Tag Archives: NCLB

Students and Teachers! The Unasked Question: Why Have School?

Rich Gibson, guest blogger, asks Why Have School? Dear Students and School Workers, Perhaps you can challenge your friends, teachers, and colleagues, or maybe torment the worst one, with a little exercise I use at the beginning of every class: … Continue reading

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Teacher Reflections on the Relationship Between Creativity and Standardized Testing in Ontario

Critical Education Vol 5, No 3 (2014) Accountable to Whom? Teacher Reflections on the Relationship Between Creativity and Standardized Testing in Ontario Catharine Dishke Hondzel Abstract This paper describes the reactions and emotions teachers experienced when asked to discuss the … Continue reading

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New edition of “The Social Studies Curriculum: Purposes, Problems, and Possibilities” in production

I’m very pleased to announce that the Fourth Edition of the The Social Studies Curriculum: Purposes, Problems, and Possibilities is now in production at The State University of New York Press and will be available in 2014. This fourth edition … Continue reading

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Open Letter to the New York State Regents from New York State Professors Against High Stakes Testing

Open Letter to the New York State Regents from New York State Professors Against High Stakes Testing March 30, 2012 As lifelong educators and researchers, from across the State of New York, we strongly oppose New York State’s continued reliance on high … Continue reading

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No Child Left Behind: A policy failure that is actually a success

Richard Rothstein’s post today on the Educational Policy Institute web site clearly describes how US education policy in recent years (e.g., the No Child Left Behind Act) has destroyed schools as places of learning. There is no doubt NCLB is … Continue reading

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The ‘Highly Qualified Teacher’ Trope: Democratic Professionalism and Educational Policy in the Face of Risk, Uncertainty, and Blame

Critical Education Volume 2 Issue 11 (September 21, 2011) The ‘Highly Qualified Teacher’ Trope: Democratic Professionalism and Educational Policy in the Face of Risk, Uncertainty, and Blame JoVictoria Nicholson-Goodman Abstract The descriptor, ‘highly qualified teacher,’ serves as a trope in … Continue reading

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Special report on Atlanta Public Schools cheating scandal

In the wake of the recent Atlanta Public Schools test cheating scandal, Critical Education has just published a special report examining the performance of Atlanta students on the National Assessment of Educational Progress. The report, written by Lawrence C. Stedman, … Continue reading

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Singer: Don’t know much about—history, geography or civics.

Don’t Know Much About – History, Geography or Civics By Alan Singer In April 1943, as the United States prepared to invade Nazi dominated Europe and hopefully rebuild the continent on democratic foundations, the nation was shook, at least mildly, … Continue reading

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New issue of Critical Education: “Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform”

Part 2 of Larry Stedman’s analysis of the failure of the standards movement, just published by Critical Education. Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform Lawrence C. Stedman … Continue reading

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Critical Education: How Well Does the Standards Movement Measure Up?

Critical Education has just published its latest issue—the first of a two part examination of No Child Left Behind policies and the standards movement by Lawrence C. Stedman. We invite you visit our web site to review this and other … Continue reading

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