This article discussed the ideas of Alfie Kohn about why urban schools are not doing a good job. According to Kohn, the reasoning is the rote memorization instead of the exploration of ideas and worksheets that replace real books. Pondiscio agrees with Kohn that many urban schools are lousy, but he isn't sure he agrees with Kohn on the reasoning. While Kohn tends to blame the curriculum and essentialism, Pondiscio sees it more as teachers who lack the skills necessary to manage a classroom effectively. Pondiscio thinks that these teachers, rather than seeing worksheets as a learning tool, use them to buy themselves some time because of their inability to run small groups efficiently and use the time to "steal a few moments with their mandated "book clubs" and "literature circles." Pondiscio doesn't believe that Kohn has ever actually been to these urban schools, and therefore doesn't really grasp what is happening there. At the end of the blog, Pondiscio mockingly asks Kohn to take him to these classrooms so that he can "see what he sees."
This blog relates to class because of our discussion earlier in the year about the philosophies of education because Pondiscio, an essentialist, uses the blog to call Kohn out about his progressive ideas. Pondiscio is defending the essentialist philosophy in the blog by stating that he doesn't believe that there essentialist schools are literally run by rote memorization and militaristic control, as described by Kohn. I agree with their diagnosis of the urban schools as having a very poor curriculum that has little to no subjects outside of those tested for on standardized tests. I agree with Kohn that sometimes worksheets do in fact replace books, and that since these schools are so focused on standardized tests that they focus more on memorizing facts than thinking about ideas. I agree with Pondiscio that these problems are greatly exaggerated by Kohn and that essentialist schools are not just rote memorization and militaristic control.
It is clear that Kohn is a Progressive and that Pondiscio is an essentialist. Pondiscio mocks "authentic learning" in the blog and thinks that more damage is being done in urban schools by a "refusal to acknowledge the cognitive benefits of a knowledge-rich core curriculum." Kohn is a well-known progressive advocate. In the blog, he shows this by endorsing exploration for ideas and expressing his disappointment for teachers failing to promote that.
Thursday, April 28, 2011
Wednesday, April 27, 2011
(http://d-edreckoning.blogspot.com/, October 20, 2011, Economics for Edu-Pundits II)
This blog discussed the blogger's opinion about the privatization of education and how our education system can be related to the economy. The blogger basically says that the government runs the education system in much the same way as a CEO runs a business. In his opinion, everyone from the top on down in education is acting in their own self-interest and the ones that are getting "screwed" in the process are the students and the taxpayers. It is the blogger's belief that in our current system, everyone from teachers on up are using the system to their advantage and not looking to the student's needs. Teachers, in his opinion, have used the unions to take what would be excess profits (which I'm very confused as to what he means by this) into compensation and job security. Third party contractors, he says, benefit through the political process and that is why we see over priced textbooks and "Taj Mahal like buildings." The management, according to him, are highly compensated and even though in the blogger's opinion should be held most responsible for the results in the school, are actually not held accountable at all. Those that are in failing schools simply move on to burden the next school. And finally, the politicians seek a self-interest in political favors from school officials and employees. The blogger seems to be arguing for the privatization of education, believing that with free competition, the businessmen running education would be forced to produce better results in an attempt to increase profits. The blogger believes that just because there are profits and risks of losses wouldn't mean that the education system would be worse than it is now.
This article relates to class because of our discussion about the privatization of education into charter schools. I both agree and disagree with the author. While I agree that the government is running education much like a corporation, and that the people involved are looking after their own self-interest, I don't believe that handing the education system over to Wall Street is the best idea. While it may be true that in order to be competitive and increase profits, these businessmen would be forced to produce results, they may also try to push their own agenda in the schools. I personally would not want my kid to think the way that a CEO wants them to. I want my kid to be able to think and act for themself. I also disagree with the author in that I believe that we can reform the current education system and make it better. In a previous posting, the author pushes the belief that the current system cannot be reformed to create better results. The author seems to be a Republican because of his belief in privatization of education. It is hard to tell what educational style he favors in the classroom, but I get the feeling he comes from a student-centered approach because of his lack of faith in the teachers, who, under essentialism, are the possessors of all knowledge.
