Transcript Carroll-Cleveland Philosophers’ Program Welcomes…

The Carroll-Cleveland Philosophers’ Program:
A Model for the Henry Avenue Learning
Center- Women’s Center Philosophers’ Club
A presentation for the
International conference on New Philosophical Practices
UNESCO : 15th and 16th of November, 2006
“Philosophy as educational and cultural practice:
a new citizenship”
and the
Charlottesville City School Board, February 17, 2011
presented by Kathy Harris, Rhonda Pedigo, Jennifer Merritt, and Loren Intolubbe-Chmil
CCPP Mission
The mission of the Carroll Cleveland Philosophers’ Program is
to provide for under-served children and children at risk of
court-adjudication an alternative educational curriculum
which will, through unique and enriching learning
experiences, combat recidivism, inspire self-discipline,
engage the mind and the imagination in the love of learning,
promote academic excellence, encourage and support
emotional growth and development, enable giftedness, and
encourage and support the social skills necessary for life-long
achievement, success and happiness.
Program Model: 3 Hallmarks
Philosophy Discussion
Service Learning
“Gifted”
Enrichment
Curriculum
CCPP Program History:
A Partnership Between John Carroll University,
The University of Virginia and The Cleveland Municipal Schools
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4 year middle school program: 2000-2004, 15 students/year
Served court-adjudicated students from Cleveland Municipal
School District
State Curriculum plus focus on:
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New Program 2004/6: weekly program serving 40 CMSD high
school students SPECIFICALLY with philosophy, service
learning and art enrichment
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Philosophy Discussion
Service Learning
Gifted Education – Enrichment Triad Model
Margaret Ireland School (Students at-risk of dropping out/academic and
behavior deficits)
Cleveland School of the Arts (Accelerated Art Program)
4 evaluations conducted by faculty and staff of the NRC at the
University of Virginia
Program Goals
1. Increase academic achievement among student
population as evidenced in written work and oral
participation.
2. Build enthusiasm for service to others among student
population as evidenced in responses to program surveys.
3. Enable the development of giftedness among student
population.
4. Achieve family and community support for the student
population.
5. Enhance diversity within the John Carroll
community and promote educational cooperation
between students and teachers from the Cleveland
Municipal School District and students and higher education
faculty from John Carroll University.
Program Strategies: History / Today
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Utilize experiential education to increase success opportunities. (Carver, 996)
Utilize service learning curriculum to increase responsibility, explore concepts of
community, and discuss/internalize concepts of social justice. (Coles, 1993)
Utilize graduated, differentiated curriculum to stimulate and identify gifted
students and to provide intellectual challenge for all students. (Tomlinson, 1995)
Utilize discussion-centered curriculum to promote intellectual esteem, emotional
community and the notion of an individual purpose in life. (Cutler Merritt, 1999)
Employ numerous elements of art, music, drama, dance and creative writing
experience within curriculum of non-art subjects (English and Social Studies) to foster
creative expression of thoughts and feelings. (Ford, 1996)
Adopt student-centered self-government program/critical democratic pedagogy
(the Unity Circle) to develop personalized, collaborative environment, encourage
cohesion among student body and internalize Locus of Control (LOC). (Knight, 1995)
Provide family and personal support to help reduce student stress and promote
positive, functional family relationships. (Moon, 1998)
Institute growth-oriented assessment program. (Hollifield, 1996)
Develop cooperative teaching arrangement between Cleveland Municipal School
District teachers, John Carroll faculty and John Carroll students.
