| 000 | 02661cam a2200469 i 4500 | ||
|---|---|---|---|
| 001 | 945767560 | ||
| 003 | OCoLC | ||
| 005 | 20190729110454.0 | ||
| 008 | 160318t20162016maua b 001 0 eng c | ||
| 010 | _a2016012718 | ||
| 020 | _a9781612509525 | ||
| 020 | _a1612509525 | ||
| 020 | _z9781612509532 | ||
| 020 | _a1612509533 (library edition) | ||
| 020 | _a9781612509532 (library edition) | ||
| 035 | _a(OCoLC)945767560 | ||
| 040 |
_aMH/DLC _beng _erda _cSTF _dHLS _dDLC _dOCLCF _dBDX _dYDXCP _dBTCTA _dHMG |
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| 042 | _apcc | ||
| 050 | 0 | 0 |
_aLB1570 _b.H57 2016 |
| 082 | 0 | 0 |
_a372 _223 |
| 092 | 0 |
_a372 _bH6691w 2016 |
|
| 100 | 1 |
_aHirsch, E. D. _q(Eric Donald), _d1928- |
|
| 245 | 1 | 0 |
_aWhy knowledge matters : _brescuing our children from failed educational theories / _cE.D. Hirsch, Jr |
| 264 | 1 |
_aCambridge, Massachusetts : _bHarvard Education Press, _c[2016] |
|
| 264 | 4 | _c©2016 | |
| 300 |
_a270 pages : _billustrations ; _c23 cm |
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| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
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| 338 |
_avolume _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages 227-257) and index | ||
| 505 | 0 | _aPrologue: 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 | |
| 520 | _aIn 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 | ||
| 650 | 0 |
_aEducation, Elementary _xCurricula |
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| 650 | 0 | _aEducational change | |
| 650 | 0 | _aEducational accountability | |
| 650 | 0 |
_aEducation _xStandards |
|
| 650 | 0 |
_aEducation _xAims and objectives |
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| 650 | 0 | _aEducational innovations | |
| 596 | _a1 | ||
| 948 | _au612912 | ||
| 903 | _a33440 | ||
| 999 |
_c33440 _d33440 |
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