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Curriculum, Standards, and Testing

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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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slide1

6

Curriculum, Standards, and Testing

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

who and what shape the curriculum
WHO AND WHAT SHAPE THE CURRICULUM?

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

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

6.8

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

Figure 6.3

forms of bias
FORMS OF BIAS

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

6.10

  • Content standards
  • Performance standards
  • Opportunity-to-learn standards

Student Generated Responses

when students do poorly
WHEN STUDENTS DO POORLY

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 (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

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

6.14

Source: Education Week, Quality Counts, 2001.

teacher stress
TEACHER STRESS

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?

6.16

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

Figure 6.5

examples of censorship
EXAMPLES OF CENSORSHIP

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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