Academic literature on the topic 'HISD-E middle schools'

In recent years Facebook, MySpace, and other social-networking sites have been blamed for the suicides of teenagers in Missouri, Massachusetts, and New York. Parents complained their children were traumatized by nasty comments posted by cyberbullies on social-networking sites. Schools and districts are taking action in response. According to a T H E Journal survey conducted in 2009, 68 percent of respondents replied that their districts banned social networking sites for students and teachers, 19 respondents replied that they banned social networking sites only for students, and another 12 percent said there was no ban in their districts. In the following case study, which is a true story based on a news report in the Sprint of 2010, a middle school principal calls for parents to yank their children from all social-networking sites after a so-called “Naughty List” was posted on Facebook. Is his extreme measure justifiable?

This chapter focuses on Daniels's encounter with Victor C. Turner Sr., who worked for the Negro Cooperative Extension System of the U.S. Department of Agriculture. Turner's biography as a representative of the educated black middle class is presented, including his participation in an officers' training program at Fort Des Moines, Iowa, during World War I. Turner told Daniels about racial violence and debt peonage in Lowndes County, Alabama, mentioning a planter named Dickson. Historical research connects a peonage case involving Lowndes County sheriff J.W. Dickson in 1903 with a case involving his younger brother, Robert Stiles Dickson Sr., in 1946. Neither brother was ever prosecuted, and the younger one was especially socially prominent. The chapter analyses Daniels's portrayal of Turner and Dickson, who remain anonymous in A Southerner Discovers the South. He sought confirmation of Turner's story from white Alabamans, including Birmingham newspaper editor James E. Chappell. Chappell's daughter Mary had taught at the Calhoun Colored School in Lowndes County and seemed to represent a new social consciousness among younger white southerners. However, another journalist's account of the suppression of the black Sharecroppers Union in 1932 reiterated that planter violence was endemic in the Alabama Black Belt.

Many authors have explored the ideas of philosophy and educational theory and how those ideas can serve as a foundation for teaching practices. Philosophy is a broad subject, and it is not the purpose of this book to create a new philosophy of music teaching and learning; however, we can beneficially draw on philosophical and theoretical works of others to form some foundations. By necessity, a theory of technology-based music instruction begins with a theory of music education. To deviate from this would be to neglect the important theoretical work that forms the guiding foundation of teaching in our chosen art form. The critical role of theory in this new method of teaching is to help technology-based music instructors develop dispositions that make this type of teaching less forced, more natural than it might otherwise be. The most successful technology-based music teachers are those who recognize the capacities of their students to engage with technology, to be creative, and who are willing to modify some beliefs—possibly long-held ones—to allow their students the freedom to explore and construct their musical skills and knowledge. These are difficult dispositions to develop. Understanding some important theoretical and philosophical work can help in treading that path by helping teachers acknowledge findings that have come before, and by letting us make critical decisions about the ways we teach and our students learn. The teacher in the following Profile of Practice has developed trust in his students and himself, assurance that he can promote students’ creativity, and confidence in his TBMI abilities. He knows that students come to his classes with unique worldviews, and with experiences, both musical and otherwise, accumulated over each of their lifetimes. While he does not place great emphasis on theoretical models of creativity or on articulating his own music teaching philosophy, his teaching reflects some of the most important philosophical dispositions found in effective TBMI teachers. Mr. E teaches middle school music in a relatively affluent suburb. He is fortunate to have experiences teaching music at many levels and has a wealth of formal training in music technology from both his undergraduate and graduate degree work.