Education Readings for the critical educator - the failure of school reform/ pedagogy before technology/ creativity

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

Why Corporate School Reform will Eventually Fail

Ministers/Secretaries of education all over - take note.

‘It’s not going to happen with top-down testing and “teacher-proof” curriculums developed by people working in companies like Microsoft and Pearson who, in an effort to reboot the Factory School model, have no clue about the children into who’s lives they are intruding, but only wish to be able to “measure” schools, teachers and children so they can manipulate what goes on there, and profit financially from their education “investments.”’

http://bit.ly/1wKPJoq

The music is in the musician

Here’s the first article from Steve Wheeler for the year - you can be sure there will be more. Here he references a talk by Sir Ken Robinson.

“One of his most memorable one liners was about teachers using technology, where he said: 'The music is in the musician, not the instrument.', and he was also caught channeling Marshall McLuhan with his remark that 'we amplify our tools and then our tools amplify us.’”

http://bit.ly/15WovFp

7 tests that expose Blended Learning as actually Blended ‘Teaching’

“‘Blended Learning’ is so often just ‘Blended Teaching’, a half-hearted attempt to retain a mixture of classroom and online. It’s Velcro learning, slamming just a few of things together to satisfy a need to hold on to some of the old and look as though you’ve embraced some of the new. A poor singer doesn’t sound any better when in a duet.”

http://bit.ly/1zrQDdR

33 Problems That All Teachers Will Understand: It’s not all apples and summer holidays.

Some light relief…. or is it frightening that there are some truths hidden amongst the jokes?

http://bzfd.it/1zrROtN

Pedagogy Before Technology – 10 Ideas to Consider

Something to reflect on …

“Buzzwords are bad. They are intimidating and make educators lose sleep over practices they already do but with a new term coined by someone corporate or selling book. Am I wrong? Principles and ideas are good but buzzwords? However, buzzwords elicit change through intimidation. Now even I am confused.”

http://bit.ly/18Gaptv

When Will We Finally Say Enough? Seriously.

“Forcing any, and all, children to endure the harmful effects of high stakes standardized testing because some state or federal mandate requires all children be tested, ironically in the name of providing equitable and quality education, is the greatest insult ever hurled upon public education and children. To force a child like Ben, whose educational needs are so far removed from that which such a test can provide simply for “compliance sake,” is just heart breaking. It reveals how deeply flawed the system of accountability is, how failed our policies are, and how compliant in the face of insanity we have become … and most of all, how enmeshed we are as a society with a turn- a- blind- eye- faith in the testing mentality. How outraged do we need to be before we put an end to corporate-driven reform?”

http://bit.ly/1voi2z6

Virtual Preschool: Yes, That's Now a Real Option

The ultimate educational obscenity?

“Now an option for parents of young children: a "virtual" preschool with digital learning materials, activity guides, learning analytics, and "homeroom teachers," all accessible online through your computer, tablet, or smartphone.”

Really. This is not satire…

http://bit.ly/1xaPyD1

Inside Training Document Reveals How Test-Supporters Want to Talk About Testing

Antony Cody spills the beans on the ways pro-test supporters manipulate public perceptions. Notice any similarities to the political spin in your own backyard?

“With this in mind, it is informative to see how supporters of test-driven reform are seeking to shore up their eroding position in the public debate. The document I received is presented in bright colors with cartoon illustrations. I will share some of the main messages here, and you can download the whole thing here: HowToTalkAboutTesting.”

http://bit.ly/1ALxRkH

This week’s contributions from Bruce Hammonds:

Thinking: Beliefs Versus Actual Creativity

“Most of us are creative and innovative when it comes to solving problems, we really are. But it would also appear that most of us go through a phase where we lose that potential or the

motivation to push the boundaries and think of alternative possibilities for what we are doing. And you have to work to get it back once you get into those lazy habits of going through the motions of thought.”

http://bit.ly/1z8PV1A

How Do We Raise Critical Thinkers?

Bruce's comment: A short article about the future skills students will need – with a link to free e-book on project based learning.

“We now live in an interconnected world, where the Internet and global communications are simultaneously uniting and isolating us as a society. How do we raise critical thinkers to best face the challenges that face our modern society? What changes in education methods should be implemented to  create a better learning environment for these budding minds?”

http://bit.ly/1KBwUgH

7 Ways to Boost Your Creativity

Bruce’s comment: Excellent advice to develop creativity.

