Mike, good morning. I certainly understand and agree with what you say. Notice, I didn't include Daniel Pink's DRIVE, although he bring together a lot of work in a very commendable way. Now, I agree too many people, including professesionals, have jumped on bandwagons and done such misinterpretation, distortion, and misapplication with Skinner, Benet, Piaget, Bloom, Myers-Briggs, etc. I run into a bunch of such "pop" stuff myself at such teaching conferences, literally put on my bright red shirt with "Devil's Advocate" printed on it, ask the same questions, and too often get the same vague answers. See, we can agree on somethings. Anyway, what I listed is, as I said, a starter list, a whet your appetite list, a point in the direction of list, not an alpha/omega list of stuff I've read, reflected upon, tested out, adapted to, and applied in my classes. It's for you, if you're interested and wish, to do, to go and satisfy any thirst I might have stirred. There's a plethora of peer reviewed stuff out there just in your discipline of the works I cited: Deci, Dweck, Amabile, Gardner, Kohn, Goleman, Boyatzis, Frankl, that "Mikhalyi guy," Rogers, Gilbert, Brooks, etc, etc, etc. Of course, peer review isn't necessarily infallible end-all, especially if a work being reviewed goes against established norms and is banished to the hinterland. You know, Deci, for example, ran into that decades ago. Make it a good day
-Louis- Louis Schmier http://www.therandomthoughts.edublogs.org Department of History http://www.therandomthoughts.com Valdosta State University Valdosta, Georgia 31698 /\ /\ /\ /\ /\ (O) 229-333-5947 /^\\/ \/ \ /\/\__ / \ / \ (C) 229-630-0821 / \/ \_ \/ / \/ /\/ / \ /\ \ //\/\/ /\ \__/__/_/\_\/ \_/__\ \ /\"If you want to climb mountains,\ /\ _ / \ don't practice on mole hills" - / \_ On Oct 21, 2012, at 8:18 AM, Michael Palij wrote: > As most teachers of research methods point out in their classes, one > should be skeptical of secondary sources because they usually are not > peer-reviewed which can result in an author (a) misrepresenting original > sources, (b) misinterpretations of original results, and (c) just making stuff > up (e.g., the "Freudian Iceberg"). Even in departments of history I assume > that students are taught the distinction between publishing in peer-reviewed > journals and books. So, this leads to the following question to Louis: > > What peer-reviewed, empirical research articles do you rely upon that > have tested claims on what works best in teaching? > > I've had to attend a couple of workshops on "improving teaching" > and when asked what research they relied upon to support their > claims, one "leader/facilitator" couldn't provide any and the other > said something like "Oh, it's based on various researchers work > but I don't have anything specific in mind". If one were to critically > appraise these responses, one might conclude that the level of > scholarship and knowledge of educational research is appalling. > So, Louis, can you provide a reference list of primary sources > (i.e., peer-reviewed empirical research articles that have tested > claims and have rigorously shown "what works")? For Tipsters > who are unfamiliar with the U.S. Dept of Education's "What Works" > enterprise which is supposed to serve as a source of the education > research literature (ERIC is another); see: > http://ies.ed.gov/ncee/wwc/ > > -Mike Palij > New York University > [email protected] > > > ----------------- Original Message ------------------ > On Sun, 21 Oct 2012 04:03:56 -0700, Louis E. Schmier wrote: > > Teachers should be readers. They should be "try-it-outers." But, what > to read? What to mess around with? Tough questions. Lots of answers. If I > was to focus on a short "starter" list, these 30 books are probably the ones > with which I would begin. Now, I've only listed books I've read over and over > and over, whose passages I've underlined and highlighted, whose pages I've > crimped, in whose margins I've scribbled thoughts, whose ideas I have > experimented with and adapted as they fit into my vision. In one way or > another they're relevant to teaching, aka classroom leadership. I've shied > away from the "what to do" and "how to," assessment, and technology books. > I've concentrated, deliberately concentrated, on books that deal with "why" > and > the "inner 'I.'" The simple truth is that you can know all about the > technology, all about the pedagogy, and all about the science, and still not > have your face to the sun and still not be able to teach They will not power > your heart. They usually don't help you understand that students are evolving > and transforming; that they need to be noticed and truly cared about; that > they, like us, need belief, faith, hope, and love; that we need to be > empathetic and sympathetic; that tenderness, kindness, awareness, alertness, > attentiveness, and otherness are required from each of us; that they need all > this and all this is required of us because we're first and foremost in the > people business. We don't often address the truth that successful teaching > doesn't occur from either spontaneous combustion or from something or someone > else striking a a match, but from setting yourself on fire. Our greatest > challenge in the classroom is to bring the sublime into the mundane, for > information is pretty thin stuff without character. All personal and > professional breakthroughs occur with a change in beliefs, not with new > methods > or technologies. No one is so tired, lazy, and old as someone who hasn't the > enthusiasm, purpose, meaning of a deeply reflected upon and articulated > vision. > The first step for anyone teaching or engaged in teacher training is to > understand the richly nuances, complex, and complicated humanity involved; > that > the challenge of the classroom is not supposed to stymy you, but help you > discover who you are; that the dynamics between personality, self-perception, > and role are inseparably immeshed; that the classroom is a place that demands > an understanding of the nature and roots of human behavior; that what goes on > in the mind, heart, and soul of both teacher and student