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Organizing for Educational Justice The Campaign for
Public School Reform in the South Bronx 1st Edition
Michael B. Fabricant Digital Instant Download
Author(s): Michael B. Fabricant
ISBN(s): 9780816673773, 0816673772
Edition: 1
File Details: PDF, 1.62 MB
Year: 2010
Language: english
Organizing for Educational Justice
This page intentionally left blank
Organizing for Educational Justice
The Campaign for Public School Reform in the South Bronx

Michael B. Fabricant

University of Minnesota Press

Minneapolis
London
Copyright 2010 by the Regents of the University of Minnesota

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the publisher.

Published by the University of Minnesota Press

111 Third Avenue South, Suite 290
Minneapolis, MN 55401-2520
http://www.upress.umn.edu

Library of Congress Cataloging-in-Publication Data

Fabricant, Michael B.
Organizing for educational justice : the campaign for public school reform in the South
Bronx / Michael B. Fabricant.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-8166-6960-8 (hc : alk. paper)—ISBN 978-0-8166-6961-5 (pb : alk. paper)
1. Public schools—New York (State)—New York. 2. School improvement programs—
New York (State)—New York. 3. Educational change—New York (State)—New York.
4. Community organization—New York (State)—New York. 5. Social movements—
New York (State)—New York. 6. South Bronx (New York, N.Y.)—Social conditions. I. Title.
LA339.N5F34 2010
371.2´0709747275—dc22
2010008810

Printed in the United States of America on acid-free paper

The University of Minnesota is an equal-opportunity educator and employer.

17 16 15 14 13 12 11 10 10 9 8 7 6 5 4 3 2 1
Dedicated to the men and women of CC9,
who inspired this book,
and to Betsy Werner Fabricant,
who inspires me every day.
This page intentionally left blank
Contents

Acknowledgments ix

Abbreviations xi

Introduction: Resetting the Agenda xiii

Part I. Community Power and Education Reform

1. Democracy, Community, and the Crisis of Public Education 3

2. The Collaborative to Improve School District 9 41

Part II. A Moral Obligation to Act

3. Creating a Platform for Change 71

4. Attending to the Base and Consolidating Alliances 89

5. Building Community to Change Community 107
6. Launching the Lead Teacher Campaign 127

Part III. The Future of Education Reform

7. Growing Community Power 165

8. Grassroots Democracy and Parent Organizing 203

Epilogue: The Ongoing Work for Educational Justice 241

Bibliography 253
Index 259
This page intentionally left blank
Acknowledgments

It is always a daunting task to thank all of the people who have contributed
to the development of a book. First, I want to acknowledge the consistent
support I received from the staff and parents of CC9 (Community Collabo-
rative to Improve District 9 Schools). They welcomed me to their family and
opened any door necessary to tell CC9’s story. I hope I have in some small
way repaid their trust with a book that faithfully captures their vision, risk
taking, and practice work on behalf of neighborhood schools. Eric Zachary
was especially important to the development of this writing project; he
was always willing to sit for an interview and never censored the complexity
and contradiction associated with reconstructing change work. Michelle
Fine helped me to refine key elements of the manuscript; her insight enabled
me to more fully understand the potential contributions of the emergent
analysis while challenging me to address a number of unanswered questions.
Steve Burghardt offered important comments that strengthened the concep-
tual and structural underpinnings of the manuscript.
I am especially grateful to Steve Kruger for providing initial entrée to the
University of Minnesota Press. Richard Morrison helped to tighten the man-
uscript through his acute sense of narrative rhythm and structure; his com-
ments were indispensable during the final stages of manuscript refinement.
Emily Steinmetz made critical editorial contributions during a relatively
early stage of development; her attention to the logic, detail, and frames of
the analysis added both polish and weight to the project. Early contributions
to the editing of the manuscript were also made by Michael Marcus. I am
indebted to Sharon Tonge; her skill in preparing and formatting the final
manuscript was consistently impressive. Amanda Dejesus Magalhes helped
to organize early contact with publishing houses.
I could not have completed the book without the support of a cross
section of colleagues who in large and small ways sustained my enthusiasm
despite a series of difficult moments. This supportive network included
Harriet Goodman, Andrea Savage, Jackie Mondros, Barbara Bowen, Niki

ix
x • ACKNOWLEDGMENTS

Fabricant, and Kelvin Wallace. Perhaps most important, Betsy Fabricant, as

always, stayed the course: she allowed me to labor on weekends and late into
the evening because she shares my passion for contributing, however mod-
estly, toward the improvement of public education in the poorest neighbor-
hoods. As in the past, I am deeply indebted and inspired by the basic truths
she continues to teach me.
Abbreviations