This article relates to class because of our discussion about the privatization of education into charter schools. I both agree and disagree with the author. While I agree that the government is running education much like a corporation, and that the people involved are looking after their own self-interest, I don't believe that handing the education system over to Wall Street is the best idea. While it may be true that in order to be competitive and increase profits, these businessmen would be forced to produce results, they may also try to push their own agenda in the schools. I personally would not want my kid to think the way that a CEO wants them to. I want my kid to be able to think and act for themself. I also disagree with the author in that I believe that we can reform the current education system and make it better. In a previous posting, the author pushes the belief that the current system cannot be reformed to create better results. The author seems to be a Republican because of his belief in privatization of education. It is hard to tell what educational style he favors in the classroom, but I get the feeling he comes from a student-centered approach because of his lack of faith in the teachers, who, under essentialism, are the possessors of all knowledge.
Tuesday, April 26, 2011
(www.quickanded.com, April 18 2011, From Standardized Testing to the End Times in a Few Short Steps)
This article discussed the recent debate on privatization of schools. The articles describes that the debate between Republicans and Democrats is about the balance of the private and public sectors. Corvin suggests that each side knows that both private and public are needed, its just a matter of how much. He goes on to talk about how those on the far left have recently been out in force, trying to prove that almost all reformers have ill motives and that their goal is to corrupt American education. The far left, according to Corvin, apparently believes that anyone who has ever been involved in business is in no place to make reforms to education because they will attempt to taint it. Corvin talks about how the reason that hedge fund managers donate to charter schools is because charter schools receive less public funding and simply have to ask for private donations to operate.
The next part of the article talks about the globalization of jobs and how Obama has been calling for improvements in education in order for our children to be able to compete. Corvin suggests that without reforms to our current education system, which he says leaves the poor disadvantaged and limited, spreading of prosperity cannot be achieved. The last part of the article discusses Michael Winerip's article, which I have discussed in an earlier blog. Corvin disagrees with Winerip, who believes that many who are making reforms to public education attended private schools. Corvin suggests that Winerip only wants people who think like he and others that attended public school to have any say in the reforms. He also says that as of now, those with a public school education are the only ones with any standing in the discussions anyway.
This article relates directly to class because of our discussion on the privatization of schools and the globalization of the economy and how it is affecting education. This is clear since the whole article was about these two topics. I have mixed feelings about the article. While I disagree with Corvin that hedge fund managers are simply supplying the money that the government won't, all in the goodness of their hearts, I agree with him that we do need to make reforms to our education in order to compete globally. We simply cannot do the same thing over and over again and expect different results. I also disagree with Corvin that those that attended private schools should also be very involved in the reforms needed in public schools because I agree with Winerip that they lack the experience with public schools and may not know what is actually needed compared with those that actually attended the schools.
I believe that Corvin is a Republican because he seems to want to go to the privatization of schools. I believe this because he defends the hedge fund managers as providing money the government won't to charter schools and that the only reason that they do it is because the charter schools come to them asking for donations. I also believe that Corvin is a progressive because he wants to reform schools in order to help prepare the student for the global economy. I think that this philosophy is also supported when he talks about students needing critical thinking abilities, not just the ability to spit out facts, which is what our current system of essentialism provides.
The next part of the article talks about the globalization of jobs and how Obama has been calling for improvements in education in order for our children to be able to compete. Corvin suggests that without reforms to our current education system, which he says leaves the poor disadvantaged and limited, spreading of prosperity cannot be achieved. The last part of the article discusses Michael Winerip's article, which I have discussed in an earlier blog. Corvin disagrees with Winerip, who believes that many who are making reforms to public education attended private schools. Corvin suggests that Winerip only wants people who think like he and others that attended public school to have any say in the reforms. He also says that as of now, those with a public school education are the only ones with any standing in the discussions anyway.
This article relates directly to class because of our discussion on the privatization of schools and the globalization of the economy and how it is affecting education. This is clear since the whole article was about these two topics. I have mixed feelings about the article. While I disagree with Corvin that hedge fund managers are simply supplying the money that the government won't, all in the goodness of their hearts, I agree with him that we do need to make reforms to our education in order to compete globally. We simply cannot do the same thing over and over again and expect different results. I also disagree with Corvin that those that attended private schools should also be very involved in the reforms needed in public schools because I agree with Winerip that they lack the experience with public schools and may not know what is actually needed compared with those that actually attended the schools.