have an impact on the > achievement of both; and, if you want students to soar with you, you have to > win their hearts. > > The list is incomplete. There are other worthy titles, a ton of them. > Nevertheless, here are the ones I recommend among those I've read. One last > word, I decided to list only one work by those who have reflected, researched, > and published prolifically. That is not to say their other works are > unimportant. To the contrary, this is only a beginning, a whetting of the > appetite, list. Again, this is only my starter list. > > 1. Carol Dweck, MINDSET: "it isn't just our abilities and talent that bring > our success — but whether we approach our goals with a fixed or growth > mindset." > > 2. Gregory Berns, ICONOCLAST: understanding how our brain processes > information and affects our perception, imagination, and decision-making > > 3. Richard Boyatzis, RESONATE LEADERSHIP: resonant" leaders are > individuals > who manage their own and others' emotions in ways that drive success > > 4. Ed Deci, WHY WE DO WHAT WE DO: They wish to be autonomous (authentic) > rather than controlled. If they act autonomously (authentically), they are > self-motivated. > > 5. Teresa Amabile, GROWING UP CREATIVE: creativity can and should be a > part of the daily life of all children and adults > > 6. Viktor Frankl, MAN'S SEARCH FOR MEANING: Life is primarily a search for > meaning, of finding your "bliss" to follow > > 7. Stephen Covey, THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE: A > principle-centered life is the most rewarding. > > 8. Daniel Goleman, Richard Boyatzis, and Annie McKee, PRIMAL LEADERSHIP: > to > keep emotions out of the work environment creates a dire peril. > > 9. Peter Senge, FIFTH DISCIPLINE: stresses the importance of cultivating a > learning organization in which autonomous thinking, personal mastery, and > shared visions are vital > > 10. James Allen, AS A MAN THINKETH: "Thoughts of doubt and fear never > accomplish anything, and never can. They always lead to failure....all strong > thoughts cease when doubt and fear creep in" > > 11. RoberT Brooks, THE POWER OF RESILIENCE: helping students and ourselves > re-write new positive life scripts to replace the old negative ones. > > 12. Alfie Kohn, PUNISHMENT BY REWARDS: rewards motivate people to get more > rewards. > > 13. Paulo Friere, PEDAGOGY OF THE OPPRESSED, "True education is a process in > which teachers become students and students become teachers, all in the name > of > liberation for everyone involved." > > 14. belle hooks, TEACHING TO TRANSGRESS: "education as the practice of > freedom....is a view that can be held by anyone who believes in it and > transgressive teaching can be done by anyone who is committed to working with > students to transform the limiting structures that form the basis of our > society and, consequently, the foundation of our institutions, > > 15. Mihaly Csikszentmihalyi, FLOW: how different people create meaning in > life with full intention and focus and thereby achieve an ongoing state of > satisfaction and sense of fulfillment. > > 16. Charles Duhigg, THE POWER OF HABIT: how the science of habits can be > used > to improve willpower > > 17. Daniel Gilbert, STUMBLING ON HAPPINESS: explains why we seem to know so > little about the hearts and minds of the people we are about to become. > > 18. Howard Gardner, CHANGING MINDS: How do we do it? What plays a factor in > it? Why is it so hard to convincce people to give up well cherished beliefs > for > new ones? > > 19. Parker Palmer, THE COURAGE TO TEACH, takes teachers on an inner journey > toward reconnecting with themselves so they can empathize and connect with > their students > > 20. Daniel Goleman, EMOTIONAL INTELLIGENCE: delineates the five crucial > skills of emotional intelligence, and shows how they determine our success in > relationships, work, and even our physical well-being > > 21. Marilee Adams, CHANGE YOUR QUESTIONS, CHANGE YOUR LIFE: asking the > right questions of the right people - can radically transform attitudes, > actions, and results. > > 22. Jon Kabat-Zinn, WHEREVER YOU GO THERE YOU ARE: mindfulness, awareness, > attentiveness, and otherness in everyday life. > > 23. John Dewey, DEMOCRACY AND EDUCATION: school should be relevant to real > life and that solving problems is more important than reciting facts. > > 24. Jack Kornfield, AFTER THE ECSTASY, THE LAUNDRY: unbounded joy and > happiness is possible, but we are faced with the day-to-day task of > translating > that ecstasy into our lives > > 25. Steven Sample, THE CONTRARIAN GUIDE TO LEADERSHIP: "effective day-to-day > leadership isn't so much about himself (the leader), as it is about the men > and > women he chooses to be his chief lieutenants. He knows that a lot of the > things > on his own plate will be minutiae and silliness, while his lieutenants will > get > to do the fun and important things." > > 26. Leo Buscaglia, LOVE: "The true function of education should be the > process of helping a person to discover his uniqueness, aiding him toward its > development, and teaching him how to share it with others." > > 27. Malcolm Gladwell: OUTLIERS: It's fulfillment and significance that > makes > us truly happy, not money or titles or renown. > > 28. Carl Rogers: FREEDOM TO LEARN: asks the the hard-to-ask questions about > education that are still hard to ask. > > 29. Robert Cialdini, INFLUENCE: THE PSYCHOLOGY OF PERSUASION: core > principals > of persuasion is a sterling example of the cross application of psychological > principles to life in the classroom. > > 30. Dr. Seuss, OH THE PLACES YOU'LL GO > > Is this the list for you as a teacher? Can't say. It's my beginning > list. Have your own? What is it? > > --- > You are currently subscribed to tips as: [email protected]. > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13368.9b8fe41d7a9a359029570f1d2ef42440&n=T&l=tips&o=21216 > or send a blank email to > leave-21216-13368.9b8fe41d7a9a359029570f1d2ef42...@fsulist.frostburg.edu > --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=21217 or send a blank email to leave-21217-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
