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	<title>The Art of Teaching Science</title>
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	<link>http://www.artofteachingscience.org</link>
	<description>Progressive &#38; Humanistic Science Teaching</description>
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		<title>A Perfect Storm Hits Public Schools</title>
		<link>http://www.artofteachingscience.org/2012/02/21/a-perfect-storm-hits-public-schools-2/</link>
		<comments>http://www.artofteachingscience.org/2012/02/21/a-perfect-storm-hits-public-schools-2/#comments</comments>
		<pubDate>Tue, 21 Feb 2012 22:56:52 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Assessment]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[Standards]]></category>
		<category><![CDATA[education in the united states]]></category>
		<category><![CDATA[education reform]]></category>
		<category><![CDATA[Federal government]]></category>
		<category><![CDATA[High-Stakes Testing]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[standardized tests]]></category>
		<category><![CDATA[standards based education]]></category>
		<category><![CDATA[U.S. Department of Education]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8522</guid>
		<description><![CDATA[Guest Post by Steven Sellers Lapham Note: Steven Sellers Lapham and Jack Hassard worked together on this post. Public schools in America are under attack from many directions, and the U.S. Department of Education (ED) seems bent on delivering a lethal one-two-three punch. This decade will likely witness more neighborhood schools shutting down, crowded classrooms, excellent teachers [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Phil Kovacs Responds to the Latest Research on Teach For America</title>
		<link>http://www.artofteachingscience.org/2012/02/19/phil-kovacs-responds-to-the-latest-research-on-teach-for-america/</link>
		<comments>http://www.artofteachingscience.org/2012/02/19/phil-kovacs-responds-to-the-latest-research-on-teach-for-america/#comments</comments>
		<pubDate>Sun, 19 Feb 2012 19:27:27 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Teach for America]]></category>
		<category><![CDATA[Teacher Education]]></category>
		<category><![CDATA[anthony cody]]></category>
		<category><![CDATA[Phil Kovacs]]></category>
		<category><![CDATA[Research Studies]]></category>
		<category><![CDATA[teach for america]]></category>
		<category><![CDATA[Teacher Teaching]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8509</guid>
		<description><![CDATA[Guest Post by Dr. Philip Kovacs This post was published on Anthony Cody’s Living in Dialogue blog on Education Week as a response to guest post  that I wrote entitled  Cobb County, Georgia, Rejects Teach For America. One cogent comment came from Stuart (EdOutsider), who wrote the following: Listen, all this slapping our own backs [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/19/phil-kovacs-responds-to-the-latest-research-on-teach-for-america/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Test-Based Reform: What Values are we Adding?</title>
		<link>http://www.artofteachingscience.org/2012/02/16/using-data-to-debunk-achievement-test-reform-part-2/</link>
		<comments>http://www.artofteachingscience.org/2012/02/16/using-data-to-debunk-achievement-test-reform-part-2/#comments</comments>
		<pubDate>Thu, 16 Feb 2012 23:19:25 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Assessment]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[Standards]]></category>
		<category><![CDATA[achievement gap in the united states]]></category>
		<category><![CDATA[achievement test]]></category>
		<category><![CDATA[achievement tests]]></category>
		<category><![CDATA[High-Stakes Testing]]></category>
		<category><![CDATA[national assessment of educational progress]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[student achievement]]></category>
		<category><![CDATA[student achievement testing]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8482</guid>
		<description><![CDATA[Post 2.  Read Post 1 here. This post  was published on Anthony Cody&#8217;s blog, Living in Dialogue. Practicing teachers, clinical professors, and researchers who work in the field know that assessing teachers or students requires much more than simply looking at test scores.  And indeed, researchers who have examined the value-added assessment system which purports [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Test-Based Reform: Where is the Common Core Leading Us?</title>
		<link>http://www.artofteachingscience.org/2012/02/16/using-data-to-debunk-achievement-test-reform-2/</link>
		<comments>http://www.artofteachingscience.org/2012/02/16/using-data-to-debunk-achievement-test-reform-2/#comments</comments>
		<pubDate>Thu, 16 Feb 2012 22:21:30 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Assessment]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[Standards]]></category>
		<category><![CDATA[achievement gap in the united states]]></category>