I believe that Corvin is a Republican because he seems to want to go to the privatization of schools. I believe this because he defends the hedge fund managers as providing money the government won't to charter schools and that the only reason that they do it is because the charter schools come to them asking for donations. I also believe that Corvin is a progressive because he wants to reform schools in order to help prepare the student for the global economy. I think that this philosophy is also supported when he talks about students needing critical thinking abilities, not just the ability to spit out facts, which is what our current system of essentialism provides.
Monday, April 25, 2011
(schoolsmatter.blogspot.com, April 25, 2011, The New Voucher Reality, Brought to You by Those Who View Public Institutions as the New Red Menace)
This article discussed Betsy DeVos and her plan to change American education. According to the article, Betsy DeVos, an advocate of the use of vouchers, has helped push for votes for a voucher bill in Indiana, Pennsylvania, Florida, Georgia, Wisconsin, Utah, Iowa, and New Jersey. Her plan is to create a system of education where the government would pay for students to attend private schools that would teach creationism and contradict the Constitutional principle of the separation of church and state in schools. Obviously, since these schools are private they are not unconstitutional and are not in violation of this amendment. The article also mentioned the most alarming fact, which is that this is receiving nearly no attention from the media. In the author's view, voucher bills are part of a larger attack on the public sector and unions. According to the article, DeVos's plan has almost come to "fruitation" because of the flooding of voucher bills into state legislatures across the country.
This article relates directly to our class because of our discussion on privatization of schools and whether or not vouchers are a good idea. I agree with the author that vouchers are a bad idea. While the students who get the vouchers may receive a better education, if the government is funding the vouchers less money goes to the students who did not receive the voucher. These students will be disadvantaged. Also, those students who do receive the voucher will have right-winged curriculum pushed upon them whether or not they are willing. It is impossible to tell what view that the author comes from because they do not discuss their personal beliefs, besides that they are against the voucher bills. However, based on the fact that he is against the attacks on the unions in Wisconsin, he is probably a Democrat.
This article relates directly to our class because of our discussion on privatization of schools and whether or not vouchers are a good idea. I agree with the author that vouchers are a bad idea. While the students who get the vouchers may receive a better education, if the government is funding the vouchers less money goes to the students who did not receive the voucher. These students will be disadvantaged. Also, those students who do receive the voucher will have right-winged curriculum pushed upon them whether or not they are willing. It is impossible to tell what view that the author comes from because they do not discuss their personal beliefs, besides that they are against the voucher bills. However, based on the fact that he is against the attacks on the unions in Wisconsin, he is probably a Democrat.
Sunday, April 24, 2011
(schoolsmatter.blogspot.com, April 24, 2011, Parents and Other Citizens' Guide to the Broadies (rhymes with Toadies))
This article talked about the problem of how The Broad Foundation uses its money and influence to change education into "a top-down, corporate-style business model on our public schools." The blog talked about how three major foundations; The Gates Foundation, The Walton Family Foundation, and the Broad Foundation have been influencing what is taught in schools. Although the Broad Foundation is the least wealthy of the three, it has still spent 400 million on transforming schools into training grounds for the corporations.
Basically, the Broad Foundation trains superintendents with little to no education background in their philosophy of how schools should teach, then offers to pay part of their salary if they receive the job. This appeals to poor districts because in their view they are getting trained staff for free or reduced cost. In this way, individuals that follow their philosophy of education are placed into central positions that allow them to extend their influence. They also use their money to fund studies in order to see the effects of teacher pay for performance and rewarding students for good test scores. However, according to the post, they have had no positive results. The blog also went into other ways that the Broad Foundation has been attempting to spread its philosophy, such as through the media and lobby groups aiming to increase the number of charter schools. At the conclusion of the article, the author talked about how one individual, Eli Broad, has an enormous amount of influence in our schools and that we the public need to be more aware of it.
This blog relates to class because of our discussion about "Globalization From Above." Eli Broad is attempting to make our schools follow a "From Above" philosophy in order to help his own agenda. By giving him control of our education system through individuals trained in his philosophy we have created an undemocratic system. I agree with the author that we need to be wary of Eli and his attempts to change our schools. I believe that we need people in charge of curriculum who are actually involved in the community and know what the children of the area need to be learning in order to be successful in the community. This will not happen if we let Eli Broad's "croanies" take over schools across America. I believe that the author comes from a student-centered approach. He clearly supports a "From Below" approach to globalization, rather than a corporate-designed curriculum. He advocates a democratic view of education and curriculum as well as a community-designed curriculum.
