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	<title>experiential continuum</title>
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	<link>http://experientialcontinuum.com</link>
	<description>thoughts and reconstructions of education</description>
	<lastBuildDate>Fri, 13 Jan 2012 19:44:07 +0000</lastBuildDate>
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		<title>experiential continuum</title>
		<link>http://experientialcontinuum.com</link>
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		<item>
		<title>Part VI: The Future of Market-based Reforms in the U.S.</title>
		<link>http://experientialcontinuum.com/2012/01/13/part-vi-the-future-of-market-based-reforms-in-the-u-s/</link>
		<comments>http://experientialcontinuum.com/2012/01/13/part-vi-the-future-of-market-based-reforms-in-the-u-s/#comments</comments>
		<pubDate>Fri, 13 Jan 2012 19:41:26 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[education monopoly]]></category>
		<category><![CDATA[education monopsony]]></category>
		<category><![CDATA[Government monopoly]]></category>
		<category><![CDATA[market-based reforms]]></category>
		<category><![CDATA[portfolio management model]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=771</guid>
		<description><![CDATA[Unfortunately, market-based reforms, designed to target the problem of a government monopoly in public education are held captive by federal regulation, in particular the testing and accountability regimes. It is worth considering that a government monopoly is not the predominate problem (if it is even a problem at all) in our public education markets. Even if we assume that there are districts out there that are still government monopolies--districts that have not yet been infiltrated by market-based reforms such as charter schools, I would argue that increasing choice in order to destroy the monopoly and increase the efficiency and effectiveness of public education in the district (as per marketization theory) would be an inefficient use of resources, because the key problem in public education is not that there is a monopoly, but rather that there is a monopsony. <a href="http://experientialcontinuum.com/2012/01/13/part-vi-the-future-of-market-based-reforms-in-the-u-s/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=771&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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			<media:title type="html">kirstenhill</media:title>
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		<item>
		<title>Market failures in education: Part V</title>
		<link>http://experientialcontinuum.com/2012/01/12/market-failures-in-education-part-v/</link>
		<comments>http://experientialcontinuum.com/2012/01/12/market-failures-in-education-part-v/#comments</comments>
		<pubDate>Fri, 13 Jan 2012 03:21:48 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Education reform]]></category>
		<category><![CDATA[Education in the United States]]></category>
		<category><![CDATA[School choice]]></category>
		<category><![CDATA[portfolio management model]]></category>
		<category><![CDATA[competition]]></category>
		<category><![CDATA[accountability]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=759</guid>
		<description><![CDATA[Portfolio Management Models (PMMs) of school districts demonstrate how market-based reforms manifest in the current education policy environment, and provide an excellent example of monopsonies in public education. <a href="http://experientialcontinuum.com/2012/01/12/market-failures-in-education-part-v/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=759&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>0</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<title>Market failures in education: Part IV</title>
		<link>http://experientialcontinuum.com/2012/01/10/market-failures-in-public-education-part-iv/</link>
		<comments>http://experientialcontinuum.com/2012/01/10/market-failures-in-public-education-part-iv/#comments</comments>
		<pubDate>Tue, 10 Jan 2012 17:38:38 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Education reform]]></category>
		<category><![CDATA[education monopoly]]></category>
		<category><![CDATA[education monopsony]]></category>
		<category><![CDATA[education as a market]]></category>
		<category><![CDATA[Government monopoly]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=744</guid>
		<description><![CDATA[Market failures are “situations in which market outcomes are not Pareto efficient”--that is, it would be possible to make someone better off without making anyone worse off (Khemani &#38; Shapiro, 1993). In considering education market failures, this roughly translates into the underperformance of our school systems--there is potential for our schools to be both more efficient and effective in suppling education (e.g. Peyser, 1994 and Spicer &#38; Hill, 1990). Market-based reformers argue that because the government (i.e. school districts) has a monopoly on the market for public education, it lacks incentive to improve public schools. They point out that “competition for students among government schools is limited and their revenues from state and local taxes are given largely without regard to their success or failure at providing high-quality results” (Walberg &#38; Bast, 2003, p. 33). As explained in the Market failures in public education: Part II, there is a strong argument to be made that the current market for public education is failing. Discouraging findings on the state of public education support market-based reformer’s claim that “government’s education monopoly has not produced the academic and social results for which it was designed” (Peyser, 1994, p. 627; see also Spicer &#38; Hill, 1990). <a href="http://experientialcontinuum.com/2012/01/10/market-failures-in-public-education-part-iv/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=744&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>0</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<title>Market failures in education: Part III</title>
