Archives for July 2013

Is Teaching an Abacus or a Rose?

First article in a series on The Artistry of Teaching Preface Teaching is more immediate than reflective, and the artistry of teaching, much like creativity, comes to the prepared mind, sometimes serendipitously, more often as an invention or ingenious solution to an immediate problem. Many of you will agree that teachers are closer to being […]

New Design for Art of Teaching Science

Welcome to the new and revised design for The Art of Teaching weblog. I’ve changed the title to The Art of Teaching followed by the subtitle: Progressive Science Education. Since 2005, when I started writing this blog, I have used WordPress as the publishing platform.  To design the blog, I am using software from Copyblogger […]

The Artistry of Teaching

The artistry of teaching is a commitment to the idea that there is more to teaching than the application of principles of teaching that have emerged out of research and practice. Eliot Eisner remarked that the artistry of teaching occurs in the interstices (space, opening, interface) between frameworks and actions (theory and practice). The artistry […]

What's the Formula for Designing Rigorous Standards for Teacher Preparation?

What’s the Formula for Designing Rigorous Standards for Teacher Preparation? Read on to find out. The Council for the Accreditation of Educator Preparation (CAEP) published recommendations for Accreditation Standards and Evidence: Aspirations for Educator Preparation.  According to the CAEP website, “July 1, 2013, marked the de facto consolidation of the National Council for Accreditation of Teacher Education (NCATE) and […]

What’s the Formula for Designing Rigorous Standards for Teacher Preparation?

What’s the Formula for Designing Rigorous Standards for Teacher Preparation? Read on to find out. The Council for the Accreditation of Educator Preparation (CAEP) published recommendations for Accreditation Standards and Evidence: Aspirations for Educator Preparation.  According to the CAEP website, “July 1, 2013, marked the de facto consolidation of the National Council for Accreditation of Teacher Education (NCATE) and […]

Low Levels & Bottom-Feeders: Education Through the Eyes of Educationnext

A colleague in Massachusetts alerted me to an article in Educationnext, an opinion and research site sponsored by the Hoover Institution and The Thomas Fordham Institute.  The article, written by the editor-in-chief of Educationnext, Paul E. Peterson, and Peter Kaplan, an undergraduate, describes the view from these two men at Harvard and what they think […]

Low Levels & Bottom-Feeders: Education Through the Eyes of Educationnext

A colleague in Massachusetts alerted me to an article in Educationnext, an opinion and research site sponsored by the Hoover Institution and The Thomas Fordham Institute.  The article, written by the editor-in-chief of Educationnext, Paul E. Peterson, and Peter Kaplan, an undergraduate, describes the view from these two men at Harvard and what they think […]

A Letter to The Fordham Institute

Dear Colleagues at The Fordham Institute, The American Education Research Association (AERA) developed a framework for Scientifically Based Research (SBR) in 2008.  The SBR definition described below was supported by the AERA Council as a framework that offers sound guidance to members of Congress seeking to include such language in legislation.  As you know Congress […]

Fordham Institute's Evaluation of Next Generation Science Standards Rated as Junk Science

Fordham Institute’s Final Evaluation of Next Generation Science Standards (Fordham Evaluation) Rated as Junk Science. In this post I am going to provide evidence that the Fordham Evaluation of Next Generation Science Standards is junk science, and does not meet the basic standards of scientific research.  Figure 1 is the Junk Science Evaluation and Index Form that I designed to assess […]

Fordham Institute’s Evaluation of Next Generation Science Standards Rated as Junk Science

Fordham Institute’s Final Evaluation of Next Generation Science Standards (Fordham Evaluation) Rated as Junk Science. In this post I am going to provide evidence that the Fordham Evaluation of Next Generation Science Standards is junk science, and does not meet the basic standards of scientific research.  Figure 1 is the Junk Science Evaluation and Index Form that I designed to assess […]

Why We Should Reject The Fordham Institute's Opinion of the Next Generation Science Standards

In this post I am going to give evidence that the Fordham Institute’s evaluation of the Next Generation Science Standards should be rejected. The Thomas Fordham Institute is a conservative advocacy think tank which issues opinion reports written by “experts” on science education (other education issues as well).  I have reviewed earlier reports released by […]

Why We Should Reject The Fordham Institute’s Opinion of the Next Generation Science Standards

In this post I am going to give evidence that the Fordham Institute’s evaluation of the Next Generation Science Standards should be rejected. The Thomas Fordham Institute is a conservative advocacy think tank which issues opinion reports written by “experts” on science education (other education issues as well).  I have reviewed earlier reports released by […]

Results Are In: NCTQ Report on Teacher Prep Rated with Four Cautions

In the last four posts, I have written articles that call out the National Council on Teacher Quality on the basis of their built-in bias against teacher preparation institutions, and their confrontational style of what they call research. In the last post I used research by Michael Carolan, who investigated when does science become junk.  In […]