Basically, the Broad Foundation trains superintendents with little to no education background in their philosophy of how schools should teach, then offers to pay part of their salary if they receive the job. This appeals to poor districts because in their view they are getting trained staff for free or reduced cost. In this way, individuals that follow their philosophy of education are placed into central positions that allow them to extend their influence. They also use their money to fund studies in order to see the effects of teacher pay for performance and rewarding students for good test scores. However, according to the post, they have had no positive results. The blog also went into other ways that the Broad Foundation has been attempting to spread its philosophy, such as through the media and lobby groups aiming to increase the number of charter schools. At the conclusion of the article, the author talked about how one individual, Eli Broad, has an enormous amount of influence in our schools and that we the public need to be more aware of it.
This blog relates to class because of our discussion about "Globalization From Above." Eli Broad is attempting to make our schools follow a "From Above" philosophy in order to help his own agenda. By giving him control of our education system through individuals trained in his philosophy we have created an undemocratic system. I agree with the author that we need to be wary of Eli and his attempts to change our schools. I believe that we need people in charge of curriculum who are actually involved in the community and know what the children of the area need to be learning in order to be successful in the community. This will not happen if we let Eli Broad's "croanies" take over schools across America. I believe that the author comes from a student-centered approach. He clearly supports a "From Below" approach to globalization, rather than a corporate-designed curriculum. He advocates a democratic view of education and curriculum as well as a community-designed curriculum.
(www.eduwonk.com, April 21, 2011, School Of Thought: Two Low-Key Studies, Big Implications)
This article talked about a couple of studies that took place. The first study looked into the effectiveness of teachers. The researchers would evaluate teachers and follow them after the evaluation year to see how their performance changed. They found that not only did teacher performance increase during the evaluation year, but it also increased during the next years after the evaluation. This seems to show that teachers are actually using their feedback to improve performance. This study is important because teachers who teach subjects that are not typically emphasized on standardized tests have a way to be evaluated. Also, it shows a more credible, reliable way of evaluation, rather than just using students' test scores.
The second study looked into how a program in Washington D.C. of paying teachers more for getting their National Board Certification as well as teaching in poor performing schools. The study found shortcomings in this program. Mainly, the pay incentive was not causing good teachers to change to low-income schools. Rather, the teachers already there were just earning the certification. So, the conclusion was that the program was not doing what it was intended to do.
The conclusion of the article discussed how there was a better way to spend 10,000 dollars ( which is the total amount given to a teacher for getting certification from the National Board and teaching in a low-income school) as well as how we still know relatively little about how to build good school systems filled with good teachers.
This article relates to class because of our discussion of how teachers are evaluated (through student test scores.) I think that the way the study evaluated the teachers is a much better way then the students' scores. Like we talked about in class, a students' test scores may reflect a past teacher's effectiveness, not necessarily the current one. I think that while the program around Washington D.C. was a good idea, it simply did not work out the way intended. I think that the author represents a progressive, student-centered approach because of his backing of the way the teachers were evaluated during the study. Rotherham seemed to believe that the way teachers taught needed to be changed. He is also affiliated with Center on Reinventing Public Education, which did the study.
The second study looked into how a program in Washington D.C. of paying teachers more for getting their National Board Certification as well as teaching in poor performing schools. The study found shortcomings in this program. Mainly, the pay incentive was not causing good teachers to change to low-income schools. Rather, the teachers already there were just earning the certification. So, the conclusion was that the program was not doing what it was intended to do.
The conclusion of the article discussed how there was a better way to spend 10,000 dollars ( which is the total amount given to a teacher for getting certification from the National Board and teaching in a low-income school) as well as how we still know relatively little about how to build good school systems filled with good teachers.
This article relates to class because of our discussion of how teachers are evaluated (through student test scores.) I think that the way the study evaluated the teachers is a much better way then the students' scores. Like we talked about in class, a students' test scores may reflect a past teacher's effectiveness, not necessarily the current one. I think that while the program around Washington D.C. was a good idea, it simply did not work out the way intended. I think that the author represents a progressive, student-centered approach because of his backing of the way the teachers were evaluated during the study. Rotherham seemed to believe that the way teachers taught needed to be changed. He is also affiliated with Center on Reinventing Public Education, which did the study.
