Fornits
Treatment Abuse, Behavior Modification, Thought Reform => Hyde Schools => Topic started by: Anonymous on December 07, 2008, 08:47:47 AM
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http://www.strugglingteens.com/artman/p ... 1119.shtml (http://www.strugglingteens.com/artman/publish/CheatingCrisisES_081119.shtml)
Nov 20, 2008
THE CHEATING CRISIS IN OUR SCHOOLS
By: Malcolm Gauld
Most American students cheat.
In nationwide surveys on college campuses, about seven in ten students admitted to some cheating. Three in five high school students admitted that they had cheated on an exam, and more than four in five admitted copying another student's homework in the past 12 months.
There is a cheating crisis in our schools, and the problem is not confined to low-achieving or unmotivated students. Cheating is common among most types of students; boys, girls, athletes, smart kids, student leaders, even those with "strong religious beliefs." Why are so many students cheating?
Malcolm Gauld is President of Hyde Schools, which consists of prep schools in Maine and Connecticut and public schools in Washington DC and Bronx,NY. The schools have led the way in character-building education for 40 years, and have been featured on CBS's 60 Minutes, ABCs 20/20 and PBS.
Gauld and his wife Laura are also the award-winning co-authors of the parenting book The Biggest Job We'll Ever Have (Scribner). Gauld is recognized as one of the nation's leading experts on character education and parenting.
Our culture has become preoccupied with achievement, the Gaulds explain. Pressure for grades to win parents' approval and gain admission to colleges leads many students to cheat. While many students are pushed to succeed by parents and a grade-based system that starts naming winners at an early age, students also feel pulled by a desire to get on a path to top colleges and high-paying jobs.
But there are serious ramifications to winning at any cost, according to Laura, including lack of character in students and also the lack of self-esteem.
"Never kid a kid," Malcolm says. They will never misread our true expectations of them. They know we have created an educational system that values their aptitude more than their attitude, their ability more than their effort, and their talent more than their character. They are surrounded by signs that tell them that what they can do is more important than who they are.
Unfortunately, an environment that values only achievement can make it extremely easy for test scores and awards to lure good kids into a false sense of fulfillment. This is not the genuine self-esteem that is earned from the learning process, which includes mistakes and some hardship, and it can leave kids feeling empty.
"In a character culture, achievement is valued, but principles are valued more," says Laura. "That is, what you stand for is more important than merely how you stack up against others."
In addition to this pressure for external achievements, Malcolm Gauld identifies another debilitating grip on today's kids, which is the result of a prevalent mindset in our homes, schools and culture, that asserts that kids need to feel good about themselves all of the time.
Applied to education, this mindset seems to say, If we make kids feel good about themselves, they will do great things, explains Malcolm. But, in fact, it is the other way around. When kids do well, and do it honestly, they will feel good about themselves.
"Character is inspired, not imparted," Malcolm continues. We cannot pour it into our kids or our families. Self-esteem and real, authentic self-esteem is essential, and once earned, it can never be taken away. Our children should graduate from schools with a healthy amount of it.
Hyde School graduate Dana Wappler, 20, agrees.
"Hyde School helped instill a sense of responsibility in me," Wappler says. "If your character comes first, everything else flows from that."
At this time, Hyde School's famous Attitude over Aptitude philosophy is now branching out into the public schools, from Washington, DC to New York City.
About the author:
Malcolm Gauld is President of Hyde Schools. For more information, complete bios and photos, contact Rose Mulligan, 207-443-7379, or www.hyde.edu (http://www.hyde.edu).
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At this time, Hyde School's famous Attitude over Aptitude philosophy is now branching out into the public schools, from Washington, DC to New York City.
LOL. Its a virus!
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Hyde is a mind virus. Mal builds a construct of a social structure that Hyde is the antidote for. There are just two problems with this.
1) The situation that Mal describes only exits in the collective conscience of the Hyde Community.
2) Hyde is not a solution for anything. Hyde is just another, different problem.
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Disregarding that little piece of obfuscation in the first line, namely, "In nationwide surveys on college campuses...," I do believe that the actual origin of Malcolm's cheating figures (noticeably not sourced) may be -- at least in part -- the following survey undertaken by the "Character Counts!" people.
I am just a little curious, considering the embargo date of the press release, in contrast to the publication date of Malcolm Gauld's "Essay" on the Struggling Teens website, how Malcolm "managed" to get these results earlier? :D
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PRESS RELEASE — EMBARGOED UNTIL: November 30, 2008
Contact:
Rich Jarc, Executive Director, vfox@jiethics.org (http://mailto:vfox@jiethics.org), 310-846-4817 or 310-849-6994 (cell)
JOSEPHSON INSTITUTE’S REPORT CARD ON AMERICAN YOUTH: (http://http://charactercounts.org/pdf/reportcard/2008/press-release.pdf)
There’s a Hole in Our Moral Ozone and It’s Getting Bigger
Survey of 29,000 high school students reveals entrenched habits of dishonesty in the workforce of future – stealing, lying, and cheating rates climb to alarming rates
LOS ANGELES – Josephson Institute’s 2008 Report Card on the Ethics of American Youth, a report on the attitudes and conduct of 29,760 high school students, reveals entrenched habits of dishonesty in today’s young people — and that doesn’t bode well for the future when these youngsters become the next generation’s politicians and parents, cops and corporate executives, and journalists and generals.
