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Why knowledge matters : rescuing our children from failed educational theories / E.D. Hirsch, Jr

By: Publisher: Cambridge, Massachusetts : Harvard Education Press, [2016]Copyright date: ©2016Description: 270 pages : illustrations ; 23 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781612509525
  • 1612509525
  • 1612509533 (library edition)
  • 9781612509532 (library edition)
Subject(s): DDC classification:
  • 372 23
LOC classification:
  • LB1570 .H57 2016
Contents:
Prologue: the tyranny of three ideas -- The invalid testing of students -- The scapegoating of teachers -- Preschool and the persistence of fadeout -- The dilution of the elementary curriculum -- The persistence of achievement gaps -- The tribulations of the common core -- The educational fall of France -- The knowledge-based school -- Epilogue: breaking free -- Appendix i: the origins of natural-development theories of education -- Appendix ii: translations of French reports -- Appendix iii: the Japanese early science curriculum
Summary: In this provocative book, influential scholar E.D. Hirsch, Jr., addresses critical issues in contemporary education reform - over-testing, teacher blaming, preschool fadeout, and the persistence of achievement gaps over time. In each case, he shows how cherished truisms about education and child development have led to unintended and negative consequences. Drawing on recent findings in neuroscience and new data from France, he provides new evidence for the argument that a coherent, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds
Holdings
Item type Current library Shelving location Call number Copy number Status Date due Barcode
Book Book NMC Library Stacks LB1570 .H57 2016 (Browse shelf(Opens below)) 1 Available 33039001402378

Includes bibliographical references (pages 227-257) and index

Prologue: the tyranny of three ideas -- The invalid testing of students -- The scapegoating of teachers -- Preschool and the persistence of fadeout -- The dilution of the elementary curriculum -- The persistence of achievement gaps -- The tribulations of the common core -- The educational fall of France -- The knowledge-based school -- Epilogue: breaking free -- Appendix i: the origins of natural-development theories of education -- Appendix ii: translations of French reports -- Appendix iii: the Japanese early science curriculum

In this provocative book, influential scholar E.D. Hirsch, Jr., addresses critical issues in contemporary education reform - over-testing, teacher blaming, preschool fadeout, and the persistence of achievement gaps over time. In each case, he shows how cherished truisms about education and child development have led to unintended and negative consequences. Drawing on recent findings in neuroscience and new data from France, he provides new evidence for the argument that a coherent, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds

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