		<link>http://experientialcontinuum.com/2012/01/05/market-failures-in-education-part-iii/</link>
		<comments>http://experientialcontinuum.com/2012/01/05/market-failures-in-education-part-iii/#comments</comments>
		<pubDate>Thu, 05 Jan 2012 21:06:00 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[education as a good]]></category>
		<category><![CDATA[education market]]></category>
		<category><![CDATA[Private good]]></category>
		<category><![CDATA[Public good]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=738</guid>
		<description><![CDATA[In order to understand the theory of marketization in education and how choice and competition impact public education, we must first conceptualize public education as a market. According to Belfield &#38; Levin (2005), “markets are places (literally or figuratively) where buyers and sellers come together to establish purchase of goods and services at an agreed-upon price” (p. 28). <a href="http://experientialcontinuum.com/2012/01/05/market-failures-in-education-part-iii/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=738&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>3</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<item>
		<title>Market failures in education: Part II</title>
		<link>http://experientialcontinuum.com/2012/01/04/market-failures-in-education-part-ii/</link>
		<comments>http://experientialcontinuum.com/2012/01/04/market-failures-in-education-part-ii/#comments</comments>
		<pubDate>Wed, 04 Jan 2012 22:12:52 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Education reform]]></category>
		<category><![CDATA[Elementary and Secondary Education Act]]></category>
		<category><![CDATA[ESEA]]></category>
		<category><![CDATA[NCLB]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[School choice]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=730</guid>
		<description><![CDATA[Background: Setting the stage for market-based reforms In 1965, Congress passed the first major piece of federal education legislation&#8211;the Elementary and Secondary Education Act (ESEA)&#8211;with the intent of “improv[ing] education for children from poor families” (Cohen &#38; Moffitt, 2009, p. &#8230; <a href="http://experientialcontinuum.com/2012/01/04/market-failures-in-education-part-ii/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=730&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>1</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<item>
		<title>Market failures in education: Part I</title>
		<link>http://experientialcontinuum.com/2012/01/03/market-failures-in-education-part-i/</link>
		<comments>http://experientialcontinuum.com/2012/01/03/market-failures-in-education-part-i/#comments</comments>
		<pubDate>Wed, 04 Jan 2012 03:55:43 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[economics of education]]></category>
		<category><![CDATA[education monopoly]]></category>
		<category><![CDATA[education monopsony]]></category>
		<category><![CDATA[Education reform]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=722</guid>
		<description><![CDATA[My argument is that in practice, market-based reforms solve the problem of supply (government monopoly) in public education, only to fall victim to a problem of demand (government monopsony). As currently implemented, market-based reforms do break up the government’s monopoly on public education. However, in doing so they reveal a problematic underlying market structure--the monopsony. Due to the bureaucratic nature of our public education systems, as well as systemic, regulatory, and accountability constraints imposed on districts and states by No Child Left Behind (NCLB), the Race to the Top (RTTT), and other pieces of legislation, when choice and competition are increased today, it isn't the parents or students that are the consumers but rather the district. Efforts to marketize education have resulted not in a competitive market, but rather in a Portfolio Management Model (PMM) of education in which the district is the chief consumer. <a href="http://experientialcontinuum.com/2012/01/03/market-failures-in-education-part-i/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=722&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>1</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<title>How Does Learning Take Place in the Brain?</title>
		<link>http://experientialcontinuum.com/2011/11/30/how-does-learning-take-place-in-the-brain/</link>
		<comments>http://experientialcontinuum.com/2011/11/30/how-does-learning-take-place-in-the-brain/#comments</comments>
		<pubDate>Wed, 30 Nov 2011 22:42:09 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Experiential Learning]]></category>