STEALING. In bad news for business, more than one in three boys (35 percent) and one-fourth of the girls (26 percent) — a total of 30 percent overall — admitted stealing from a store within the past year. In 2006 the overall theft rate was 28 percent (32 percent males, 23 percent females).
- Students who attend private secular and religious schools were less likely to steal, but still the theft rate among non-religious independent school students was more than one in five (21 percent) while 19 percent who attend religious schools also admitted stealing something from a store in the past year.
- Honors students (21 percent), student leaders (24 percent) and students involved in youth activities like the YMCA and school service clubs (27 percent) were less likely to steal, but still more than one in five committed theft.
- Twenty-three percent said they stole something from a parent or other relative in the past year (the same as 2006) and 20 percent confessed they stole something from a friend. Boys were nearly twice as likely to steal from a friend as girls (26 percent to 14 percent).
LYING. More than two of five (42 percent) said that they sometimes lie to save money. Again, the male-female difference was significant: 49 percent of the males, 36 percent of the females. In 2006, 39 percent said they lied to save money (47 percent males, 31 percent females).
- Thirty-nine percent of students in private religious schools admitted to lying as did 35 percent of the students attending private non-religious schools.
- More than eight in ten students (83 percent) from public schools and religious private schools confessed they lied to a parent about something significant. Students attending nonreligious independent schools were somewhat less likely to lie to parents (78 percent).
CHEATING. Cheating in school continues to be rampant and it’s getting worse. A substantial majority (64 percent) cheated on a test during the past year (38 percent did so two or more times), up from 60 percent and 35 percent in 2006. There were no gender differences on the issue of cheating on exams.
- Students attending non-religious independent schools reported the lowest cheating rate (47 percent) while 63 percent of students from religious schools cheated.
- Responses about cheating show some geographic disparity: Seventy percent of the students residing in the southeastern U.S. admitted to cheating, compared to 64 percent in the west, 63 percent in the northeast, and 59 percent in the midwest.
- More than one in three (36 percent) said they used the Internet to plagiarize an assignment. In 2006 the figure was 33 percent.
IT’S WORSE THAN IT APPEARS.
As bad as these numbers are, it appears they understate the level of dishonesty exhibited by America’s youth. More than one in four (26 percent) confessed they lied on at least one or two questions on the survey. Experts agree that dishonesty on surveys usually is an attempt to conceal misconduct.
Despite these high levels of dishonesty, these same kids have a high self-image when it comes to ethics. A whopping 93 percent said they were satisfied with their personal ethics and character and 77 percent said that "when it comes to doing what is right, I am better than most people I know."
A complete set of data generated by the survey is available at http://charactercounts.org/programs/reportcard (http://charactercounts.org/programs/reportcard)
This report addresses honesty and integrity and is the first based on the extensive data gathered. Additional reports, to be issued in the coming months, will focus on violence, drug use, and other issues. Some will analyze the impact of sports, religious convictions, and other factors on young people's values, attitudes, and behavior.
—————————————————————————————————————
Following a benchmark survey in 1992, Josephson Institute has conducted a national survey of the ethics of American youth every two years. Data was gathered through a national sample of public and private high schools. Surveys were conducted in 2008. For the general questions (over 20,000 responses), the accuracy is well within +/- 0.007 or 0.7%; for breakdowns of 10,000 the accuracy is +/- 0.98%; and even when there are just 1,000 responses, the accuracy is +/- 3.1%. Almost all standard errors of differences are much less than 1% for even small samples. These statistics have been verified by the Department Chair, Decision Sciences & Marketing, Graziadio School of Business & Management, Pepperdine University.
About Josephson Institute of Ethics
Josephson Institute of Ethics, a nonpartisan, nonprofit 501(c)(3) organization based in Los Angeles, CA, created and administers the CHARACTER COUNTS! Coalition, a partnership of more than 900 educational and youth-serving organizations committed to improving the ethical quality of America’s young people through character education. CHARACTER COUNTS! is the nation’s most widely implemented approach to character education.
An extensive library of materials for teachers, parents, coaches, and others interested in character education, as well as transcripts of Institute president Michael Josephson’s daily radio commentaries, are available at no charge at http://www.charactercounts.org (http://www.charactercounts.org).
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I would suspect the source. This is self reported cheating. how where the questions couched etc.
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>considering the embargo date of the press release, in contrast to the publication date of Malcolm Gauld's "Essay" on the Struggling Teens website, how Malcolm "managed" to get these results
HE CHEATED!!!!!