		<category><![CDATA[education reform]]></category>
		<category><![CDATA[High-Stakes Testing]]></category>
		<category><![CDATA[national assessment of educational progress]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[Raise Test Score]]></category>
		<category><![CDATA[standards based education]]></category>
		<category><![CDATA[student achievement]]></category>
		<category><![CDATA[student achievement testing]]></category>
		<category><![CDATA[student testing]]></category>
		<category><![CDATA[Teacher Education]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8468</guid>
		<description><![CDATA[Part 1 Posted on Anthony Cody&#8217;s Living in Dialogue blog. In a post last week, I reported that Georgia&#8217;s Cobb County School System rejected the superintendent&#8217;s proposal to hire 50 Teacher for America teachers for schools located in South Cobb.  Many of the South Cobb schools are underperforming schools.  I suggested that this was a good decision, [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/16/using-data-to-debunk-achievement-test-reform-2/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Teach for America Rejected in Georgia&#8217;s Cobb School System</title>
		<link>http://www.artofteachingscience.org/2012/02/12/teach-for-america-rejected-in-georgias-cobb-school-system/</link>
		<comments>http://www.artofteachingscience.org/2012/02/12/teach-for-america-rejected-in-georgias-cobb-school-system/#comments</comments>
		<pubDate>Sun, 12 Feb 2012 23:48:39 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Teacher Education]]></category>
		<category><![CDATA[Certified Teachers]]></category>
		<category><![CDATA[Cobb County School District]]></category>
		<category><![CDATA[linda darling hammond]]></category>
		<category><![CDATA[South Cobb]]></category>
		<category><![CDATA[teach for america]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8427</guid>
		<description><![CDATA[Cobb County, Georgia&#8217;s second largest school decided not to consider the superintendant&#8217;s request to hire 50 Teach for America (TFA) non certified college graduates to work in under-performing schools in South Cobb.  According to an editorial in the Marietta Daily Journal,  Dr. Michael Hinojosa, the county&#8217;s new superintendent (formerly superintendent of the Dallas ISD) had [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/12/teach-for-america-rejected-in-georgias-cobb-school-system/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>Hip Hop Generation, Science Education &amp; Reform</title>
		<link>http://www.artofteachingscience.org/2012/02/09/hip-hop-generation-science-education-reform/</link>
		<comments>http://www.artofteachingscience.org/2012/02/09/hip-hop-generation-science-education-reform/#comments</comments>
		<pubDate>Thu, 09 Feb 2012 20:08:23 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[christopher emdin]]></category>
		<category><![CDATA[Classroom Organization]]></category>
		<category><![CDATA[critical pedagogy]]></category>
		<category><![CDATA[Hip Hop]]></category>
		<category><![CDATA[Hip Hop Generation]]></category>
		<category><![CDATA[science education]]></category>
		<category><![CDATA[science education reform]]></category>
		<category><![CDATA[science teacher]]></category>
		<category><![CDATA[teach for america]]></category>
		<category><![CDATA[Teaching Science]]></category>
		<category><![CDATA[Urban Science]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8408</guid>
		<description><![CDATA[The current wave of reform in science education is not in the best interests of the diverse cultures that comprise the population of the United States.  The reform is standards- and test-based, and seeks to create schooling that ignores differences in people, and instead creates an outline of what is to learned for all students [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/09/hip-hop-generation-science-education-reform/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>NAT GEO The Wild Mississippi</title>
		<link>http://www.artofteachingscience.org/2012/02/08/nat-geo-the-wild-mississippi/</link>
		<comments>http://www.artofteachingscience.org/2012/02/08/nat-geo-the-wild-mississippi/#comments</comments>
		<pubDate>Thu, 09 Feb 2012 01:03:26 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Biology]]></category>
		<category><![CDATA[Earth Science]]></category>
		<category><![CDATA[Environment]]></category>
		<category><![CDATA[Mississippi River]]></category>
		<category><![CDATA[NAT GEO]]></category>
		<category><![CDATA[tv programs]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8394</guid>
		<description><![CDATA[NAT GEO presents The Wild Mississippi, a three-part TV program on Sunday, February 12.  I viewed the three episodes today, and recommend that you tune in Sunday night at 8:00 P.M (Eastern) to view the first of the three episodes.  The second and third episodes follow at 9:00 P.M. and 10:00 P.M.  Check the schedule [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/08/nat-geo-the-wild-mississippi/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The Fordham Report on Science Standards Gets a &#8220;D&#8221;</title>