		<category><![CDATA[Neurophilosophy]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=702</guid>
		<description><![CDATA[Learning about the brain is fascinating and confusing, and something that everyone in the education field should do.  <a href="http://experientialcontinuum.com/2011/11/30/how-does-learning-take-place-in-the-brain/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=702&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>0</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<media:content url="http://experientialcontinuum.files.wordpress.com/2011/11/photo1.jpg?w=300" medium="image">
			<media:title type="html">Neurons &#38; Synapse</media:title>
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		<title>Using Neuroscience to Innovate Learning</title>
		<link>http://experientialcontinuum.com/2011/11/16/using-neuroscience-to-innovate-learning/</link>
		<comments>http://experientialcontinuum.com/2011/11/16/using-neuroscience-to-innovate-learning/#comments</comments>
		<pubDate>Wed, 16 Nov 2011 06:04:26 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Experiential Learning]]></category>
		<category><![CDATA[Neurophilosophy]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Patricia Churchland]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=687</guid>
		<description><![CDATA[If we can show that current school environments and the way teachers are essentially forced to teach are detrimental to learning, then how could these fact mongers protest a change in our approach? It is my hope that the education field can collaborate more with people working in neuroscience, cognitive science, and even neurophilosophy and advocate together for the creation of an education environment that is far more conducive to genuine learning (i.e. not what we have now). <a href="http://experientialcontinuum.com/2011/11/16/using-neuroscience-to-innovate-learning/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=687&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>0</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<title>Chains of Ignorance: The Final Chapter</title>
		<link>http://experientialcontinuum.com/2011/11/07/chains-of-ignorance-the-final-chapter/</link>
		<comments>http://experientialcontinuum.com/2011/11/07/chains-of-ignorance-the-final-chapter/#comments</comments>
		<pubDate>Mon, 07 Nov 2011 19:14:23 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=680</guid>
		<description><![CDATA[When aims outstrip capability they create incompetence in practice and ensure that aims will not be met (Cohen &#38; Moffitt, 2009, p. 15). Until we recognize the limitations of underperforming schools in terms of their capability and devise instruments that not only narrow the logistical gap between aims and capability, but also bolster underperforming schools’ capabilities, federal regulation will inevitably continue to fall short of “fixing” public schools, leaving the door open for monsters of ignorance, such as accountability and market-based reforms. <a href="http://experientialcontinuum.com/2011/11/07/chains-of-ignorance-the-final-chapter/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=680&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>1</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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		<title>Chains of Ignorance: Part IV</title>
		<link>http://experientialcontinuum.com/2011/11/06/chains-of-ignorance-part-iv/</link>
		<comments>http://experientialcontinuum.com/2011/11/06/chains-of-ignorance-part-iv/#comments</comments>
		<pubDate>Sun, 06 Nov 2011 18:12:22 +0000</pubDate>
		<dc:creator>kirstenhill</dc:creator>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Diane Ravitch]]></category>
		<category><![CDATA[Education reform]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[Payne]]></category>

		<guid isPermaLink="false">http://experientialcontinuum.com/?p=675</guid>
		<description><![CDATA[Essentially, NCLB operated on flawed assumptions. It was ignorant of the lack of school capability that Payne described; it supplanted efforts to bolster capability with instruments that promised to improve student achievement at all costs. The deficit in our knowledge of schools’ capabilities (or lack thereof) has turned instruments such as accountability and market-based reforms into monsters of ignorance--panaceas. Both accountability and market-based reforms promise high achievement and are seen as solutions to our educational failures, but in practice unless accountability and market-based reforms contextualize schools and provide instruments to bolster school capability, they, like other panaceas, are be doomed to fail. <a href="http://experientialcontinuum.com/2011/11/06/chains-of-ignorance-part-iv/">Continue reading <span class="meta-nav">&#8594;</span></a><img alt="" border="0" src="http://stats.wordpress.com/b.gif?host=experientialcontinuum.com&amp;blog=15322524&amp;post=675&amp;subd=experientialcontinuum&amp;ref=&amp;feed=1" width="1" height="1" />]]></description>
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		<slash:comments>0</slash:comments>
	
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			<media:title type="html">kirstenhill</media:title>
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