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>considering the embargo date of the press release, in contrast to the publication date of Malcolm Gauld's "Essay" on the Struggling Teens website, how Malcolm "managed" to get these results
HE CHEATED!!!!!
:rofl: :tup:
Notice how the religious schools seem to fare worse in Character Counts! massive survey (despite its massive ingrained flaws). Now, why might that be, given that those students are -- no doubt -- practically boxed about the ears with dictums of moral import? After all, aren't religious schools the "original" character development schools?
Could it be...that people just don't learn a whole lot from ABUSERS and HYPOCRITES??!! In fact, there is often a reactionary backlash to teachings foisted upon the malleable minions under those conditions! How long will it be, before people start figuring out that the the new Pope is the same as the old Pope?
Hey, to use "Mal's quote" right back at him (which used to be "Joe's quote," btw; I wonder whose quote it was before that):
"Ya can't kid a kid!"[/list]
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I especially liked reading this breakdown of statistical relevance (apparently verified by someone who preferred to remain nameless and hide behind a title instead)...
For the general questions (over 20,000 responses), the accuracy is well within +/- 0.007 or 0.7%; for breakdowns of 10,000 the accuracy is +/- 0.98%; and even when there are just 1,000 responses, the accuracy is +/- 3.1%. Almost all standard errors of differences are much less than 1% for even small samples. These statistics have been verified by the Department Chair, Decision Sciences & Marketing, Graziadio School of Business & Management, Pepperdine University.[/list]
...AFTER I had just started to digest the potential impact of the fact that "more than one in four (26 percent) confessed they lied on at least one or two questions on the survey."
Um...pray tell just how is that "wobble" reflected in the averred ± 0.7-3.1% accuracy of this survey?
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link to story (http://http://hosted.ap.org/dynamic/stories/S/STUDENTS_DISHONESTY?SITE=OHCIN&SECTION=HOME&TEMPLATE=DEFAULT)
Nov 30, 4:27 PM EST
Students lie, cheat, steal, but say they're good
By DAVID CRARY
AP National Writer
NEW YORK (AP) -- In the past year, 30 percent of U.S. high school students have stolen from a store and 64 percent have cheated on a test, according to a new, large-scale survey suggesting that Americans are too apathetic about ethical standards.
Educators reacting to the findings questioned any suggestion that today's young people are less honest than previous generations, but several agreed that intensified pressures are prompting many students to cut corners.
"The competition is greater, the pressures on kids have increased dramatically," said Mel Riddle of the National Association of Secondary School Principals. "They have opportunities their predecessors didn't have (to cheat). The temptation is greater."
The Josephson Institute, a Los Angeles-based ethics institute, surveyed 29,760 students at 100 randomly selected high schools nationwide, both public and private. All students in the selected schools were given the survey in class; their anonymity was assured.
Michael Josephson, the institute's founder and president, said he was most dismayed by the findings about theft. The survey found that 35 percent of boys and 26 percent of girls - 30 percent overall - acknowledged stealing from a store within the past year. One-fifth said they stole something from a friend; 23 percent said they stole something from a parent or other relative.
"What is the social cost of that - not to mention the implication for the next generation of mortgage brokers?" Josephson remarked in an interview. "In a society drenched with cynicism, young people can look at it and say 'Why shouldn't we? Everyone else does it.'"
Other findings from the survey:
-Cheating in school is rampant and getting worse. Sixty-four percent of students cheated on a test in the past year and 38 percent did so two or more times, up from 60 percent and 35 percent in a 2006 survey.
-Thirty-six percent said they used the Internet to plagiarize an assignment, up from 33 percent in 2004.
-Forty-two percent said they sometimes lie to save money - 49 percent of the boys and 36 percent of the girls.
Despite such responses, 93 percent of the students said they were satisfied with their personal ethics and character, and 77 percent affirmed that "when it comes to doing what is right, I am better than most people I know."
Nijmie Dzurinko, executive director of the Philadelphia Student Union, said the findings were not at all reflective of the inner-city students she works with as an advocate for better curriculum and school funding.
"A lot of people like to blame society's problems on young people, without recognizing that young people aren't making the decisions about what's happening in society," said Dzurinko, 32. "They're very easy to scapegoat."
Peter Anderson, principal of Andover High School in Andover, Mass., said he and his colleagues had detected very little cheating on tests or Internet-based plagiarism. He has, however, noticed an uptick in students sharing homework in unauthorized ways.
"This generation is leading incredibly busy lives - involved in athletics, clubs, so many with part-time jobs, and - for seniors - an incredibly demanding and anxiety-producing college search," he offered as an explanation.
Riddle, who for four decades was a high school teacher and principal in northern Virginia, agreed that more pressure could lead to more cheating, yet spoke in defense of today's students.
"I would take these students over other generations," he said. "I found them to be more responsive, more rewarding to work with, more appreciative of support that adults give them.
"We have to create situations where it's easy for kids to do the right things," he added. "We need to create classrooms where learning takes on more importance than having the right answer."
