Download Contradictions of School Reform: Educational Costs of by Linda McNeil PDF

By Linda McNeil

Mom and dad and others in groups round the state whinge that the schooling procedure is failing our youngsters. They element to scholars' failure to grasp uncomplicated abilities, and in lots of circumstances, see loss of instructor responsibility because the reason. To opposite this pattern, many groups have regarded to standardized trying out as an answer. this article takes a glance into the truth for college kids and academics of standardized trying out. equipment and methods followed by means of academics to conform with standardized exams are analyzed to find how this variation in instructing perform alterations either HOW and WHAT scholars examine. McNeil's e-book is a close account of ways scholar functionality and instructor responsibility is being mapped via standardized exams. concerns lined contain "authentic studying" e.g. studying, writing, serious pondering, vs. "practice drill" studying. The viewers for this publication contains scholars of schooling (specifically curriculum coverage, management and sociology of schooling) in addition to coverage makers and group leaders.

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Additional resources for Contradictions of School Reform: Educational Costs of Standardized Testing (Critical Social Thought)

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In response to impersonal bureaucratic schools that emphasized the controlling and credentialing functions at the expense of the educative goals of schooling, teachers and students were engaged in a vicious cycle of lowering expectations. When teachers tightly controlled the curriculum, the students mentally disengaged; teachers saw student disengagement as the reason to tighten controls. When administrators saw teachers and students exerting so little effort, they saw the school as “out of control,” and in response they tightened up administrative controls, issuing new directives and increasingly formalizing the hierarchical distances between the administration and the classroom.

It is critical scholarship, then, which gives us a lens for going beyond the appearance, slogans, and indicators, to examine the forces such as standardization that are increasingly shifting both school practice and the power relations shaping that practice. What has been missing from both the global theorizing and the microlevel studies from a critical perspective is an analysis of how these standardizing forces play out through the system of schooling: from the political forces shaping the policies, through the bureaucratic systems enacting the policies, to what children are taught and what they experience in S t a n d a r d i z a t i o n , D e f e n s i v e Te a c h i n g , a n d t h e P r o b l e m s o f C o n t r o l 9 the classrooms under these policy mandates.

The origins of ideas, the shaping of interpretations, the possibility of inquiry into where this knowledge came from and how it was shaped by human experience were all absent from the curriculum. “School knowledge” was a priori what the teacher conveyed and students received to satisfy school requirements. A fourth strategy these teachers used to control course content, and with it classroom interactions, was what I have termed defensive simplification. When teachers perceived that students had little interest in a lesson or that the difficulty in studying the lesson might cause students to resist the assignment, 14 The Context of Control they made both the content of the assignment and the work students were to do as simple as possible.

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