“Creativity can seem innate, but like many things, it is actually a delicate balance of nature and nurture. In other words, creative thinking can be enhanced by external forces, and isn’t necessarily reliant on “good genes” or natural ability.

Luckily, new research points the way to a variety of mental and environmental approaches that can help us improve our creative output.”

http://bit.ly/1DUSkl1

To Get Students Invested, Involve Them in Decisions Big and Small

Bruce’s comment: Purpose before iPads. Importance of students asking their own questions.

“The hardest part about using design thinking in class is getting the question right and staying in the question. Educators regularly notice how challenging it is for students to stay in the question.  Student conversation can veer off track and the students can lose focus. It takes discipline for students to learn how to dig deep with focus on a design question.”

http://bit.ly/1AbZMsS

How Inquiry Can Enable Students to Become Modern Day de Tocquevilles

Bruce’s comment: The importance of open ended inquiry – a contrast to teacher determined studies. Plus some interesting links to inquiry projects.

‘The students are so much more connected to their work and passionate about it that they’re actually doing work that’s higher quality than they’ve ever done before.’

http://bit.ly/19a2vsp

All students able to 'seek, use and create their own knowledge

How Student Centered Is Your Classroom?

Bruce’s comment: Is your classroom student centred – some good questions to ask. I would add do you still use ability grouping/ streaming – features of a 19th C industrial age  system of sorting?

“…you need to tell them stuff and show them how to do things, but you also need to let your learners discover, experiment, and practice even if they miss the mark or target. Educational research tell us time and time again that all learners (young or old) need time to muddle through and make meaning of new content, ideas, and concepts with some coaching and guidance, but also independently.”

http://bit.ly/1z8oRAN

Primary school complacency and Secondary school confusion.

I am often asked if I am still involved in education and my answer is not really but still like reading about it and writing blogs about things that attract my interests.

A follow up question is who reads your blog and my answer is I have no idea - I write to express my own belief in  student centred ideas about learning; ideas that seem increasingly under attack by 'market forces' politicians who seem intent on measuring, testing and comparing schools.

 I write for the New Zealand situation but over half the visits to my site come from international sources. Now and then I meet a teacher socially, or in the supermarket, who thanks me for sharing creative teaching ideas. And of course a number of people write supportive comments (and  about 700 get the blog sent to them by e-mail).

But when it all boils down I write for the fun of it and to keep alive the spirit of creative education as expressed best by John Dewey at the turn of the 20th C

For all that I am not sure if many primary or secondary agree with me.

My experience, in recent years, with primary schools is that they have, due to political pressure, become more traditional  with their programmes concentrating on literacy and numeracy.  As one commentator has said 'it is as if literacy and numeracy gobbled up the entire curriculum.' Reminds me of the majority of the classrooms of the 1950s and 60s. They present happy friendly environments but  from an early age they set about dividing students into demeaning ability grouping in literacy and numeracy - hardly student centred. Worse still some primary schools have moved into setting across classrooms in maths. School always have good reasons for such decisions.

I believe that unquestioned use of ability grouping  ( plus the narrowing of the curriculum resulting from the imposition of the reactionary National Standards) is the major block towards developing a more personalized approach to learning.

Several researchers have written about the negative consequences of ability grouping.And there are the examples of Finnish and Asian school systems who only use heterogeneous grouping and get better results

As for secondary schools , after recently reading Bali Haque's book ( 'Changing our Secondary Schools')  I  feel sympathy for the schools and their  teachers  trying to cope with the potentially

 transformational demands of the NCEA .Bali was previously  a school principal and deputy chief executive at NZQA.  There is also the pressure  for secondary schools  to develop a 21stC  learning environment in structures with their genesis in a past age. David  Hood book's title, 'Our Secondary Schools Don't Work Anymore' sums up my own position. Another book worth reading, with ideas to transform secondary education, is Catching the Knowledge Wave by Jane Gilbert

I plan to write a blog to share Bali's ideas in a future blog. His book is well worth reading, as is David Hoods.

Both sectors are  also under pressure from a growing imposed  surveillance and audit culture that is the antithesis of creativity, innovative thinking and personalization of learning.