		<link>http://www.artofteachingscience.org/2012/02/07/the-fordham-report-on-science-standards-flawed-invalid-deceptive/</link>
		<comments>http://www.artofteachingscience.org/2012/02/07/the-fordham-report-on-science-standards-flawed-invalid-deceptive/#comments</comments>
		<pubDate>Wed, 08 Feb 2012 00:39:42 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Assessment]]></category>
		<category><![CDATA[Standards]]></category>
		<category><![CDATA[education reform]]></category>
		<category><![CDATA[Fordham Institute]]></category>
		<category><![CDATA[National Science Education Standards]]></category>
		<category><![CDATA[science education]]></category>
		<category><![CDATA[science inquiry]]></category>
		<category><![CDATA[science standards]]></category>
		<category><![CDATA[State of State Science Standards]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8368</guid>
		<description><![CDATA[Even reports published by prestigious institutions can be flawed and deserve a low grade.  In my own view, this is the case for the Fordham Institute&#8217;s new report entitled The State of State Science Standards that was published recently. Yet when you do a Google search for &#8220;Fordham review science standards&#8221; there are hundreds of [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/07/the-fordham-report-on-science-standards-flawed-invalid-deceptive/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Fordham Institute Review of the State Science Standards: Use with Caution!</title>
		<link>http://www.artofteachingscience.org/2012/02/02/fordham-review-of-the-state-science-standards-gets-an-f/</link>
		<comments>http://www.artofteachingscience.org/2012/02/02/fordham-review-of-the-state-science-standards-gets-an-f/#comments</comments>
		<pubDate>Fri, 03 Feb 2012 00:28:52 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Standards]]></category>
		<category><![CDATA[creation and evolution in public education]]></category>
		<category><![CDATA[Fordham Institute]]></category>
		<category><![CDATA[peer review]]></category>
		<category><![CDATA[physical science]]></category>
		<category><![CDATA[politics of science]]></category>
		<category><![CDATA[science education]]></category>
		<category><![CDATA[science inquiry]]></category>
		<category><![CDATA[science standards]]></category>
		<category><![CDATA[science teaching]]></category>
		<category><![CDATA[State Science Standards]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8329</guid>
		<description><![CDATA[The Fordham Institute published The State of State Science Standards 2012, a document that details evaluations of the science standards developed by each U.S. state, the District of Columbia, and even the NAEP.   The 217 page report includes an evaluation of each state&#8217;s science standards.  The authors evaluated each state by assigning a score to [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/02/02/fordham-review-of-the-state-science-standards-gets-an-f/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>We Have Low Expectations for American Students in Math &amp; Science!</title>
		<link>http://www.artofteachingscience.org/2012/01/30/we-have-low-expectations-for-american-students-in-math-science/</link>
		<comments>http://www.artofteachingscience.org/2012/01/30/we-have-low-expectations-for-american-students-in-math-science/#comments</comments>
		<pubDate>Tue, 31 Jan 2012 02:24:39 +0000</pubDate>
		<dc:creator>Jack Hassard</dc:creator>
				<category><![CDATA[Assessment]]></category>
		<category><![CDATA[Humanistic Science]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[Standards]]></category>
		<category><![CDATA[Broad Foundation]]></category>
		<category><![CDATA[Math]]></category>
		<category><![CDATA[national assessment of educational progress]]></category>
		<category><![CDATA[No Child Left Behind Act]]></category>
		<category><![CDATA[science education]]></category>
		<category><![CDATA[science tests]]></category>
		<category><![CDATA[student performance]]></category>
		<category><![CDATA[Trends In International Mathematics And Science Study]]></category>

		<guid isPermaLink="false">http://www.artofteachingscience.org/?p=8295</guid>
		<description><![CDATA[Who the #@!% would make such a statement? Why would such a statement be made about America&#8217;s youth? If you go the Broad Foundation Education page you will find the answer to the first question.  This is the first of four statements about American youth, followed by &#8220;stark&#8221; statistics.  The Broad Foundation says: We have low expectations [...]]]></description>
		<wfw:commentRss>http://www.artofteachingscience.org/2012/01/30/we-have-low-expectations-for-american-students-in-math-science/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
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