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6. Curriculum, Standards, and Testing. EDUCATIONAL TIME LINE. 6.1. EDUCATIONAL TIME LINE (continued). 6.2. HIDDEN CURRICULUM?. 6.3. Student Generated Responses: What else did you learn in school?. GRADE LEVEL Elementary Middle High School. “HIDDEN” LESSONS.

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6

Curriculum, Standards, and Testing



Educational time line continued
EDUCATIONAL TIME LINE (continued)

6.2


Hidden curriculum
HIDDEN CURRICULUM?

6.3

Student Generated Responses: What else did you learn in school?

  • GRADE LEVEL

  • Elementary

  • Middle

  • High School

  • “HIDDEN” LESSONS


The importance of extracurricular activities and academic subjects

Do you consider extracurricular activities as important as the academic subjects, or do you consider them as only a supplement to the academic subjects?

THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES AND ACADEMIC SUBJECTS

6.4

Source: Lowell C. Rose and Alec M. Gallup (2000), The 32nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, http://www.pdkintl.org/kappan/kpol0009.htm#1a


Shaping the curriculum
SHAPING THE CURRICULUM the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.5

Figure 6.1


Who and what shape the curriculum
WHO AND WHAT SHAPE THE CURRICULUM? the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.6

Student Generated Responses

  • WHO & WHAT

  • Students

  • Parental and community groups

  • Teachers

  • Administrators

  • Federal government

  • State government

  • Local government

  • Colleges and universities

  • Standardized tests

  • Education commissions andcommittees

  • Professional organizations

  • Special interest groups

  • EXAMPLES OF HOW


The digital divide on computer use
THE DIGITAL DIVIDE ON COMPUTER USE the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.7

Source: National Center for Education Statistics, Digest of Education Statistics, 2008 (Issued March 2009).

Figure 6.2


Textbook adoption states
TEXTBOOK ADOPTION STATES the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.8

Source: American Association of Publishers, Washington, DC, 2009.

Figure 6.3


Forms of bias
FORMS OF BIAS the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.9

  • BIAS

  • Invisibility

  • Stereotyping

  • Imbalance/selectivity

  • Unreality

  • Fragmentation/isolation

  • Linguistic bias

  • Cosmetic bias

  • EXAMPLES

Student Generated Responses


Three types of standards
THREE TYPES OF STANDARDS the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.10

  • Content standards

  • Performance standards

  • Opportunity-to-learn standards

Student Generated Responses


When students do poorly
WHEN STUDENTS DO POORLY the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.11

  • The schools failed to prepare students.

  • Something was wrong with the test design.

  • The students lack ability.

  • Don’t know.

    • How do we vote?

If students in your district did poorly on a standardized test, which might be your reaction?


No child left behind 2001
NO CHILD LEFT BEHIND the academic subjects, or do you consider them as only a supplement to the academic subjects? (2001)

6.12

  • Annual testing

  • Adequate yearly progress (AYP)

  • Report cards

  • Highly qualified faculty

  • What other areas of the law are less well known?


Seven reasons why standardized tests are not working
SEVEN REASONS WHY STANDARDIZED TESTS ARE NOT WORKING the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.13

  • At-risk students placed at greater risk

  • Lower graduation rates

  • Higher test scores do not mean more learning

  • Standardized testing shrinks the curriculum

  • Test errors

  • Teacher stress

  • What’s worth knowing?


Teaching to the test
TEACHING TO THE TEST the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.14

Source: Education Week, Quality Counts, 2001.


Teacher stress
TEACHER STRESS the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.15

Source: A female teacher with a literature specialty teaching in a suburban elementary school. http://ganesh.ed.asu.edu/aims/view_image.php?image_id=72&grade_range_id=3

Figure 6.4


Do you believe in evolution
DO YOU BELIEVE IN EVOLUTION? the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.16

Source: “Trend Lines: Acceptance of Evolution,” The Washington Post, January 16, 2007.

Figure 6.5


Examples of censorship
EXAMPLES OF CENSORSHIP the academic subjects, or do you consider them as only a supplement to the academic subjects?

6.17

  • Mary Rodgers’ Freaky Friday: “Makes fun of parents and parental responsibility.”

  • Plato’s Republic: “This book is un-Christian.”

  • Jules Verne’s Around the World in Eighty Days: “Very unfavorable to Mormons.”

  • William Shakespeare’s Macbeth: “Too violent for children.”

  • Fyodor Dostoyevsky’s Crime and Punishment: “Serves as a poor model for young people.”

  • Herman Melville’s Moby Dick: “Contains homosexuality.”

  • Anne Frank’s Diary of a Young Girl: “Obscene and blasphemous.”

  • E. B. White’s Charlotte’s Web: “Morbid picture of death.”

  • J. R. R. Tolkien’s The Hobbit: “Subversive elements.”

  • Roald Dahl’s Charlie and the Chocolate Factory: “Racist.”

  • Mark Twain’s The Adventures of Huckleberry Finn: “Racism, insensitivity, and offensive language.”

  • Webster’s Dictionary: “Contains sexually explicit definitions.”

  • Justin Richardson and Peter Parnell’s And Tango Makes Three, for being anti-ethnic and anti-family, homosexuality, religious viewpoint, unsuited to the age group.

  • Philip Pullman’s His Dark Materials trilogy for the political viewpoint, religious viewpoint, and violence.

  • Alvin Schwartz’s Scary Stories for occult/satanism, religious viewpoint, and violence.


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