ACORN Association of Community Organizations for Reform Now

CAB Citizens Advice Bureau
CBO community-based organization
CCB Community Collaborative to Improve Bronx Schools
CC9 Community Collaborative to Improve District 9 Schools
CDC community development corporation
CEJ Coalition for Education Justice
CFE Campaign for Fiscal Equity
CIP Community Involvement Project
DOE Department of Education
EJC Education Justice Collaborative
IAF Industrial Areas Foundation
IESP Institute for Education and Social Policy
KTP Keep the Promises Coalition
MOM Mothers on the Move
NSA New Settlement Apartments
NYU New York University
OCO Oakland Community Organization
PAC Parent Action Committee
UFT United Federation of Teachers
UPOH United Parents of Highbridge
WHEDCO Women’s Housing and Economic Development Corporation

xi
This page intentionally left blank
 Introduction

Resetting the Agenda

During summer in the South Bronx much of the life of the community is
lived in public. In Mount Eden on a late afternoon in August 2003, for exam-
ple, the heat radiating throughout the neighborhood was driving people
out of their apartments and onto the streets. To cool off, hydrants were
opened, and kids sat under and ran through the intense water streams.
Rhythms circulated up and down the street from car radios passing through
and boom boxes fixed to the curb. Bright fabrics of every color were worn
and used to cover makeshift card tables. Kids ran and played their games
while adults sat and played theirs. The sweltering heat seemed to catalyze a
swirling kaleidoscope of color, games, and music that cohered into a spon-
taneously combusted carnival.
The public festival on the street provided a backdrop to a meeting occur-
ring at New Settlement Apartments (NSA), a nonprofit agency with deep
roots and substantial legitimacy in the community. The meeting convened
a group of parents representing various community agencies committed to
improving the learning environment and achievement outcomes in neigh-
borhood schools. The group called itself the Community Collaborative to
Improve District 9 Schools (CC9). The informal conversation among sea-
soned leaders of the group focused exclusively on developing a campaign for
the following year. As new parents entered the room, however, the conversa-
tion quickly shifted: leaders welcomed new parents, asked about the schools
their children were attending, and guided them to the dinner. Stories of
neighborhood events, mutual friends, and the failure of the schools were
shared. Quickly, this informal conversation ended, and the meeting began.
Parent leaders, not the professional organizers in the room, facilitated and
led the conversation. Attention was paid to involving the neophyte and the
reticent by both providing translation services to everyone in the room—
about half of the parents did not speak English—and encouraging parents to

xiii
xiv • INTRODUCTION

speak up. Eliciting participation was not easy, but the safety of weighing in
was palpable. When parents spoke, no matter their position, they were never
rebuked. Disagreement was offered gently, and leaders consciously laced
their comments with affirmation directed to others who had spoken earlier.
These group dynamics created a cascading formal discussion involving
at one point or another all of the approximately thirty parents in the room,
and a number of informal side conversations. Intensity and pain marked
much of what parents shared with each other as they revealed the ways in
which the local schools had failed their children. That part of the discussion
segued into how the schools might be changed. Here, too, passion and energy
were evident throughout the room. Parents talked about many needs, includ-
ing safety, smaller classes, effective professional leadership, and investment in
dilapidated buildings. A touchstone to which parents consistently returned,
however, was the need to improve classroom instruction. At the conclusion
of the meeting every parent in the room volunteered to work on committees,
to begin to more sharply formulate the goals of the next campaign, and to get
more parents involved in the organizing work.
What parents recognized throughout the meeting was the relationship
between targeted investment in public education and increased achievement
in the neighborhood schools serving very poor children of color. Their par-
ticular expertise is a product of witnessing daily the failures of local schools
through the experience of their children, yet it is systematically ignored by
policy makers. Their voice is notably absent in the discourse about reform-
ing public schools, which is monopolized by academics, policy makers, and
politicians with greater power and access to media. The parents of CC9 are
engaged in building organizing campaigns that both correct for this imbal-
ance in power and in turn create seats at the table for grassroots leadership
in the negotiation of public school reform.
The crisis of public education has been systematically documented by
both the media and the academy during the past half century. As the problem
of failing schools and students has persisted, the strategies for addressing this
breakdown have clustered around three approaches: market initiatives in-
tended to stimulate competition, standards as a spur for accountability, and
community organizing as a tool for creating the necessary parent power to
leverage both a redistribution of resources and influence that tilts to poor com-
munities of color. These approaches, however, have generated dramatically
different levels of resources and legitimacy. Equally important, the political
economic context that in large part accounts for this crisis is all but ignored.
 INTRODUCTION • xv