Thursday, April 21, 2011
(http://blogs.edweek.org/edweek/curriculum/, April 21, 2011, CEOs Highlight STEM Learning 'Vital Signs' in States)
The main purpose of this blog was about how America's children are not able to compete globally and how CEO's want to change the standards throughout all schools in order to make the children more prepared. The NAEP and the CEOs want to give a different assessment test to children instead of using the state assessment which they feel is inadequate. The article states that CEO's are in the best position to call for these changes because they are the future employers of the children. The article explained that many states are reluctant to make changes because they have lulled themselves as well as the children's parents into a false sense of security. The changes that the CEO's and the NAEP (National Assessment of Educational Progress) want to make are focused in two key areas; math and reading. These are apparently the only subjects that matter to the CEO's. While they say no one test can paint the whole picture, they believe that this assessment is more accurate. However, the NAEP test is very different from state tests, and students flip-flop on their scoring in many states. Massachusetts scored higher on NAEP, while Tennessee scored higher on state assessments.
This article relates to class because of our discussion on globalization, globalization "From Above" and globalization "From Below, as well as standardized testing's effectiveness. The CEO's, with a globalization "From Above", are trying to dictate how America's children learn. They want schools to focus even more on math and reading, subjects that are almost entirely the focus already. This relates to when we talked about jobs moving overseas as well because Americans cannot compete economically with the cheap labor supplied elsewhere. Companies simply do not want to pay their workers as much. The CEOs of this country are trying to change that by making the tests more rigorous and making students capable of competing with the likes of China and Finland. This also relates to the standardized testing discussion we had. The article discussed how one test cannot measure a student's ability completely, yet they are using one to determine America's progress.
I disagree with this strategy. While I believe it is a good thing that we are trying to better compete with other countries, I don't believe a standardized test is the answer. Even if it was a good measuring tool of progress, simply telling a student they are inadequate does not make them any more prepared to compete in the global economy. In fact, I believe it may be even more discouraging. Also, I don't believe that this globalization "From Above" strategy is going to be effective either. CEOs do not understand the students in every region of the U.S. How could they? The culture of the region plays a huge impact on their education and can only be understood by a member of that community.
I believe that the author comes from a teacher-centered, teach for the test approach. They advocate improving reading and math scores. This means one thing for poorer schools; teaching for the test. This is ineffective in doing anything except putting up a false front of success. If we want our children to have anything other than the ability to do well on ONE test, we must teach them through other strategies.
This article relates to class because of our discussion on globalization, globalization "From Above" and globalization "From Below, as well as standardized testing's effectiveness. The CEO's, with a globalization "From Above", are trying to dictate how America's children learn. They want schools to focus even more on math and reading, subjects that are almost entirely the focus already. This relates to when we talked about jobs moving overseas as well because Americans cannot compete economically with the cheap labor supplied elsewhere. Companies simply do not want to pay their workers as much. The CEOs of this country are trying to change that by making the tests more rigorous and making students capable of competing with the likes of China and Finland. This also relates to the standardized testing discussion we had. The article discussed how one test cannot measure a student's ability completely, yet they are using one to determine America's progress.
I disagree with this strategy. While I believe it is a good thing that we are trying to better compete with other countries, I don't believe a standardized test is the answer. Even if it was a good measuring tool of progress, simply telling a student they are inadequate does not make them any more prepared to compete in the global economy. In fact, I believe it may be even more discouraging. Also, I don't believe that this globalization "From Above" strategy is going to be effective either. CEOs do not understand the students in every region of the U.S. How could they? The culture of the region plays a huge impact on their education and can only be understood by a member of that community.
I believe that the author comes from a teacher-centered, teach for the test approach. They advocate improving reading and math scores. This means one thing for poorer schools; teaching for the test. This is ineffective in doing anything except putting up a false front of success. If we want our children to have anything other than the ability to do well on ONE test, we must teach them through other strategies.
Wednesday, April 20, 2011
(http://blog.coreknowledge.org/, April 11, 2011, "What Do Teachers "Produce?)
This article that the blogger posted was written by Diana Senechal. The main purpose of the article was questioning the idea that effective teachers produce higher salaries for their students. Apparently, according to labor data, students who score in the 84 percentile in high school test performance can expect to earn up to 10 to 15% more than those who do not. Senechal suggests that most of the students who score well probably have always scored well, and therefore it is not the "effective" teacher that produces the score. Rather, the student would have done well on the test regardless. Senechal also points out the fact that the student probably made the greatest gains at an earlier level of school, not the grade they are currently in. Senechal says that many high achievers choose to take a job that is low-key so that they may have activities outside of work, meaning that their salaries are a bit lower than what their achievement on standardized testing would suggest they will earn.