So for primary schools the need is to create a learning environment that focuses on developing the talents and gifts of all students.

This is not to ignore the obvious importance of literacy and numeracy but to 're-frame' these  basic areas as 'foundation skills'  ( along with modern information technology) to ensure all students have the learning 'competencies' to a 'seek, use and create their own knowledge' as the New Zealand Curriculum states.

For secondary schools it means moving away from compartmentalized subject centred teaching, and streaming by ability,  so as  to introduce authentic  integrated learning contexts.
 Such authentic contexts would call upon the diverse specialist skills  and cultural backgrounds of secondary teachers as well as offering personalized assistance for students with special needs in literacy and numeracy  - and in  other areas needing assistance

I guess that sums up my position.

Primary schools reflect complacency about their demeaning use of ability grouping and the associated  distortion of their programmes neglecting  in the process the personal interests of their students.

In our secondary schools  confusion reigns with the difficulty of facing up to the need to make them truly inclusive student centred 21stC learning environments.

Complacency and confusion. 

Hope lies with creative teachers doing their best to introduce innovative ideas.

If my blog helps in anyway that's great - if not no matter.

Educational Readings for Creative Educators - assessment,maths,creativitym and overworked teachers.....

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

How long before administrators lose touch with the realities of the classroom?

Principals lose touch?

A good question…

“In closing, are administrators who are freshly out of the classroom better at evaluating teachers since they are recently removed? Or, are these new administrators stuck in their offices dealing with school discipline while the more senior administrator, who is further removed from the classroom, handles most of the classroom observations?”

http://bit.ly/1zbnzJ8

Causing educational damage!

Why Is This So Hard?

Ruminations on the problems of convincing people about the damage caused by testing policies.

“But I cannot wrap my head around how any system of standardized testing, which was designed during the Eugenics movement to sort and track people according to race, class, and gender can possibly offer the solution to the persons and groups it was intended to harm the most.”

http://bit.ly/1zkee05

How Strict Is Too Strict?: The backlash against no-excuses discipline in high school

Is this crazy or what?

“In step with an energetic breed of charter advocates nationally, the reformers who descended on New Orleans were convinced that progressive pedagogy and discipline had an especially sorry record in low-income districts, where many children faced more than their share of disorder and

violence. Chaotic classrooms, the newcomers argued, were a major reason schools floundered and failed. The controversial broken-windows theory—which holds that a firm response to minor signs of disarray, like broken windows, is essential to inhibiting more-serious criminal activity—was the reigning analogy, invoked by top administrators on down. No infraction was too small to address.”

http://theatln.tc/1tCdeoA

Allowing students to deeply understand assessment.

Hmmm, I like the approach but not the use of rubrics that turn learning into the educational version of paint by numbers.

“It was interesting observing students move through the class. Once they realized how different each chart was, they became absorbed in reading the charts, giving feedback and then, unexpectedly commenting on the feedback and observations being made.

As you read, notice how the students have internalized our classroom discourse.”

http://bit.ly/1LrIz39

5 Things Teachers Wish Parents Knew

Thanks to Stephen Baker for this one. What would you add/delete/change?

“Reading all these responses from teachers was a great reminder to me, just how important it is to be PRESENT when you are with your kids. Pay attention to what they enjoy and make their schoolwork a priority. Teachers have such a short amount of time to give your children all the skills they need, so you HAVE to help. “

http://bit.ly/1ygwOU6

A must read!

 Learn math without fear, Stanford expert says

“Stanford Professor Jo Boaler says that students most effectively learn "math facts" working on problems that they enjoy, rather than through exercises and drills they fear. Speed pressure, timed testing and blind memorization damage children's experience of math, she says”.

http://stanford.io/1BFzYnP

Peter Senge

What You Need for a Caring Classroom: Daniel Goleman and Peter Senge outline three kinds of empathy kids need for success at work and in life. 

“A new article in Scientific American, "The Secret to Raising Smart Kids," suggests that "focusing on 'process,' rather than intelligence or talent, produces high achievers in school and in life." This process consists of personal effort and effective strategies. One process we are talking about today is building empathy into the classroom setting, and how developing emotional intelligence is key to success inside and outside of the classroom.”

http://bit.ly/1EVnmtJ

It’s time ministers realised that teachers really do want to teach

Thanks to Joce Jesson for this link.