Quantitative Results – Years 2 & 3
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Peabody Individual Achievement Test – Revised
(General achievement test)
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Total test was significant in both years 2 & 3
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Total reading was significant in year 3
Arlin Hills Attitude Survey (Attitude toward school)
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No significant differences were found in both years 2 & 3
SDQ – II (Adolescent self-concept instrument)
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No significant differences were found in both years 2 & 3
Qualitative Results – Years 2 & 3
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Enrichment
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Students were engaged at their interest level by the
program
Mentors facilitated more Type III activities that students
enjoyed
Achievement gains were made through enrichment
activities
Students (from interviews) wanted more enrichment
activities and less academics
Community Service
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Students understood the concept better after
participation in the program
Students put more emphasis on how they give back
Qualitative Results – Years 2 & 3
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Engagement
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Relationships
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Lecture-based activities elicited disengagement
Discussions reached more students
Teacher/student relationships were generally positive
Students liked the extra attention they received at the
Bridge School
Behavior & Retention
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The program population decreased year 2 to year 3
because some students had problems with discipline
and behavior that the program could not support
Quantitative Results – Year 5
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Writing
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Critical thinking, written expression, and total
writing scores improved significantly
Grammar & mechanics did not show a statistical
difference
These results are supported by base-school
teacher ratings of student work
Oral Participation
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Teachers indicated increased student participation
in base-school classes
Results – Year 5
Quantitative Results – Year 5
 Altruism Questionnaire
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No statistically significant
results
Altruism Self-Report
Instrument
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Qualitative Results – Year 5
 Giftedness Model
Students acknowledged an
increased interest in
community service
Students indicated they
would be more likely to do
community service in the
future
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The program uses more of a
talent development model
that emphasizes specific
talents (i.e., writing)
Future Aspirations
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While students generally
commented that they
wanted to attend a posthigh school institution, few
expressed an interest in
John Carroll University
Qualitative Results – Year 5
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Student Interviews
 Student interviews corroborated the quantitative results
 Students felt more able to participate orally in class
 Students felt better equipped to write effectively and
appropriately
 Students felt like they would do more to benefit their
community after being in CCPP
 Students enjoyed the enrichment activities, but wanted more
opportunities to do off-campus activities
 Students also wanted the ability to self-design individual projects
that connect the curriculum to community service
Philosophers’ Club Vision
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Build on the identity and mission of the Women’s Center related
to service, engagement, and social justice.
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Contribute to the development and practice of universitycommunity partnerships.
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Positively impact the educational experience and aspirations of
secondary and post-secondary student participants.
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Utilize the pilot program to create a platform for the
development of a sustainable and replicable initiative geared
toward supporting alternative school students in Charlottesville
and beyond.
Philosophers’ Club Goals
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To enhance capacity and human resources of the Women’s
Center in supporting the academic and personal development
among students at Henry Avenue Learning Center
To assess the effectiveness of the initiative through the
evaluation of attendance and grade records, teacher/counselor
feedback, student feedback and parent response
To develop a plan for continuation/dissemination of the initiative
at a scale that will maximize effectiveness for Charlottesville
students while utilizing a manageable amount of human capital
from UVa
Philosophy Component
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Based on Philosophy for Teens written by Drs. Sharon Kaye &
Paul Thomson; each chapter illustrates two philosophical
positions on an issue.
Chapter provides a set of questions intended to stimulate and
direct the discussions following the dialogue.
Supplementary sources are incorporated for weekly planning
which builds on previous topics/discussions
Through this method, the textbook and supplementary sources
introduce students to philosophical concepts such as beauty,
truth, and justice while providing a model of effective dialogue.
Participation to Date
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2009-2010: Total of 8 HALC participants and 5 WC Interns
2010-2011: Total of 8 HALC Participants, 4 WC Interns, 1
returning intern, 3 UVa service learning students
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2 staff from HALC, two staff from WC
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Philosophy as Service Learning course spring 2011
Philosophers’ Club Activities
HALC-WC Philosophers’ Club meets every
Friday at the Curry School of Education
from 10-11:30 for discussion and activities
then 11:30-12:00 for lunch at Newcomb
Dining Hall
Topics include: What is Truth? What is
Beauty? What is Justice? Do Animals Have
Rights? Is it Ever Okay to Lie?
Activities Include: Debates, Skits,
Dialogues, Photography, Poetry
Preliminary Findings Pilot I-II
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Increased continuity between group and other contexts
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Evidence of mutual transformation
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Articulation of future goals for HALC students and benefits of
engaged scholarship for UVa students
Recent approval of research study to begin spring 2011
Expanded Goals
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To utilize spring 2011 evaluation data to inform an asset-based
approach for alternative education
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To expand capacity of the program
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To increase awareness and support for HALC-WC PC
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To formalize best practice through evidence-based approaches