I really enjoyed learning about your projects, the questions you posed, the methods you used, and how your online presentations came out. I hope you have already started sharing them with the schools, administrators, and any students you might have interviewed or consulted with.
I also wanted to share this with you as thought it would be useful should you decide to expand, redesign and/or refocus your research to take a closer look at how race is a key factor in understanding the education system in the U.S.
You will no longer have to submit the introduction assignment as it was originally posted. Instead, you will use this Google doc. to write it on class on Monday. It will be posted on the site later in the week.
Should you have any issues as you start posting to the new site, please send me an email letting me know the details of you need help with so that we can resolved the issue with efficiency. Because this is due tomorrow, my time will be very limited, but I will check my email between 10am and 12 noon, and later in the afternoon, but in that case, will only be able to reply between 6 and 8p,
I’ve uploaded some tutorials and tips based on the ideas you shared when I was last in class. If any group has a particular interest in any of these tools, we can explore them further in class or during office hours.
Also: You should have gotten an invitation to join the class site (The Future of Education) , so please make sure to accept it. A reminder that your first entry is due the same day as your assignment — April 16.
Like I discussed in class, the site on which your digital project will live is based on the Jorgen theme. It uses the system of posts to create discrete entries that can be populated with different content, the same way you would with a free-standing website. Each group will have ONE post to add, and within that, there are multiple things you can do to animate the way a reader encounters it, and navigates it — or ways to present your information in interesting ways.
To do so, once you add a post, make sure you add a title to your entry (which can later change, but treat it as it was your final). Other than adding text, videos, audio, photos, the fun part is in what you will do with how you lay those out. The tool that allows you to move things around, highlight, divide sections is Elements.
Components can be accessed in your text/post window; click on any of the options given to be able to apply it. Keep in mind that Parallax and Map will not work.
Within Elements, you will find, for example:
.Chapter – It gives you a way to split the post (page) in the following way.
This is what it’ll look like in your Dashboard
And this is what it will look like on your actual page. Note that the background color can be changed through the palette that pops up with the chosen Element.
Quote: Pulls out a quote that you want to highlight as an important point in your argument. This could be a direct quote from a text, or someone you interviewed, or something important to which you want to draw attention.
Outside of the Elements section, you can make a Gallery through the Slideshow plugin. A Gallery will allow you to display groups of pictures or images. Because the alignment can sometimes be off, I recommend using Thumbnail, as you won’t have to worry about resizing and it’s bound to always look neatly organized.
To link to content that may overwhelm (visually speaking) the content of your post, open a new site by using a very simple or flat WordPress theme, I would recommend Blue Zinfandel (to choose a theme, go to Customize>Theme>Live Preview and then Activate) and link to it via a word or by a “More here” transition.
Remember that for each post, you will have to select a Featured Image as the first image that will appear on your entry (the one that shows along with your title). Featured Image is found on your right hand side column.
Maps
Some of you spoke about using map, for which I would suggest using Google maps, which will allow you to insert text created by you, in addition to your own images (that you can upload from your own desktop). Google maps also allows you to use YouTube content straight from the Edit panel, from which you can add any other content, as well as change colors and hyperlinks.
Here’s a tutorial
There’s also StoryMap JS
As with Timeline JS, this program also links to your Google account, but does not use Google sheets, but rather you can insert content in the same way that you would Google docs. Google docs is easily shareable through different devices, and also shareable for group editing/working.
iMapper, Pinable (threedimensional) images
This is the other tool I thought you could use to illustrate three-dimensional aspects that may otherwise be hard to locate, or easy to miss, though of importance in your research. You could use this over a map or an object, such as an photograph or an image of archival document.
Soundcloud: Like with any one of these platforms, you need to create an account, and because it also operates as social media, so you can follow each other, or other people/artists. Soundcloud makes it really easy to post on your site.
Garage band: To edit garage band, which is loaded on your mac. Basic/free Garage band gives you about 2.5hrs of storage before you need to upgrade and pay.
You can also download audio files from your smart phone and upload them from your computer.
**Make sure to follow the Interviewing tips!
Data visualization
Most of you will use graphs and charts to illustrate the quantitative data collected. Data can also benefit from having additional visual elements. I recommend using the Noun Project, where you will find thousands of images (many of them free, many for pay) that you can use to illustrate anything. These images could be paired up with your graphs, or can be used as your starter point for your data visualization. Make sure to sign up and create an account.
A reminder that I will be in class today to facilitate the first steps toward making the digital platform for your research projects. Please make sure to bring your laptop, you should have at least have one laptop per group.
***You can download the most updated version of the syllabus here.
Class 16– Monday, March 26
Local control instead of desegregation?
Wendell Pritchett, Brownsville, Brooklyn: Blacks, Jews, and the Changing Face of the Ghetto. (Chicago, University of Chicago Press, 2002): 220-237.
New Reading Judith Kafka. “Thinking Big about Getting Small: An Ideological Genealogy of Small-School Reform.” Teachers College RecordVolume 110 Number 9, (2008), p. 1802-1836
*Group B response post due before class; Group A comment post due by Friday
Class 17 — Wednesday, March 28
Beyond Ocean Hill-Brownsvile
Walter Thabit. How East New York Became a Ghetto (New York: New York University Press, 2003): 1-54; 150-168; 188-204.
New Agenda – Technology workshop with denisse denisse will introduce the digital platform for your presentations, and help you to begin to use them. Please have at least one laptop per group so that she can give you individualized help.
There will be more changes coming, but here are the next three weeks:
Class 14 – Monday, March 19 (this stays the same)
Matthew Delmont. Why Busing Failed: Race, Media, and the National Resistance to School Desegregation (Berkeley, CA: University of California Press, 2016): 23-53.
**Group A response post due before class; Group B comment post due by Friday
Class 15 — Wednesday, March 21 How segregated neighborhoods and schools were made Craig Steven Wilder. A Covenant with Color: Race and Social Power in Brooklyn (New York: Columbia University Press, 2000): 175-217.
Class 16– Monday, March 26 Local control instead of desegregation? Wendell Pritchett, Brownsville, Brooklyn: Blacks, Jews, and the Changing Face of the Ghetto.(Chicago, University of Chicago Press, 2002): 220-237.
**Group B response post due before class; Group A comment post due by Friday
Class 17 — Wednesday, March 28 Beyond Ocean Hill-Brownsvile Walter Thabit. How East New York Became a Ghetto (New York: New York University Press, 2003): 1-54; 150-168; 188-204.
Local control instead of desegregation?
Wendell Pritchett, Brownsville, Brooklyn: Blacks, Jews, and the Changing Face of the Ghetto.(Chicago, University of Chicago Press, 2002): 220-237.
SPRING BREAK (March 30-April 8)
Class 18 – Monday, April 9 Does school choice reshape New York City schools?
Norm Fruchter, et. al. Is Demography Still Destiny? Neighborhood Demographics and Public High School Students’ Readiness for College in New York City. (Providence, RI: Annenberg Institute for School Reform, Brown University, 2012).
(Wednesday, April 11 classes follow a Friday schedule, our class does not meet)
These two tools will be very useful as you go into the field for your research projects,
Interviewing tips: Read these before conducting any interview as you will find tips that are often overlooked, but key in getting the material you need for your projects.
Consent waiver: Any time you use someone’s identifying information (their image, their story, their voice, etc), you need to make sure they fully consent to it. This form is to be given to your subject prior to your interviews.
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