“Children are measured at an ever more granular level, to a narrowing set of performance indicators. It is fundamentally disrespectful to them, a cynical waste of their time for the purposes

of political point-scoring.

This misunderstands the nature of learning: that individuals do different things at different rates, and the speed of one individual’s learning can vary wildly, without being anybody’s fault.”

http://bit.ly/1KkVUqx

This week’s contributions from Bruce Hammonds:

Why Preschool Shouldn’t Be Like School

Lets not lose imp of play!

“New research shows that teaching kids more and more, at ever-younger ages, may backfire. Ours is an age of pedagogy. Anxious parents instruct their children more and more, at younger and younger ages, until they're reading books to babies in the womb. They pressure teachers to make kindergartens and nurseries more like schools.”

http://slate.me/16ilYpG

New Zealand Creativity Challenge 2015

This looks like it will be very good.

‘… the event will include hands-on workshops, discussion groups and excellent networking opportunities.

“We want to create something that will have an inspiring and vigorous life long after the conference itself is over. We want to connect people across different fields, such as the arts,

science, business and education.

“The Challenge theme is ‘Creativity Crosses Boundaries’ because it’s time to move beyond the age of super heroes and understand that we’re all in this together. Certainly we need some experts and heroes but creativity belongs to everyone – it is central to our humanity.”’
http://bit.ly/1AgU22a

Is YOUR School Wasting Money on Technology?

A very good question, posed by Bill Ferriter…. Reminds me of an old cliche - Any teacher who can be replaced by technology, should be replaced.

“He calls us "ever-optimistic techno-cheerleaders" -- blinded by the belief that if we JUST had more gizmos and gadgets and connections to the web, we could do wonderful things with our kids.  The truth, however, is that communities have gotten no REAL returns on the investments that they have made in classroom technologies.  We keep spending millions on everything from iPads to IWBs to 3D printers yet our schools remain places where learners stagnate.”

http://bit.ly/1LF4lQT

Can Students Have Too Much Tech?

In a similar vein …

“To the extent that such a teacher can benefit from classroom technology, he or she should get it. But only when such teachers are effectively trained to apply a specific application to teaching a particular topic to a particular set of students — only then does classroom technology really work. Even then, we still have no proof that the newly acquired, tech-centric skills that students learn in the classroom transfer to novel problems that they need to solve in other areas.”

http://nyti.ms/16b22Ej

How To Do Everything Right In Schools.

Bruce’s comment: Develop a culture of intellectual inquiry in your school, or class. A short but insightful read.

“Begin with a theory, make a prediction, test, observe, modify the theory, and so on. Fields from astronomy to medicine have used this process. The fact that education as a field has not universally embraced this process is one reason it remains vulnerable to fads and fashions. This is where the role of school and district leaders comes in. It’s up to those leaders to establish a culture of intellectual inquiry, one that values mistakes for what they teach us about what we might try next rather than one that uses mistakes as a reason to punish others. This certainly runs contrary to the way some education leaders have been trained to operate.”

http://bit.ly/1Dvt9ov

What attitudes towards learning have your students brought with them - what will need to change?

Bruce’s latest blog posting, making suggestions for New Zealand teachers reflect on at the end

of their first week of the 2015 school year.

“Negotiating with your students to develop ownership is always a good idea. It would be interesting to ask your class to list and then share the things they would like to learn about, the things that concern them and the things they wonder about.  Teachers who have done this have found that their students study ideas align well with the suggestions of the curriculum.”

http://bit.ly/16r0M07

What attitudes towards learning have your students brought with them - what will need to change?

The first week of school has all but finished - tomorrow, Friday is Waitangi Day. Insightful teachers would have used the day to undertake a 'mini' unit on what the day stands for. If not then Monday
would be  good time to 'harvest' their thoughts - and clarify any misconceptions.

A good idea is to use the concept of a treaty to develop  the beginnings of a class treaty on good behaviours by both partners - the students and the teachers. Your ongoing success will depend on developing  respectful relationships.

What are the best behaviours of a successful learners?
What are best behaviours of a  good teacher?

During the first few days - more the first few minutes - your students will be carefully observing you to see what you stand for ( or even what they can getaway with!). It would be a good idea to discuss with the class your stance as a teacher - this will contribute to answering the above questions and will at least clarify your role as a teacher.

