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There is too much testing in American Public Schools that is
robbing teachers of valuable instructional time. Some of it is
mandatory, but the vast majority is not, and under the control of
districts, schools and even teachers to reduce. Testing Too Much?
provides a rationale and set of three models to use in cutting back
on testing to reclaim valuable instructional time. It also includes
a high school case study describing how the themes proposed in the
book can be accomplished. Instructional time is a complex subject
that is discussed in detail and the underlying research why it is
so important, especially for disadvantaged children. To address how
best to cut back on non-mandated testing there is a chapter,
written in plain terms, on how to judge the value of a test. Three
models are then discussed on how to approach cutting back on
testing by as much as 25% that can recapture as much as ten days or
more of instruction during a typical school year. The goal of the
book is to help school leaders and teachers find ways, amongst
current local testing practices, to cut back, improve their
instruction and the educational experiences of their students.
There is too much testing in American Public Schools that is
robbing teachers of valuable instructional time. Some of it is
mandatory, but the vast majority is not, and under the control of
districts, schools and even teachers to reduce. Testing Too Much?
provides a rationale and set of three models to use in cutting back
on testing to reclaim valuable instructional time. It also includes
a high school case study describing how the themes proposed in the
book can be accomplished. Instructional time is a complex subject
that is discussed in detail and the underlying research why it is
so important, especially for disadvantaged children. To address how
best to cut back on non-mandated testing there is a chapter,
written in plain terms, on how to judge the value of a test. Three
models are then discussed on how to approach cutting back on
testing by as much as 25% that can recapture as much as ten days or
more of instruction during a typical school year. The goal of the
book is to help school leaders and teachers find ways, amongst
current local testing practices, to cut back, improve their
instruction and the educational experiences of their students.
Half an Inch from the Edge: Teacher Education, Teaching, and
Student Learning for Social Transformation is a book about the
tensions and opportunities reflected in today’s public school
classrooms in the U.S. Through detailed case studies of four
classrooms, the authors explore socially transformative pedagogy in
action. The result is a narrative that intertwines a critical
social analysis of our educational system with real-life examples
from K-12 classrooms. The four teachers highlighted in the book are
new, urban, socially-conscious educators of Color who strive to
make their classrooms something new and something
different—spaces where youth can learn about and express their
own cultural identities as a part of the curriculum. These stories
are told through the creation, implementation, analysis, and
assessment of teachers’ action research projects as they complete
their Masters degrees and begin their first years as full-time
teachers. Central to each of the case studies—which span multiple
grade levels and content areas—is a focus on self-reflection, a
deep desire to build meaningful relationships with students, and a
quest to make learning relevant to students’ lived experiences.
Also painfully clear is the role of failure, and the tremendous
creativity, ingenuity, and persistence of these new teachers, as
they learn alongside their students and together fight the
injustices inherent in their schools, districts, and the national
system of education. Ultimately, the portraits of these teachers
show that amidst all of the forces working against them and their
students, there is hope—hope that the great experiment of
American public education can transform into a system that serves
all students.
Half an Inch from the Edge: Teacher Education, Teaching, and
Student Learning for Social Transformation is a book about the
tensions and opportunities reflected in today’s public school
classrooms in the U.S. Through detailed case studies of four
classrooms, the authors explore socially transformative pedagogy in
action. The result is a narrative that intertwines a critical
social analysis of our educational system with real-life examples
from K-12 classrooms. The four teachers highlighted in the book are
new, urban, socially-conscious educators of Color who strive to
make their classrooms something new and something
different—spaces where youth can learn about and express their
own cultural identities as a part of the curriculum. These stories
are told through the creation, implementation, analysis, and
assessment of teachers’ action research projects as they complete
their Masters degrees and begin their first years as full-time
teachers. Central to each of the case studies—which span multiple
grade levels and content areas—is a focus on self-reflection, a
deep desire to build meaningful relationships with students, and a
quest to make learning relevant to students’ lived experiences.
Also painfully clear is the role of failure, and the tremendous
creativity, ingenuity, and persistence of these new teachers, as
they learn alongside their students and together fight the
injustices inherent in their schools, districts, and the national
system of education. Ultimately, the portraits of these teachers
show that amidst all of the forces working against them and their
students, there is hope—hope that the great experiment of
American public education can transform into a system that serves
all students.
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