For a definition to be of any use, it must teach us to measure force 
. . . .[[or Direct Instruction]]. . . ; moreover, that suffices; it 
is not at all necessary that it teach us what force. . . [[or Direct 
Instruction]]. . . . is in itself, nor whether it is the cause or the 
effect of motion. . . .[[or learning]]. . . ."
           Henri Poincare (1905)


REFERENCES [URL's shortened by <http://bit.ly/> and accessed on 28 June 2011.]

Hake, R.R. 2011a. ""Re: A Question: Where Does Current Reform Come 
From? " AERA-L archives at <http://bit.ly/iHzGwm>.  Post of 26 Jun 
2011 15:07:50-0700 to Math-Teach, AERA-L, and NetGold. The abstract 
and link to the complete 19 kB post are being transmitted to various 
discussion lists and are also on my blog "Hake'sEdStuff" at 
<http://bit.ly/izN28y> with a provision for comments.

Hake, R.R. 2011b. "Re: A Question: Where Does Current Reform Come 
From? #2," on the OPEN! " AERA-L archives at <http://bit.ly/kj94oT>. 
Post of 28 Jun 2011 15:29:54 -0700 to SClistserv, AERA-L, and 
NetGold. The abstract and link to the complete 13 kB post are being 
transmitted to various discussion lists, and are also on my blog 
"Hake'sEdStuff" at <http://bit.ly/jc5p3J > with a provision for 
comments.

AERA Division B: Curriculum Studies Forum
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