Reaching Higher? The Impact of the Common Core State Standards on the Visual Arts, Poverty, and Disabilities

Autor/in	Wexler, Alice
Titel	Reaching Higher? The Impact of the Common Core State Standards on the Visual Arts, Poverty, and Disabilities
Quelle	In: Arts Education Policy Review, 115 (2014) 2, S.52-61 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.883897
Schlagwörter	State Standards; Educational Change; Poverty; Disabilities; Visual Arts; Corporate Support; Equal Education; High Stakes Tests; Test Coaching; Teaching Methods; Federal Legislation; Educational Legislation; Educational History; Public Schools; Underachievement; Teacher Evaluation; Performance Based Assessment; Guides; Resistance to Change + Suchen Sie Ihr Suchwort? Bildungsreform; Armut; Handicap; Behinderung; Optische Gestaltung; Testverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Bundesrecht; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Performance deficiency; Leistungsschwäche; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Handbuch; Leitfaden
Abstract	As the common core state standards become reality, teachers have reason for concern. In this article the author outlines the roots of what has been called the corporate reform in education and its effects on the arts, poverty, and disabilities. The financial contributions of the Gates and Broad foundations led to the corporatization and nationwide implementation of President Obama and Education Secretary Duncan's Race to the Top. Teachers' autonomy and intellectual freedom to craft their own curriculum, tests, and assessments are relinquished to the "experts" and testing companies such as Pearson. The author describes how this reform has consequently marginalized the arts and exacerbated the inequities of poverty and disabilities. These populations flourish when engaged in autonomous acts of discovery, experimentation, and hypothetical thinking, all antithetical to the new reform. Rather, passive submission to expository teaching is an inevitability of teaching to the test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10