645IQdumpsheet

**KC#1 The** **Massachusetts** **Union** **of Teachers (M.U.T.) tries to be pro-active about educational policy.**
> Who sets educational policy? > What does it mean to be proactive? > Which states have unions that are proactive? > What’s the opposite to proactive? > What does it take for the M.U.T. to get out there to try to shape policy? > Are these proactive unions being very successful in trying to shape policy (or are they swamped trying to respond to the demands of No Child Left Behind, etc.)

**KC#2a The [M.U.T.] executive is aware that advances in genetics have captured a lot of media attention**
> What kinds of media? (e.g., television, newspapers, films, documentaries, representations in novels …others?) > Would knowing how people’s ideas are being formed helped teachers get over their confusion on the merits of these arguments? > Have other parts of biology also captured attention, e.g. developmental biology? New developments or findings in education?

**KC#2b … and reinforced the idea that most human characters are governed by a genetic blueprint.**
> Who says how widespread this idea is? > What is meant by a blueprint? > What range of ideas is there about what people mean by a genetic blueprint? > How often is the blueprint image used in talking about education and school achievement (as contrasted with [it’s use in] general science discoveries? > What other images for the role of genes are there – e.g. “program” Others?

**KC#3a This has combined with the push for high-stakes testing (i.e., high stakes for public school funding, not only for students)**
> Who is pushing for high-stakes testing? > How did the normal “tests” in school get rolled back? What is the longer historical perspective on this? > What are these test based on? > How are they made? > Is there a “testing” industry and how can it be characterized or described in a political sense? > Do the tests work? > What do we know about this approach to improving educational performance?

**KC#3b … and with more than two decades of cut-backs in government funding for social programs.**
> Where is that funding going [instead of social programs]? > How do cutbacks relate to a long-term historical perspective – and specifically to arguments such as do social programs breed dependency, etc.? > Who is interested in pushing for social programs to be cut? > What are __their__ ideas about motivation, nature vs. nurture, etc?

**KC#4 The result seems to be widespread skepticism about the possibilities for education to boost children's intelligence.**
> What is mean by intelligence? > Widespread skepticism among whom? > Is there a factual basis for their skepticism? Is there factual support for it?

**KC#9 Teachers … are confused about the arguments on intelligence being inborn versus changeable**
K: There are different arguments on intelligence A: These may lead to different learning styles Q: What are the different types of intelligences and how can they be applied? F: Howard Gardner’s Theory on Multiple Intelligences

K: Intelligence is nurture not nature A: How class affects intelligence Q: What is the larger picture of the nature nurture debate in regard to intelligence?

K: According to these misinformed teachers nature causes lack of intelligence A: Teachers not teaching well, perpetuating the problem Q: What is the role of genetic causation?

K: Different approaches need to be taken to teach with Inner-City kids A: What method will best suit teaching in this environment Q: What methods have been used specifically for teaching those of a lesser class? Q2: What is the sociological research available behind kids from lower classes? Q3: What are comparative systems of education in developing countries?

K: Governments cut-back on spending for social programs A: The public schools in areas of lower taxes suffer Q: What are the direct economic consequences of these actions? Q2: How are they being remedied?

K: The IQ Test is a respected measure of intelligence A: The results of this test determine a child's role in academia Q: What are the counterarguments to this notion? Q2: What role does the IQ test currently play in academia? Q3: What is the history of the IQ test?

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