On Long Island, an alliance of school superintendents and college presidents recently embarked on a campaign to draw attention to academic integrity problems and to crack down on plagiarism and cheating.
Roberta Gerold, superintendent of the Middle Country School District and a leader of the campaign, said parents and school officials need to be more diligent - for example, emphasizing to students the distinctions between original and borrowed work.
"You can reinforce the character trait of integrity," she said. "We overload kids these days, and they look for ways to survive. ... It's a flaw in our system that whatever we are doing as educators allows this to continue."
Josephson contended that most Americans are too blase about ethical shortcomings among young people and in society at large.
"Adults are not taking this very seriously," he said. "The schools are not doing even the most moderate thing. ... They don't want to know. There's a pervasive apathy."
Josephson also addressed the argument that today's youth are no less honest than their predecessors.
"In the end, the question is not whether things are worse, but whether they are bad enough to mobilize concern and concerted action," he said.
"What we need to learn from these survey results is that our moral infrastructure is unsound and in serious need of repair. This is not a time to lament and whine but to take thoughtful, positive actions."
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On the Net:
Institute: http://josephsoninstitute.org/ (http://josephsoninstitute.org/)
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We have trouble! Right here in River City! With a capital T that rhythms with C that stand for Cheating. Folks we need Character Education.
yours profoundly
Mal ,Prof Hill, Gauld
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Jeez...
"The competition is greater, the pressures on kids have increased dramatically," said Mel Riddle of the National Association of Secondary School Principals. "They have opportunities their predecessors didn't have (to cheat). The temptation is greater."
Riddle, who for four decades was a high school teacher and principal in northern Virginia, agreed that more pressure could lead to more cheating, yet spoke in defense of today's students.
"I would take these students over other generations," he said. "I found them to be more responsive, more rewarding to work with, more appreciative of support that adults give them.
"We have to create situations where it's easy for kids to do the right things," he added. "We need to create classrooms where learning takes on more importance than having the right answer."
Jeez Louise... They spelled his name wrong. The correct spelling is "Riddile."
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ajc.com > Associated Press story
Correction: Students-Dishonesty story (http://http://www.ajc.com/health/content/shared-gen/ap/National/Students_Dishonesty_CORRECTIVE.html?cxntlid=inform_sr)
NEW YORK — In a Nov. 30 story about a survey of high school students' honesty, The Associated Press misspelled the last name of an expert affiliated with the National Association of Secondary School Principals. He is Mel Riddile, not Riddle.
begintext-->
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December 1, 2008 - 2:10 p.m. Copyright 2008, The Associated Press.
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Mel Riddile... Former Straight, Inc. administrator and clinician... Check out THIS website (http://http://www.melriddile.info/) for some more information on Mel Riddile; a brief excerpt follows:
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(http://http://www.melriddile.info/images/riddile2.jpg)
Thank you for visiting MELRIDDILE.INFO.
This site was created to educate the public about the role of Dr. Mel Riddile in directing the systematic physical and psychological abuses of thousands of teenagers in a drug treatment program called STRAIGHT, INC. and his recent refusal to condemn the abusive practices.
Many people mistakenly believe the last STRAIGHT, INC. closed in the early '90's.
In fact, teenagers are CURRENTLY subjected to systematic abuse in drug treatment programs directly related to STRAIGHT, INC
Mel Riddile knows all about the abusive nature of this kind of coercive and deadly therapy. Riddile directed the Springfield, Virginia branch of STRAIGHT, INC. and was responsible for starting new branches and training new directors when he was promoted to Regional Director.
During an interview with former program clients in early 2003, Dr. Riddile was informed that several branches of STRAIGHT, INC. did NOT close - they merely changed names and use the SAME treatment methods today.
We have documents from the programs that CANNOT be disputed. Click here to see them (http://http://www.melriddile.info/straighttoday.html).
In 2005, Graduates of STRAIGHT, INC. asked Mel Riddile to help stop this form of treatment once and for all.
Considering his vast knowledge of the STRAIGHT, INC. treatment modality and his extensive background in education, it made sense that he would be more than willing to help us stop the abuse.
Riddile declined the request.
We can only assume that Riddile STILL supports and endorses the methods used by STRAIGHT, INC. and it's descendent programs.
Please take the time to learn more about this ongoing problem and urge Dr. Riddile to help the Graduates of STRAIGHT, INC. end the abuse NOW!
More Information About STRAIGHT, INC.
TheStraights.Com (http://http://www.thestraights.com/), the best source of information on STRAIGHT, INC., is owned by Wesley Fager. Mr. Fager's son was in Straight, Springfield while Riddile was Director.
Rick Ross (http://http://www.rickross.com/cgi-bin/htsearch?config=htdig&restrict=&exclude=&method=and&format=builtin-long&sort=score&words=Straight%2C+Inc.) is an expert on cults and dangerous groups. Numerous experts have classified STRAIGHT, INC. as a cult.
