Literaturnachweis - Detailanzeige
| Autor/in | Hirsch, Eric Donald |
|---|---|
| Titel | Why knowledge matters. Rescuing our children from failed educational theories. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2016), 270 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781612509525; 9781612509532 |
| Schlagwörter | Education, Elementary; Curricula; Educational change; Educational accountability; Education; Standards; Aims and objectives; Educational innovations; Primarbereich; Bildungstheorie; Bildungspraxis |
| Abstract | 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. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2017/4/11 |
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