Since July 2014 I have written and
assembled monthly editions of an academic journal, of the type seen in
reference sections of university libraries, for the purpose of advancing
excellence in education. Eighty-Two (82)
editions have now gone out to donors to the New Salem Educational Initiative
and other interested and influential individuals and entities. Readers may also find many editions of the
Journal entered on this blog. Each of
these editions bears considerable ideational weight, advancing seminal ideas
and fully detailing initiatives for overhauling preK-12 education.
In the second edition (August 2014) of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota I detailed in approximately one hundred pages a grade by grade,
logically sequenced, knowledge-intensive, skill-replete curriculum that by high
school has most students taking Advanced Placement courses and selecting from
multiple course options pertinent to their driving interests in the liberal,
technological, and vocational arts while continuing to advance their broad
knowledge and skill base.
In the third edition (September 2014), I
detailed in another one hundred pages or so a full-scale program for training
teachers capable of imparting knowledge-intense subject matter while
eliminating degrees in departments, schools, and colleges of education as
acceptable credentials for teachers at any level in the Minneapolis Public
Schools (MPS).
Subsequent editions have presented in
exhaustive detail analyses of departments and divisions at the Davis Center
(MPS central offices, 1250 West Broadway);
information on key officials at the Davis Center, including those who
are superfluous or positively harmful in the performance of the roles attending
their sinecures; factually replete
information of student academic performance, disaggregated by ethnicity,
gender, and qualification for free/reduced price lunch; facts pertinent to the state and national
context for the wretched quality of education at the Minneapolis Public Schools
(the inadequate and erratic nature of national and state policies and programs
relevant to preK-12 education); and a
bevy of information on the history and philosophy of education.
Journal
of the K-12 Revolution: Essays and
Research from Minneapolis, Minnesota is the best
source of information on the history,
philosophy, and current state of education in the United States and provides an
abundance of information as to how public education in the United States
compares to system of education throughout the world. In this journal, the now 1400 articles on
this blog, in my two books (Understanding
the Minneapolis Public Schools: Current
Condition, Future Prospect and Fundamentals
of an Excellent Liberal Arts Education) of recent production, my television
show, and public appearances, one finds a full-time, incessant effort to
transform public education in Minneapolis and by extension in the nation and in
the world.
..........................................................................................
As readers scroll on down to
the immediately succeeding twenty-one (21) blog entries, she and he will find
an exhaustive examination of the MPS Comprehensive District Design, detailed in
the February, March, and April editions of Journal
of the K-12 Revolution: Essays and
Research from Minneapolis, Minnesota.
In the February edition I examine the stark inadequacy of the academic
portion of the design. In the March edition I give MPS Chief of Operations
Karen Devet and Associate Superintendent for Special Programming Rochelle Cox credit for their lucid commentary at
the January-March community meetings presenting five models of the design for
public consideration, while examining the corrupt behavior of participants
Celina Martina (MPS Executive Director for External Relations), Eric Moore (MPS
Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota Chief of Accountability, Research,
and Equity), and Aimee Fearing (Interim MPS Senior Academic Officer) in
acting at those meetings the part of sycophants for Superintendent Ed
Graff. And in the April edition I
present the five models advanced for public consideration during those
meetings, compared to the final form of the MPS Comprehensive Districgt Design
upon which members of the MPS Board of Education will vote in May.
You will read accounts such as these
nowhere else.
Those twenty-one articles avail
readers of the high quality and quantity of research that goes into all of my
books, articles, television programs, and public appearances in examining the
MPS Comprehensive District Design from the perspective of one who possesses unprecedented
broad and deep knowledge of the departments, divisions, and key decision-makers
at the Minneapolis Public Schools.
Read those eighteen articles to
gain thorough understanding of the MPS Comprehensive District Design.
Then be attentive to forthcoming editions of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota for the provision of scholarly articles on the dilemma and the
promise of K-12 education in the United States, via the transformation of which
we send forth the quality of citizens and human beings we need to create the
future that is ours if only we dare to make the changes necessary for
witnessing the emergence of knowledgeable citizens and people living happily on
this one earthly sojourn.
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