The crisis of faith in public education, and the public sector more gen-
erally, is part of a more sweeping trend referred to as neoliberalism. As the
anthropologist Micaela di Leonardo notes, in New Landscapes of Inequal-
ity, neoliberalism “is a widely used term in Europe and Latin America, but
largely confined to academic circles in the United States” (94). Critically, neo-
liberal ideology has evolved into the dominant policy framework over an
approximate thirty-five-year period. Neoliberal policy initiatives were ush-
ered in with the contraction of the welfare state and the massive domestic
budget cuts of the Carter and Reagan administrations. The ascendance of
neoliberal policies was triggered, in part, by intensified global market com-
petition, new forms of technology, the increased costs of natural resources
such as oil, the costs of labor internationally, policies that overtly under-
mined labor unions, and the outsourcing of jobs. These processes of global-
ization left in their wake substantial dislocation and immiseration.
Neoliberalism has had a profound impact on the welfare state. The state’s
capacity to act autonomously and to have the resources to implement public
projects has been dramatically squeezed by privatization, disinvestment, and
managerial standardization. As market approaches take hold, numerous his-
torically state-run functions have been outsourced to private and/or market-
based institutions. Market alternatives to public institutions, such as prisons,
hospitals, and schools, are characterized as more efficient than bloated, self-
serving state bureaucracies. Accompanying the shift to privatization are new
forms of standardized state practice intended to evaluate and measure public
sector initiatives. New education policy has been enacted through federal
legislation, most notably the No Child Left Behind Act, which mandates
increased academic performance with little if any additional funding. The
combination of privatization and standardization is expected to produce an
increasingly efficient state apparatus. Linda McNeil suggests in Contradictions
of School Reform: Educational Costs of Standardized Testing that these new
efficiencies are elemental to neoliberalism’s intention to shrink welfare state
expenditure and more largely hollow out the functions of the public sector.
What often remains underexplored, however, are the subtle implications
of reform proposals that rely on standardized testing and privatization as a
substitute for the kinds of targeted economic investment necessary to alter
the learning and instruction culture of public schools. Importantly, the larger
context of public school failure is all but ignored. Critical but largely unan-
swered questions include the following: How have public investment policies
had a differential impact on the success of inner-city students as compared
xvi • INTRODUCTION

to their suburban counterparts? In what ways do these reform agendas

advance or impede development of students as critical thinkers and, over
time, as informed citizens? Finally, a critical question with respect to any
reform initiative is how do its architects imagine the role of the public sphere
in a democratic society? These are especially important questions because
the proposals being considered and implemented are intended to reform
institutions that are considered essential to nurturing democratic values and
extending economic opportunity. The strategy for fixing the public schools
has, therefore, powerful political, social, and economic implications.
The proponents of neoliberal policies have also suggested that such ini-
tiative will lead to greater freedom for citizens and consumers. As resources
are distributed directly to parents through vouchers, it is believed that par-
ents will have greater opportunity to select schools that are a best fit for their
child. Charter schools are also seen as offering greater choice or an alternative
to public schools by providing enriched learning and more varied instruc-
tional opportunities for students. Choice is associated with the stimulant
of competition in public education environments increasingly structured to
mimic the dynamics of the marketplace. Choice is also cited when, for exam-
ple, parents are offered the option of selecting a school for their child. Most
generally, however, neoliberal policy is described as yielding a more demo-
cratic public sector.

Market Reform and Public Education Policy

Alexander Astin, in his article “Educational Choice,” notes, “who would
argue with the proposition that students and parents should have greater
freedom of choice?” (259). Market reformers tend to emphasize exit, or the
parents’ choice to leave rather than remain in public schools, as the preferred
option. Myron Lieberman, in Privatization and Educational Choice, indicates
that the very assumption of exit from public schools as remediating the
circumstance of public education has been called into question by the inter-
nationally renowned economist Albert Hirshman, who first developed this
terminology in 1970. Lieberman cites Hirshman, who raised several reserva-
tions about the Nobel laureate economist Milton Friedman’s strong support
for the exit option in education. Hirshman notes:

In the first place, Friedman considers withdrawal or exit as the

“direct” way of expressing one’s unfavorable view of an organization.
 INTRODUCTION • xvii

A person less well trained in economics might naively suggest that

the direct way of expressing views is to express them! Secondly, the
decision to voice one’s views and efforts to make them prevail are
contemptuously referred to by Friedman as a resort to cumbrous
political channels. But what else is the political and indeed the
democratic process than the digging, the use and hopefully the slow
improvement of these very channels. (145)