Senechal also points out that if these tests really do determine what your salary will probably be, then you will have "a cadre of test score virtuosi churning out lawyers, CEOs, social network inventors..." She asks the question who produces those that do not have such high salaries? Does that fall to the "not-quite-so-high-performing teachers?" Senechal goes on to say that you can't assume that more or higher equals better.
At the end of the article, Senechal says that if there is such a thing as free will, then teachers "produce" absolutely nothing. According to Senechal teachers should "teach, inspire, and encourage their students... and they point to many possibilities." Senechal also suggests that the teacher's main goal should be to help the student support themselves and do something they enjoy.
This article relates to class because of our discussion on standardized testing being an effective measure of how intelligent a student is. According to the article that Senechal was writing about, standardized testing is a great measuring tool for student's knowledge. Senechal agrees that those who are successful due tend to make more than those who do poorly. However, she also goes on to say that those who do well also take jobs that do not pay as well in order to do other activities. In a subtle sort of way, this article also relates to our discussions about teaching for the test, because the article that Senechal was writing about said that the best teachers were ones that had students who performed well on these standardized tests. Senechal believed that this was untrue, and that many times those who performed well on standardized testing chose lower end jobs, like I have previously discussed.
I agree with Senechal in that I don't believe that standardized testing is the best way to determine what salary a person will have when they are older. I think that many other factors come in to play in determining the SES of a person. I also agree that many times those who do well on standardized testing choose lower end jobs anyway. I'm a great example of this because I did very well on standardized testing, yet am planning on becoming a high school teacher. The part of the article I enjoyed most was the last paragraph, where Senechal describes the teacher's main task as to encourage the student and help them support themselves and do something they enjoy, not just make the most money.
I believe that Senechal comes from a student-centered approach. The most telling sign of this is the last paragraph where Senechal talks about the teachers being there to support the student. According to Senechal, the teacher is not the center of the show, with students being there to absorb as much as they can. Rather, the teacher is there for the student, helping them reach their potential and inspire them.
Senechal also points out that if these tests really do determine what your salary will probably be, then you will have "a cadre of test score virtuosi churning out lawyers, CEOs, social network inventors..." She asks the question who produces those that do not have such high salaries? Does that fall to the "not-quite-so-high-performing teachers?" Senechal goes on to say that you can't assume that more or higher equals better.
At the end of the article, Senechal says that if there is such a thing as free will, then teachers "produce" absolutely nothing. According to Senechal teachers should "teach, inspire, and encourage their students... and they point to many possibilities." Senechal also suggests that the teacher's main goal should be to help the student support themselves and do something they enjoy.
This article relates to class because of our discussion on standardized testing being an effective measure of how intelligent a student is. According to the article that Senechal was writing about, standardized testing is a great measuring tool for student's knowledge. Senechal agrees that those who are successful due tend to make more than those who do poorly. However, she also goes on to say that those who do well also take jobs that do not pay as well in order to do other activities. In a subtle sort of way, this article also relates to our discussions about teaching for the test, because the article that Senechal was writing about said that the best teachers were ones that had students who performed well on these standardized tests. Senechal believed that this was untrue, and that many times those who performed well on standardized testing chose lower end jobs, like I have previously discussed.
I agree with Senechal in that I don't believe that standardized testing is the best way to determine what salary a person will have when they are older. I think that many other factors come in to play in determining the SES of a person. I also agree that many times those who do well on standardized testing choose lower end jobs anyway. I'm a great example of this because I did very well on standardized testing, yet am planning on becoming a high school teacher. The part of the article I enjoyed most was the last paragraph, where Senechal describes the teacher's main task as to encourage the student and help them support themselves and do something they enjoy, not just make the most money.
I believe that Senechal comes from a student-centered approach. The most telling sign of this is the last paragraph where Senechal talks about the teachers being there to support the student. According to Senechal, the teacher is not the center of the show, with students being there to absorb as much as they can. Rather, the teacher is there for the student, helping them reach their potential and inspire them.