The first week or so is a good time to gather 'data' on the attitudes individual students have towards  learning area and any aspect of school you might want to know their views about. I saw this demonstrated by a teacher who went through it with the class as if she was there age. She let them know her strengths and weaknesses at the time and how she has improved on things since then.

Howard Gardner

If this were to be done the list of questions would be best drawn up by the teaching team - and latter repeated to see how things are changing. Students could answer on a five point scale going from 'I love it' to 'don't like it at all'.

You might like them to tell you how they think they learn - get them to consider something they learnt over the holidays. How do you get good at anything?

Attitudes make all the difference in learning but few teachers bother to gather such information.

At the beginning of the year is also a good time to find out what talents , or interests, your

Colour in the amount of your interest

students bring with them to class. Use  Howard Gardners concept of multiple intelligence to see what your students bring with them that you can capitalize on during the year.

Negotiating with your students to develop ownership is always a good idea. It would be interesting to ask your class to list and then share the things they would like to learn about, the things that concern them and the things they wonder about.  Teachers who have done this have found that their students study ideas align well with the suggestions of the curriculum.  Teachers can then include suggestions into the years programme.. Students could be helped by discussing the various strand of the Learning Areas of the New Zealand Curriculum

Another good idea is to , at the beginning of the day to go over the days programme and  just as importunately having a ten minute reflective period  at the end of the day to discuss the three things they achieved during the day. What did you do at school toady is the first questions many parents ask - it is a good idea to ensure students have a positive answer. Great PRO.

Although the holidays have passed it is not too late for your class to list the best things they did during their holidays and to select one to write about - as if they were there. If this is done model the process by sharing your experiences and elaborating the best thing. Sometimes small experiences - like catching a fish - provide the best ideas for powerful writing.

Is such a piece of focused personal writing is done then it could be written out ( after drafting and maybe discussion with you) in their best handwriting. This will give you an idea of the quality of their handwriting. Such writing could become a weekly task - drafted out Monday morning.

An illustration could be added to such a piece of writing. Many students have never been taught the skill of drawing and will need help. One again focus on the important aspect selected for their story - as if they were taking a photograph.

My own experience is that far too many students will arrive in your class thinking first finished is best. By 'slowing the ace of their work', by encouraging observational skills, by teaching them some simple formats to present their work you will slowly develop the id era if a thing is worth doing it is worth doing well.'

'Slowing the pace' gives the students time to think and you time help those in need.

Slowing the pace, learning to observe and trying to beat your own personal best, doing fewer things well will all make your class a more purposeful learning environment.

The above ideas , plus a few more, can be found in this link

Educational Readings - first readings for 2015.'Begin with the end in mind'.

By Allan Alach

Another New Zealand school year is about to start, so I guess that means I need to unpack my brain and get started on this year’s education readings.

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

Can Lego Help Return Play to Children’s Lives and Education?

Peter Gray commenting on a Lego Foundation conference - a good read.

“..there was no real discussion of the meaning of “play” (at least none that I heard), and I wish there

.Importance of play neglected

had been, because many speakers used the term to refer to activities that neither I nor most children would class as play. They used the term to describe activities that teachers could bring into the classroom for the explicit purpose of teaching certain lessons, lessons that are part of the school curriculum and would ultimately be measured by scores on tests.”

http://bit.ly/1CgvTt5

When you innovate are you a puzzle builder or quilt maker?

Are you a quilt maker?

Interesting video:

“When you don't 'get' something, when there's something you've not got that gets in the way of building your idea, do you put your hands up and wait until the next piece in your puzzle becomes available, or do you just make stuff happen with the resources you've got - are you a puzzle maker who struggles when a piece is missing or a quilt maker who makes the best out of what you have?”

http://bit.ly/18wyeDK

Workload forcing new teachers out of the profession, survey suggests

An article from England, however from what I read online this is a widespread concern.

“Almost three quarters (73%) of trainee and newly qualified teachers (NQTs) have considered leaving the profession, according to a new survey by the Association of Teachers and Lecturers. Heavy workloads are wreaking havoc among new recruits as 76% of respondents cited this as the main reason they considered quitting.”

http://bit.ly/1JKmE5x

What's Worth Learning in School?

