New PDF release: Deep Curriculum Alignment

By Fenwick W. English, Betty E. Steffy

ISBN-10: 0585386374

ISBN-13: 9780585386379

ISBN-10: 0810839709

ISBN-13: 9780810839700

Why do trying out and responsibility efforts in cutting-edge colleges fail? In Deep Curriculum Alignment, English and Steffy discover the issues in nation mandated checking out, advocating a extra finished method of instructing and checking out. This hugely sensible e-book will advisor you right into a deeply aligned curriculum that produces educational effects and a degree taking part in box. every one bankruptcy covers ideas of checking out and curriculum construction, and concludes with a precis of the major innovations provided. The authors survey quite a few reports, current the moral dilemmas desirous about trying out, and current a step by step advisor to pedagogical parallelism and alignment.

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In order to determine the extent to which the culprits are influencing the thinking of teachers, parents, and community members, develop a sim- Page 19 ple questionnaire using a Likert scale from zero to five. Ask respondents to indicate to what extent they believe low test scores are the result of each of these culprits. ” The instrument could be given to all staff, a random sample of parents, and a random sample of community members. In order to increase the percentage of people responding, the questionnaire could be given out at a district faculty meeting, parent open-house night, and a community event.

Culprit 1: The Monopolistic and Inefficient Nature of Public Education The first target of those desiring to “improve schools” is to point out that public education is a monopoly. As such, school boards, administrators, and teachers have no incentive to change for the better. It is argued that without the presence of competition, mediocrity will rule (Finn, 1991; Carnoy, 1999, p. 38). Lacking incentives to change, teachers, administrators, and school board members must be intimidated and bullied into changing by negative publicity surrounding test scores.

Quality comes not from inspection, but from improvement of the production process’’ (pp. 28–29). These kinds of tests, which comprise most state tests, are not benchmarks of excellence. Rather, they are benchmarks of minimal adequacy. They can't really be anything else. The unintended effect of hammering school districts with test scores is to flatten the curriculum, reduce diversity, reward minimal performance with commendations, and reduce initiative to engage in reform. In short, the use of standardized tests as accountability tools will standardize the curriculum and everything else.

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Deep Curriculum Alignment by Fenwick W. English, Betty E. Steffy

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