Steve Matthews (http://http://www.webdiva.org/straight/) spent 2 1/2 YEARS on First Phase under the direction of Mel Riddile. Steve killed himself 9 months after finally being released from STRAIGHT, INC.
Ambassador Mel Sembler (http://http://www.melsembler.com/) founder of STRAIGHT, INC. and friend of George Bush.
Contact Mel Riddile
Please write to Mel Riddile and demand that he speak out against the ongoing abuse of teens in programs modeled after STRAIGHT, INC.!
Dr. Mel Riddile, Principal
3330 King Street
Alexandria, Virginia 22302
Email: mel.riddile@acps.k12.va.us
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Fornits' own Kathy Moya weighs in on WTOP 103.5 FM Radio Talkback:
(See also this story (http://http://ficanetwork.net/node/77) on Kathy's blog.)
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Well the "Experts" have to tell the truth before they expect students to be honest. (http://http://www.wtopnews.com/index.php?nid=104&sid=1529005&comments=true)
Comment by Kathy Moya @ 11:00am - Sat Dec 6th, 2008
In this article Mel Riddile represents himself dishonestly while commenting on an article about students' dishonesty (rather ironic, isn't it?)
Mel presents himself in this article as "Riddle, who for four decades was a high school teacher and principal in northern Virginia..."
Mel Riddile has absolutely NOT been a high school teacher and principal in northern virginia for the last four decades. When Mel states his "expert qualifications" in public he seems to conveniently forget about the decade from 1982 through he early to mid1990's, when he was an executive director in one of the most controversial adolescent programs in the country which eventually had to shut down due to being found guilty of illegally holding clients as prisoners, as well as being extremely abusive to its clients. Mel Riddile worked in both the Northern Virginia and St. Petersburg, Florida locations.
Before going back to education, he went to work in Florida working in a business that was completely unrelated. (his actual consecutive experience is about half what he states and is at least a decade short of the total time he claims to have served as an educator)
It appears to me that the adults who work in education should be practicing honesty before expecting complete honesty from their charges.
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The pot is calling the kettle black. That's a new one!
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Another comment re. Malcolm Gauld's breaking the embargo on that study: Hyde School does follow what the Character Counts! Coalition does.
Some points to ponder, all color emphasis mine:
• One of the people on the Advisory Council of the Character Counts Coalition is Thomas Lickona. From Thomas Lickona's bio (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22351&p=282736#p282733):
Dr. Thomas Lickona is a developmental psychologist and Professor of Education at the State University of New York at Cortland, where he has done award-winning work in teacher education and currently directs the Center for the Fourth and Fifth Rs (Respect and Responsibility). He has also been a visiting professor at Boston and Harvard Universities.
A past president of the Association for Moral Education, Dr. Lickona serves on the Board of Directors of the Character Education Partnership and the advisory councils of Character Counts Coalition and Medical Institute for Sexual Health.[/list]
• Thomas Lickona also has ties to Boston University's Center for the Advancement of Ethics and Character (http://http://www.bu.edu/sed/caec/). One of the three reviewers (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=23309&p=287830&hilit=lickona#p287830) for Laura and Malcolm Gauld's The Biggest Job We'll Ever Have (2002) is Kevin Ryan, Ph.D. Professor and Director Emeritus, The Center for the Advancement of Ethics and Character. A small number of the books put out by this organization mention Hyde School, Joe Gauld and/or his books, in fact, Joe's Character First: The Hyde School Difference is on the CAEC Character Ed Reading List (http://http://www.bu.edu/sed/caec/files/CElist.htm).
• Former Hyde School teacher Tom Stoup is hired as principal for the Carrollwood Day School in St. Petersburg, Florida in May, 2005.
viewtopic.php?f=43&t=22351&p=272108#p272108 (http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22351&p=272108#p272108)
Tom Stoup, 54, has been lead adviser at the Palmer Trinity School in Miami for the past four years. He worked at Hyde School, a well-known private boarding school in Connecticut, for more than a decade.
Head of school Mary Kanter said Stoup stood out in the candidate pool because of his strong understanding of independent schools. He also has a background in character education, which Carrollwood Day emphasizes.
Carrollwood Day will serve as a prototype high school for character education researchers Thomas Lickona and Matt Davidson. It will implement the Smart and Good High Schools program the researchers have determined help people to lead productive lives.
