As this Atlantic article laments, students are lacking a robust character education.
This has everything to do with the strong push for growth in math and reading since NCLB, continued under RTTT, and now will likely progress under ESSA. (Who can keep track of these acronyms?)
Obsession over growth in math and reading only will come at the expense of social studies, and other academic subjects. From my experience, I have seen first hand even the marginalization of science. Only the earnest push for STEM in recent years has slightly revitalized science education.
Rather than comment once again on the dramatic deficiencies of the deform movement, allow me to inform the reader on what educators actually do. I’m helping to rewrite a chapter in an elementary social studies methods textbook and here’s a brief draft excerpt: Give students evidence, one clue at a time. Ask them to consider […]
Between this panel, where I serve as a discussant, and our live broadcast of At the Chalk Face, I think the overall theme here is agitation, hoping I shame my colleagues into action. There is no excuse for self-identified democratic and social justice scholars to be silent any longer with what is happening to our […]
Tim and I are making our annual pilgrimage to the National Council for Social Studies (NCSS) conference, this year in Seattle. For us, most of the action happens at the College and University Faculty Assembly (CUFA), which is the “higher ed” portion of the entire event. That’s where scholars of social studies, with graduate student groupies […]
I’m discussing the Olympic Games in second grade. I asked the kids what they knew about the United States before assigning them other countries. Here’s a sample of what I heard: The United States is fun Denny’s Benning Road (presumably the student’s address) I ask, “What’s the capital of the United States?” Texas Mexico Mind […]