Why knowledge matters : rescuing our children from failed educational theories / E.D. Hirsch, Jr
Publisher: Cambridge, Massachusetts : Harvard Education Press, [2016]Copyright date: ©2016Description: 270 pages : illustrations ; 23 cmContent type:- text
- unmediated
- volume
- 9781612509525
- 1612509525
- 1612509533 (library edition)
- 9781612509532 (library edition)
- 372 23
- LB1570 .H57 2016
| Item type | Current library | Shelving location | Call number | Copy number | Status | Date due | Barcode | |
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NMC Library | Stacks | LB1570 .H57 2016 (Browse shelf(Opens below)) | 1 | Available | 33039001402378 |
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| LB1555 .C59 The learning child | LB1556.5 .L93 2014 The public school advantage : why public schools outperform private schools / | LB1567 .G88 1984 America's country schools / | LB1570 .H57 2016 Why knowledge matters : rescuing our children from failed educational theories / | LB1570 .K585 2004 The struggle for the American curriculum, 1893-1958 / | LB1573 .F552 1981 Why Johnny still can't read : a new look at the scandal of our schools / | LB1573 .G6715 1963 Teaching children to read / |
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