• From Malcolm's blog in August, 2007:
Hyde Symposium Notes #2 (http://https://www.hyde.edu/podium/default.aspx?t=40561)
8/6/2007
We were also treated to an excellent presentation by Matt Davidson and Kathy Fisher of IEE, the Institute for Excellence and Ethics. Matt has worked for many years with Thomas Lickona, author of the seminal Educating for Character (1993), at The Center for the 4th & 5th Rs (Respect and Responsibility) at SUNY-Cortland. Matt and Tom have recently written a book called Smart & Good High Schools where they feature the best practices of the scores of schools they have visited in recent years. I'm proud to say that Hyde's work figures prominently in Smart & Good High Schools...[/list]
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Here is another reference regarding Hyde School's high esteem for Lickona and Davidson, also from Malcolm's blog (http://http://web.archive.org/web/20060427074000/www.hyde.edu/page.ww?section=root&name=Blogs), color emphasis mine:
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Date: January 06, 2006
Subject: Smart & Good High Schools
Hyde-DC gets some good ink in the December 14 issue of Education Week. "Researchers Urge Broad View on How to Build Character" is a review of a major study conducted by Thomas Lickona and Matt Davidson of the Center for the 4th and 5th R's (Respect and Responsibility) at SUNY-Cortland. Lickona established himself as a respected expert on character education with the publication of Educating for Character in 1992.
The study's exhaustive research included visits to 24 schools striving to carry the banner of character education and culminated in a final report entitled "Smart & Good High Schools." Having been longtime admirers of Lickona's work, we were proud to serve as sites for two of those visits at Hyde-Bath and Hyde-DC. The article quotes Head of School Joanne Goubourn and includes a candid photograph of Hyde-DC students in class. You can view the article on our Web site, click here (http://http://www.hyde.edu/galleries/default-file/EdWeek14Dec05.pdf).
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Yet another sanctimonious treatise from "cheating experts" Malcolm and Laura Gauld... I notice that they actually identified their source this time, which sounds just like the last source, which was not identified. Given that there still was an embargo on the Josephson Institute's Press Release at the time, it would appear that they had wanted to jump the gun on the earlier ink (see OP of this thread)...
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Posted: Dec 15, 2008
Hyde Schools
Bath, ME
Gaulds Assert Achivement And Self-Esteem Lead To Increased Cheating (http://http://www.strugglingteens.com/artman/publish/HydeSchoolsBN_081215.shtml)
Contact:
Rose Mulligan
Marketing and Media Outreach
207-443-7379
rmulligan@hyde.edu (http://mailto:rmulligan@hyde.edu).
Copyright © 2007, Woodbury Reports, Inc.
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cheating experts have their own blog now:
http://hyde.typepad.com/parenting_exper ... s-way.html (http://hyde.typepad.com/parenting_experts/2008/12/parenting-experts-on-josephson-institute-cheating-survey-it-doesnt-have-to-be-this-way.html)
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I don't know. It seems like a pretty weak broth to me. The "we think kids need to feel good about themselves all the time" stuff, where did they get that from? To me and I am not expert, I think they are tryng to define a problem that parents can subscribe to. Some clueless parent with $$$ want to know what is wrong with Jonny or Jane will stumble on this stuff and say "yes that right" In marketing you identify a need and fill it, or create a need. I think this pitch is in the same ranks as ring around the collier or halitosis.
When i'm watchin' my tv
And that man comes on to tell me
How white my shirts can be
But he can't be a man 'cause he doesn't smoke
The same cigarrettes as me
I can't get no, oh no no no
Hey hey hey, that's what i say
There is a lot to like in a Hyde education, but personally I am all lost in the supermarket.
I'm all lost in the supermarket
I can no longer shop happily
I came in here for that special offer
A guaranteed personality
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lols.. They fancy themselves the answer to the banking crisis.
http://hyde.typepad.com/parenting_exper ... g-cri.html (http://hyde.typepad.com/parenting_experts/2008/10/the-banking-cri.html)
The Banking Crisis: One School Identifies The Long-Term Solution
A $700 billion bail-out may stanch the bleeding on Wall Street, and may even quell some short-term economic fears around the world. But it is not the long-term solution to a crisis that has been building over time.
To the contrary: there is a new generation of kids sitting in high schools and colleges right now, trying to figure out how to do the same thing when they get older: how to become rich, at any cost, with little to no accountability.
There is a school that offers an alternative to this cycle of cheating that is rampant in our schools and is our culture – a school that teaches tomorrow's Wall Street bankers to engage in business with integrity – a school that can help sew up America's unraveling moral fiber.
Hyde School, a private high school in Bath, Maine has led the way in character-building education for 40 years, and has been featured on CBS's 60 Minutes, ABC's 20/20, and PBS. At this time – and there is no better time – its famous "Attitude over Aptitude" philosophy is now branching out into the public schools, from Washington, D.C. to the Bronx.
Malcolm Gauld, President of Hyde Schools, and award-winning co-author of the book The Biggest Job We'll Ever Have (Scribner), is recognized as one of the nation's leading experts on character education and parenting.
"Never kid a kid," Gauld says. "They will never misread our true expectations of them. They know we have created an educational system that values their aptitude more than their attitude, their ability more than their effort, and their talent more than their character. They are surrounded by signs that tell them that what they can do is more important than who they are."
Unfortunately, rewarding kids simply for what they can do has led to a lack of real self-esteem as well as a lack of character development. It is at the core of the current cheating epidemic in our schools. Unchecked, it can become a systemic concern for the nation.