The policies supported by market advocates include tuition tax credits,

vouchers, and the development of private and nonprofit options, all of which
emphasize exit from public schools. Tax credit proposals call for deductions
for sending children to private schools. Alternatively, tuition vouchers are
seen by many as the least intrusive way for government to support education
reform. The underlying assumption, as Lieberman notes in Privatization
and Educational Choice, is that the best way to strengthen parental choice
of schools is to strengthen parents’ ability to pay for education whether in
public or private schools.
Vouchering is a hot-button issue in education reform circles. Voucher
proposals are intended to intensify demand for more effective schools. Some
plans give the child a voucher that is redeemable in any school, even one with
a religious affiliation. In most plans, the voucher pays for only a part of the
cost of the child’s education. Such initiative has encountered strong resis-
tance from labor unions, such as the American Federation of Teachers, and
from a broad cross section of elected officials and policy makers.
In general, this resistance has successfully thwarted broad efforts to initi-
ate vouchering programs. In the 1990s, however, a far-reaching vouchering
program was implemented in Wisconsin. Margonis and Parker, in their arti-
cle “Choice: The Route to Community,” note that the “Wisconsin Supreme
Court held that the Milwaukee Parental Choice Program violated neither
the establishment of the religion clause of the First Amendment nor the Wis-
consin constitution against using state funds for spending on private religious
schools through vouchering” (204). In Jackson v. Benson, the court ruled that
public dollars went directly to consumers rather than to the schools. The
court rejected the argument that vouchers fostered the enmeshing of religious
and state institutions. The U.S. Supreme Court refused to hear the case, thus
allowing the decision to stand. This legal precedent is expected to have signifi-
cant policy reverberations as more targeted vouchering programs are intro-
duced in other states. Although the coalition of groups opposing vouchering
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• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 2: Research findings and conclusions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Ethical considerations and implications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Historical development and evolution
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 5: Problem-solving strategies and techniques
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 7: Diagram/Chart/Graph]
Example 7: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Comparative analysis and synthesis
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 9: Ethical considerations and implications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 10: Diagram/Chart/Graph]
Appendix 2: Fundamental concepts and principles
Key Concept: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Critical analysis and evaluation
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 12: Learning outcomes and objectives
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 14: Diagram/Chart/Graph]
Definition: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 16: Interdisciplinary approaches
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Experimental procedures and results
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 19: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Results 3: Assessment criteria and rubrics
Practice Problem 20: Literature review and discussion
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 21: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Statistical analysis and interpretation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Experimental procedures and results
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Statistical analysis and interpretation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Comparative analysis and synthesis
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 29: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Background 4: Current trends and future directions
Example 30: Problem-solving strategies and techniques
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Assessment criteria and rubrics
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Study tips and learning strategies
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 34: Historical development and evolution
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 35: Practical applications and examples
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 36: Diagram/Chart/Graph]
Definition: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Experimental procedures and results
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 38: Diagram/Chart/Graph]
Remember: Critical analysis and evaluation
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Problem-solving strategies and techniques
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Topic 5: Critical analysis and evaluation
Example 40: Key terms and definitions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 41: Diagram/Chart/Graph]
Key Concept: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Critical analysis and evaluation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Case studies and real-world applications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Study tips and learning strategies
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Comparative analysis and synthesis
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 49: Diagram/Chart/Graph]
Example 49: Comparative analysis and synthesis
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Chapter 6: Interdisciplinary approaches
Key Concept: Experimental procedures and results
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 51: Diagram/Chart/Graph]
Remember: Current trends and future directions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 53: Diagram/Chart/Graph]
Remember: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 54: Diagram/Chart/Graph]
Example 54: Interdisciplinary approaches
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 55: Best practices and recommendations
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Case studies and real-world applications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 57: Diagram/Chart/Graph]
Note: Comparative analysis and synthesis
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 58: Best practices and recommendations
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 59: Diagram/Chart/Graph]
Remember: Experimental procedures and results
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Unit 7: Problem-solving strategies and techniques
Definition: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 61: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Key terms and definitions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 63: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Ethical considerations and implications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 65: Diagram/Chart/Graph]
Practice Problem 65: Historical development and evolution
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Statistical analysis and interpretation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Theoretical framework and methodology
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Theoretical framework and methodology
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 69: Current trends and future directions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 70: Diagram/Chart/Graph]
Practice 8: Historical development and evolution
Example 70: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 71: Diagram/Chart/Graph]
Example 71: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 75: Diagram/Chart/Graph]
Remember: Research findings and conclusions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 76: Diagram/Chart/Graph]
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