A recent article "41 Ways a Big Lie Continues to Haunt America's Public Schools" examines the lasting negative impact of the 1983 report "A Nation at Risk" on the US education system. This report, published during the Reagan administration, made exaggerated claims about failing schools and poor student performance. Whilst the claims were largely debunked, the article argues that the report has haunted American schools for the past 40 years in numerous ways.
The article highlights 41 negative consequences stemming directly or indirectly from "A Nation at Risk," ranging from excessive standardized testing and loss of teacher autonomy to school defunding and privatisation efforts. It cites research debunking the original claims whilst asserting that public perception has been indelibly shaped by the report. Ultimately, the author calls for finally moving past the "repetitive negative rhetoric" of the flawed 1983 report in order to improve public schools.
The article provides a strongly critical perspective on the long-term influence of "A Nation at Risk" on education policy and public attitudes towards state schools in America over the past four decades.
Holistic Instruction?
The article's fifth point links to an article that criticizes the standardised testing movement for ignoring student individuality and strengths by driving the notion that all pupils must master the same standards and learn identically. This directly speaks to the need for a more holistic approach to language instruction as advocated in my upcoming book "Holistic Language Instruction." A strictly standardised curriculum that disregards student diversity fails to engage many pupils in critical thinking or self-expression. It also reduces motivation and enjoyment. Holistic teaching provides a student-centred model that respects differences in learning and language processing styles, backgrounds, and strengths. It empowers students to integrate content across subjects, connecting it to their interests and their communities. By elevating student voice and embracing variability, a holistic language pedagogy will help rectify the flaws of the high-stakes testing regime outlined in point five of the article. The book offers an alternative vision to the restrictive, test-driven language instruction many schools have adopted in recent decades. It will be out in the Spring of 2024. Stay tuned.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.
Holistic Instruction vs. the Big Lie
Holistic Instruction vs. the Big Lie
Holistic Instruction vs. the Big Lie
A recent article "41 Ways a Big Lie Continues to Haunt America's Public Schools" examines the lasting negative impact of the 1983 report "A Nation at Risk" on the US education system. This report, published during the Reagan administration, made exaggerated claims about failing schools and poor student performance. Whilst the claims were largely debunked, the article argues that the report has haunted American schools for the past 40 years in numerous ways.
The article highlights 41 negative consequences stemming directly or indirectly from "A Nation at Risk," ranging from excessive standardized testing and loss of teacher autonomy to school defunding and privatisation efforts. It cites research debunking the original claims whilst asserting that public perception has been indelibly shaped by the report. Ultimately, the author calls for finally moving past the "repetitive negative rhetoric" of the flawed 1983 report in order to improve public schools.
The article provides a strongly critical perspective on the long-term influence of "A Nation at Risk" on education policy and public attitudes towards state schools in America over the past four decades.
Holistic Instruction?
The article's fifth point links to an article that criticizes the standardised testing movement for ignoring student individuality and strengths by driving the notion that all pupils must master the same standards and learn identically. This directly speaks to the need for a more holistic approach to language instruction as advocated in my upcoming book "Holistic Language Instruction." A strictly standardised curriculum that disregards student diversity fails to engage many pupils in critical thinking or self-expression. It also reduces motivation and enjoyment. Holistic teaching provides a student-centred model that respects differences in learning and language processing styles, backgrounds, and strengths. It empowers students to integrate content across subjects, connecting it to their interests and their communities. By elevating student voice and embracing variability, a holistic language pedagogy will help rectify the flaws of the high-stakes testing regime outlined in point five of the article. The book offers an alternative vision to the restrictive, test-driven language instruction many schools have adopted in recent decades. It will be out in the Spring of 2024. Stay tuned.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.