"Our culture has become preoccupied with achievement," Gauld explains. "We measure success by jobs, grades, test scores, and the cars we drive. We have created an atmosphere that places image and results over the process of learning. Students – and their parents – shy away from academic challenges, out of fear it may affect a GPA."
In a character culture, achievement is valued, but principles are valued more. That is, what you stand for is more important than how you are stacking up against the others.
In addition to a traditional curriculum, Hyde School expects their students to:
* Demonstrate a desire to be lifelong learners;
* Take risks by choosing courses that challenge them, rather than those that accommodate natural abilities;
* Act out of concern to support their peers with academic struggles;
* Take leadership roles in the classroom and in the community;
* Hold high expectations for themselves and their classmates.
Further, they must expect to make mistakes, and to learn from them.
"Character is inspired, not imparted," says Gauld. "We cannot pour it into our kids or our families. Self-esteem—real, authentic self-esteem—is essential, and once earned, it can never be taken away. Our children should graduate from schools with a healthy amount of it."
Recent Hyde School graduate Dana Wappler, 20, agrees.
"This school has helped instill a sense of responsibility in me," Wappler says. "If your character comes first, everything else flows from that." LEARN MORE about Hyde School.
Posted at 06:46 AM in Current Affairs | Permalink | Comments (0) | TrackBack (0)
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Here's an article/Op Ed piece which puts all of that material which started this thread in a somewhat different light.
This from an Australian website devoted to education issues, Save Our Schools Canberra (http://http://soscanberra.com/) ("Fighting for Equity in Education"). Apparently the Aussies follow educational trends in the U.S., the U.K., and Canada quite closely.
This piece, which came out about a year and a half prior to the press release by the Character Counts folk, summarizes rampant cheating, "coaching," and brazen fudging of test results across the United States... by teachers and administrators.
I guess I don't really peruse the educational news too regularly, or I would have picked up on this earlier. But the Gaulds and the Character Counts people sure do!! How come we didn't hear commentary about this tantalizing bit of news from them?
Is it 'cuz such cheating in charter schools was found to be several times the rate of more traditional public schools? Does this have something to do with the alleged (and hotly disputed) 98-100% college acceptance rate that Hyde School boasts about ad nauseum? Or are there some larger issues to obfuscate, like the controversial "Hyde-Hoffman Psychic Therapy (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=26801)" foisted upon the unsuspecting?
:D
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Cheating to Improve School Results is Rampant (http://http://soscanberra.com/national-issues/cheating-to-improve-school-results-is-rampant)
Monday July 16, 2007
By Trevor Cobbold
Publishing school results does not necessarily lead to real improvements in school performance, whatever the Howard Government and the Labor Opposition may argue. The desire to achieve a high ranking and enhance a school's reputation often leads to cheating and other ways of manipulating school results.
The last few months has seen several examples of rampant cheating on standardised tests in California and Texas by schools and teachers in response to accountability measures to improve school performance. These incidents come on top of many other cheating incidents in many states of the US in recent years.
The revelations show that ranking schools by test results and monetary rewards for schools that most improve their test results are an incentive for schools to cheat. It is an easy way to get a quick improvement in school results.
In early July, the San Francisco Chronicle reported that current and former teachers at the University Preparatory Charter High School in Oaklands claimed that a culture of cheating exists at the school. In a 27-page report, the teachers stated that students' grades are frequently falsified and that low-scoring students are barred from taking state-required exams as a way of avoiding lowering the school's test scores.
Students were also given easier tests than required by state regulations as a way of boosting results. Other schools in the region have reported that the grades of students transferring to the school rose dramatically and that the results of those who returned to their previous school had plummeted.
In the past four years, the charter school's state-wide test scores have been invalidated three times. In 2004, they were nullified because too few students took the required tests. In 2006 and 2007, the state Department of Education discovered cheating. In 2006, the Department found hundreds of ninth-grade English and maths test answers had been changed.
In early June, the Dallas Morning News reported an in-depth analysis that found that tens of thousands of students cheat on the Texas Assessment of Knowledge and Skills (TAKS) every year. The analysis found cases where 30, 50 or even 90 percent of students had suspicious answer patterns that researchers said indicate collusion, either between students or with school staff.
The News analysis of TAKS data from 2005 and 2006, which was done with help from Professor George Wesolowsky, from McMaster University in Canada, found that by far the most extreme cases of cheating were in the state's lightly regulated and privately run charter schools. The study found that 37 of the 50 worst cases of cheating occurred in charter schools. Yet, charter schools make up only 2 percent of the state's schools.
The extent of cheating in one charter school was on a scale that astounded researchers of educational fraud. A Canadian cheating expert, Professor David Harpp from McGill University, who examined the school's scores said that cheating in the school was "total corruption".
The News study found that cheating in charter schools was almost four times the rate of traditional public schools. Cheating was also more common at under-achieving schools, where the pressure to boost scores is the highest.
Some of the Texas schools involved in cheating had been given awards and cash bonuses for improving performance.
