Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h76H3v709321; Wed, 6 Aug 2003 13:03:57 -0400 (EDT) Date: Wed, 6 Aug 2003 13:03:57 -0400 (EDT) Message-Id: <17E6DD22.5D181D64.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:568] RE: Who needs to know? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1841 Lines: 42 Dear Sandra, This is to you, again, and any others interested. This is my 4th email today on this topic, which is a gem, my opnion. OK--the "vocabulary" to teach the teachers,etc., is 1) theory 2) evidence 3) method 4) analysis These are all linked, conceptually, into "research." Back to crime. New types of evidence is being used: 1) DNA 2) monitors--on cop cars. I don't know how this works, someone will on the list. The DNA is being used in rape/murder cases, and the monitoring evidence is used to see if larger numbers of minorities, proportionately, are being pulled over for traffic violations. In education, also: 1) Brain scans are being used to monitor effective teaching (Shaywitz) 2) Brain scans are also being used to learn more about, say, the distribution of language functions in the brain. This affects how we understand the validity of Chomsky's claims about language, for example. So methods change and hopefully more valid results are found. 5) validity 6) reliability Two more vocabulary words. When I read mystery stories and when I read research I follow the same format: "Intro" then skip to the end, then read the middle. I always like to find out the ending, then I go back to the middle and check on the innards--well done? still raw? make sense? and so on. Teachers, etc., should know how to check out this stuff for the proper use of evidence, educationally, speaking--sample size, whatever is appropriate. Last Sunday I saw "The Good, the Bad, and the Ugly," a spaghetti western (Sergei Leone) from 1966, starring Clint Eastwood. All the main characters emerged at the end of 3 hours with teeth white and intact--after many fistfights, punches to the face, etc. So a tiny piece of evidence...can disconfirm what you swore you saw, visually. Andrea
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