Thanks to Ivon Prefontaine for the link to this. Ivon’s Leadership, Innovation, and Creativity Scoop.it site is well worth following.

‘“You’ve been teaching long enough to be pretty sure that hand is going to go up as soon as you got started on this topic, and so it does, with an annoying indolence. All right. You gesture toward the hand, Let’s hear it.

The student: ‘Why do we need to know this?’”

http://bit.ly/1JKnA9Z

Seven ways schools kill the love of reading in kids — and 4 principles to help restore it

“This post by Alfie Kohn explains all the ways that school actually kills a desire to read in many kids, and how that can be remedied.” 

http://wapo.st/1yPcfBV

Great Research

Jamie McKenzie:

“Students must make answers. The research is like a shopping trip to find the raw ingredients that will be chopped up and combined to cook a great stew or sauce. Cooking should involve more than heating up "store bought" dishes in the microwave.”

http://fno.org/Jan2015/greatresearch.html

5 Devastating Facts About Charter Schools You Won't Hear from the 'National School Choice Week' Propaganda Campaign

“Children who are better resourced with more family support are the winners in the school choice game. Children from disorganized families don’t even enter the lottery. Children with significant special needs are not well served in charter schools that lack the appropriate resources. The privatization of our schools puts public schools at a huge disadvantage, stranding the least advantaged and disabled in underfunded, under-resourced schools.”

http://bit.ly/1CQKsTm

This week’s contributions from Bruce Hammonds:

Beginning the school year with the end in mind ( Steven Covey)

Bruce wrote this article for New Zealand teachers who are about to enter the fray for the new school year; however it has relevance all over.

“A few years ago Steven Covey wrote a popular book called 'The Seven Habits of Effective People'. One of Covey's effective habits  was  to 'begin with the end in mind'.I think it very important advice for teachers starting with a new class. What would you like the class to be like at the end of the year? What habits, dispositions, attitudes, competencies and behaviours would you ideally like to be in place?”

http://bit.ly/1LjgrPy

Insights into Student Motivation

“Motivating students is always a hot topic among education writers and researchers, but never more so than the last several years. This MiddleWeb Resource Roundup gathers blog posts, interviews and studies centering on some of the recent commentary on intrinsic and extrinsic sources of motivation.”

http://bit.ly/1z5715n

My Longstanding Beef with Instructional Leaders

Bruce’s comment: Are principals really’ instructional leaders’  or’ lead teachers’? Do you go to your principal for help or to an admired fellow teacher? The reality of the principal's role is to create conditions to encourage creativity and to trust teachers.

‘When the mic finally came to me, I pushed back at the notion that principals are truly the instructional leaders of any school.  "How can you REALLY be the instructional leaders," I argued, "when no one has ever seen you teach?!”’

http://bit.ly/18wBbEo

The Past, Present And Future Of High-Stakes Testing

Bruce’s comment: The state of testing – is USA the model to follow? This testing obsession must never take over New Zealand schools!

“I've just written a book on this topic, The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be, and Steve Inskeep sat down with me to ask me a few questions about it.”

http://n.pr/1Ljjmrz

Andrew McAfee: What will future jobs look like?

Bruce’s comment: This  TED talk by the author of The Second Machine Age  is a must to watch about the future of jobs in the coming decades. It is a positive message. Schools need to be about encouraging exploration, imagination and creativity – not the current push towards standardisation ( which has more to do with the first Industrial Age. Be great to show to staff and senior students.  Andrew Mcafee gives a powerful quote about education ‘I learnt in Montessori school that the world was interesting and it was my job to explore it. Then I went to public school – it was like being in the Gulag’.

http://bit.ly/15W5wvb

8 Myths That Undermine Educational Effectiveness

.Educational myths

Bruce’s comment: The real truth – myths about education. How many apply in NZ? (or in your location, wherever that may be).

“Certain widely-shared myths and lies about education are destructive for all of us as educators, and destructive for our educational institutions. This is the subject of 50 Myths & Lies That Threaten America’s Public Schools: The Real Crisis in Education, a new book by David Berliner and Gene Glass, two of the country’s most highly respected educational researchers. Although the book deserves to be read in its entirety, I want to focus on eight of the myths that I think are relevant to most teachers, administrators, and parents.”

http://bit.ly/1CNXVLy