These cheating incidents come on top of many other instances over many years across many US states following the introduction of reporting school results on standardized tests. For example:
- teachers at a Chicago elementary school erased wrong answers on students' test booklets and filled in the correct answers, and filled in answers to questions that students had not attempted;
- 21 teachers and principals in New York state were recently discovered to have reviewed state tests in advance with students, tailored instruction to match specific questions for an upcoming test, improperly scored state tests, distributed answers for test questions, and directed students to change their responses to items during a test administration;
- 400 Texas schools showed improbable test score gains on the TAKS between 2003 and 2004;
- a report from the state of Nevada indicated that reported incidents of student and teacher cheating on that state’s test had increased by over 50 percent from the 2002-2003 to the 2003-04 school year;
- an investigation of student responses on the Michigan Educational Assessment Program tests suggested that students' written answers to questions on social science, science, and writing tests at 71 Michigan elementary and secondary schools were so similar that they may have been attributable to inappropriate actions on the part of educators; and
- a 2002 study of results for Chicago Public Schools on the reading and mathematics sections of the Iowa Test of Basic Skills for all students in 3rd through 7th grades from 1993-2000 found over 1,000 separate instances of classroom cheating, representing 4-5 per cent of all classrooms.
Standardised tests [in] many US states have high stakes attached to them. School results are published and therefore determine a school's reputation and ability to attract students. School ratings are a mark of public pride or shame. Some teachers' salaries are now tied to their students' performance on test day. Decisions like whether a teen graduates or a third-grader gets promoted now hinge on test scores.
Researchers concur that the higher the stakes, the more likely are schools and teachers to cheat. Education departments across the US are spending millions of dollars in trying to monitor and deter cheating that has become epidemic in some places.
Even with the wide availability of security measures, some researchers are pessimistic that cheating can ever be completely eliminated as long as someone has something to gain from a high score. They say that schools and teachers, rightly or wrongly, feel that they are being judged on the basis of these instruments and some of them cave in and do things they shouldn't.
The founder of one of the most widely used standardised tests in the United States says that there is only one way to effectively stop widespread cheating and that is to reduce the high stakes attached to tests.
It is a recommendation that the Howard Government and the Labor Opposition would do well to heed. It means not publishing school results.
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I saw athletes at Hyde Bath on some of the seriously competitive varsity teams walk with diplomas but w/o the ability to read or write above probably a third grade equivalency ( at least in the case I have in mind) . Saw those same kids get accepted to top self schools on atheltic tickets. Those kids washed freshman year because basket weaving at Brown or Cornell was way more challenging then the academic standards that Hyde held those kids to. Who cheated?
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I saw athletes at Hyde Bath on some of the seriously competitive varsity teams walk with diplomas but w/o the ability to read or write above probably a third grade equivalency ( at least in the case I have in mind) . Saw those same kids get accepted to top self schools on atheltic tickets. Those kids washed freshman year because basket weaving at Brown or Cornell was way more challenging then the academic standards that Hyde held those kids to. Who cheated?
...And, who got cheated? Since 50% of one's grade at Hyde is composed of an "attitude score," one could technically pass, even when one's academics were of failing caliber. Here are two hypothetical extremes:
- Poor student, but Hyde likes you: 100% for attitude, 22% for academics; final score = 61%. You pass!
- Excellent student, but Hyde does NOT like you: 0% for attitude, 100% for academics; final score = 50%. You fail!
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i cheated on a lot of my work at hyde and then i graduated AHAHAHAHA!
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In addition to a traditional curriculum, Hyde School expects their students to:
* Demonstrate a desire to be lifelong learners;
* Take risks by choosing courses that challenge them, rather than those that accommodate natural abilities;
* Act out of concern to support their peers with academic struggles;
* Take leadership roles in the classroom and in the community;
* Hold high expectations for themselves and their classmates.
Further, they must expect to make mistakes, and to learn from them.
"Character is inspired, not imparted," says Gauld. "We cannot pour it into our kids or our families. Self-esteem—real, authentic self-esteem—is essential, and once earned, it can never be taken away. Our children should graduate from schools with a healthy amount of it."
10/10 on the BULLSHIT scale
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In addition to a traditional curriculum, Hyde School expects their students to:
* Demonstrate a desire to be lifelong learners;
* Take risks by choosing courses that challenge them, rather than those that accommodate natural abilities;
* Act out of concern to support their peers with academic struggles;
* Take leadership roles in the classroom and in the community;
* Hold high expectations for themselves and their classmates.
Further, they must expect to make mistakes, and to learn from them.
"Character is inspired, not imparted," says Gauld. "We cannot pour it into our kids or our families. Self-esteem—real, authentic self-esteem—is essential, and once earned, it can never be taken away. Our children should graduate from schools with a healthy amount of it."
10/10 on the BULLSHIT scale
Inspired not imparted? So the character the Elle Wizell gained by surviving the death camp was "inspired" by the Nazi SS?
Nice one Joe.