Tuesday, April 19, 2011
(http://blog.coreknowledge.org/, April 19, 2011, Private School Student, Public School Reformer)
This blog discussed the differences in curriculum between private and public schools. In the opening paragraph, it talked about how a recent New York Times article criticized education reformers because many of them went to private schools. The author of the New York Times article, Winerip, apparently believed that since many of the reformers went to private schools, they may be turned against public schools and "poison their perception of them."
Robert Pondiscio agrees with Winerip, saying that those reformers who went to private schools may not understand how to improve public schools. However, he believes that they may not understand for different reasons. Pondiscio believes that many who grew up in private schools may take for granted the content of their education. He believes that they may not understand that their broad education that covers many different subjects is not universal. In many public schools, Pondiscio says, those subjects that are not emphasized on testing, such as history, geography, music, science, and art, are not covered as well in the public schools. Pondiscio says that "you are not guaranteed a thing."
Pondiscio used to teach at a low-performing South Bronx school. He would, however, take his daughter to a private school in Manhattan. He believes that the biggest difference in the two schools was curriculum and a "first rate, purposeful school tone." He went on to say that he believed that many of his colleagues were better teachers than those at the private school, but based on the economic differences, were unable to compete.
This blog relates to our class discussion on NCLB as well as our discussions on standardization of curriculums. In the article Pondiscio talks about how under-performing schools are dropping their history, geography, art, music, and science classes. I believe that this is certainly due to standardized testing and schools attempting to get funding. In order to get the funds that the school needs, they must do well on the standardized testing. The only way this under-performing school can improve its scores is by focusing on the subjects that are vital to the test, namely, numeracy and literacy. In this way, students in poor public schools are falling further behind those in good private and public schools. In order to get funding, they must narrow their curriculum. In narrowing, their curriculum, those students don't get a well-rounded education that those students in private schools are getting.
I agree with the author that it would be hard for reformers who grew up in wealthy private schools to understand the plight of poor public schools. If they are ignorant to the fact that not every curriculum is as well-rounded as theirs was, they will miss vital reforms that need to be made. However, if more public school graduates are given control of the reforming process, they may be able to make changes for the better.
I believe that the author comes from a student-centered approach. He seems concerned that the students get a broad range of subjects being taught in school. He doesn't seem to support prep tests due to the stress that they put on the public school curriculum. You can tell that the author comes from a student-centered approach because he believes that the reformers should come from the inside and have first-hand experience with the schools and issues being discussed.
Robert Pondiscio agrees with Winerip, saying that those reformers who went to private schools may not understand how to improve public schools. However, he believes that they may not understand for different reasons. Pondiscio believes that many who grew up in private schools may take for granted the content of their education. He believes that they may not understand that their broad education that covers many different subjects is not universal. In many public schools, Pondiscio says, those subjects that are not emphasized on testing, such as history, geography, music, science, and art, are not covered as well in the public schools. Pondiscio says that "you are not guaranteed a thing."
Pondiscio used to teach at a low-performing South Bronx school. He would, however, take his daughter to a private school in Manhattan. He believes that the biggest difference in the two schools was curriculum and a "first rate, purposeful school tone." He went on to say that he believed that many of his colleagues were better teachers than those at the private school, but based on the economic differences, were unable to compete.
This blog relates to our class discussion on NCLB as well as our discussions on standardization of curriculums. In the article Pondiscio talks about how under-performing schools are dropping their history, geography, art, music, and science classes. I believe that this is certainly due to standardized testing and schools attempting to get funding. In order to get the funds that the school needs, they must do well on the standardized testing. The only way this under-performing school can improve its scores is by focusing on the subjects that are vital to the test, namely, numeracy and literacy. In this way, students in poor public schools are falling further behind those in good private and public schools. In order to get funding, they must narrow their curriculum. In narrowing, their curriculum, those students don't get a well-rounded education that those students in private schools are getting.
I agree with the author that it would be hard for reformers who grew up in wealthy private schools to understand the plight of poor public schools. If they are ignorant to the fact that not every curriculum is as well-rounded as theirs was, they will miss vital reforms that need to be made. However, if more public school graduates are given control of the reforming process, they may be able to make changes for the better.
I believe that the author comes from a student-centered approach. He seems concerned that the students get a broad range of subjects being taught in school. He doesn't seem to support prep tests due to the stress that they put on the public school curriculum. You can tell that the author comes from a student-centered approach because he believes that the reformers should come from the inside and have first-hand experience with the schools and issues being discussed.
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