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"Corporate reform" is not reform at all. Instead, it is the
systematic destruction of the foundational American institution of
public education. The primary motivation behind this destruction is
greed. Public education in America is worth almost a trillion
dollars a year. Whereas American public education is a democratic
institution, its destruction is being choreographed by a few
wealthy, well-positioned individuals and organizations. This book
investigates and exposes the handful of people and institutions
that are often working together to become the driving force behind
destroying the community public school.
"Corporate reform" is not reform at all. Instead, it is the
systematic destruction of the foundational American institution of
public education. The primary motivation behind this destruction is
greed. Public education in America is worth almost a trillion
dollars a year. Whereas American public education is a democratic
institution, its destruction is being choreographed by a few
wealthy, well-positioned individuals and organizations. This book
investigates and exposes the handful of people and institutions
that are often working together to become the driving force behind
destroying the community public school.
In schools serving high concentrations of bilingual learners, it
can be especially challenging for teachers to maintain commitments
to equity minded instruction while meeting the demands of new
educational policies, including national standards. This book
details how one school integrated equity pedagogy into
standards-based curriculum and produced exemplary levels of
achievement. As the authors illustrate, however, the school's dual
commitment to bilingual education and standards-based reform
engendered numerous complex tensions. Specifically, the authors
describe teachers' attempts to balance demands for rigor and
content coverage within their high-performing school and with their
diverse student population. They identify specific tensions that
emerged, concerning: The degree of academic struggle that is
generative for student learning, and the point at which such
struggle becomes counterproductive. The holding of high
expectations for all learners and the provision of differentiated,
student-centered learning experiences. The CCSS emphasis on
engaging students around more complex text and the contested
determination of what constitutes complexity in text and in
teaching. The influence of high-stakes accountability on school
norms and practices, including teachers' interpretations and
enactment of new national standards. The performance pressures
placed on teachers in today's educational policy context. This
timely book illustrates what can happen when a school's teachers
embrace equity pedagogy while navigating policy-related pressures.
It offers a cogent counternarrative to traditional accounts of
standards-based reform, especially for emerging bilingual students.
In schools serving high concentrations of bilingual learners, it
can be especially challenging for teachers to maintain commitments
to equity minded instruction while meeting the demands of new
educational policies, including national standards. This book
details how one school integrated equity pedagogy into
standards-based curriculum and produced exemplary levels of
achievement. As the authors illustrate, however, the school's dual
commitment to bilingual education and standards-based reform
engendered numerous complex tensions. Specifically, the authors
describe teachers' attempts to balance demands for rigor and
content coverage within their high-performing school and with their
diverse student population. They identify specific tensions that
emerged, concerning: The degree of academic struggle that is
generative for student learning, and the point at which such
struggle becomes counterproductive. The holding of high
expectations for all learners and the provision of differentiated,
student-centered learning experiences. The CCSS emphasis on
engaging students around more complex text and the contested
determination of what constitutes complexity in text and in
teaching. The influence of high-stakes accountability on school
norms and practices, including teachers' interpretations and
enactment of new national standards. The performance pressures
placed on teachers in today's educational policy context. This
timely book illustrates what can happen when a school's teachers
embrace equity pedagogy while navigating policy-related pressures.
It offers a cogent counternarrative to traditional accounts of
standards-based reform, especially for emerging bilingual students.
In her new book, bestselling author Mercedes Schneider provides
little-known details about the history of the Common Core State
Standards. She lifts the veil on how the Common Core was developed,
who was present in the back room, the push to copyright it so that
test-makers could profit, and the urgency for governors to sign
commitments before the standards were even completed. CCSS is
publicized as being a state-led, teacher-developed approach
guaranteed to ensure that all students are college- and
career-ready. By the end of this eye-opening book, readers will
come to understand the CCSS and its attendant assessments as
something very different-an education-restricting, profit-garnering
opportunity packaged as an education-sounding sales pitch. Common
Core Dilemma will appeal to readers across the political spectrum
who want to better understand the role of corporations, nonprofits,
big donors with strings attached, and the federal government in
exercising control in our schools.
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