Request full-text PDF. The analysis shows that distance education can have the same effect on measures of student academic achievement when compared to traditional instruction. Worse yet, the grade 12 reading test in 2005 shows an average decrease for all students. Not only have many readings chosen for their thematic relevance been lifted out of their historical context (e.g., Arthur Miller’s play The Crucible appears in the unit on the Puritans), many contemporary as well as older literary offerings also have been chosen for the political uses that could be made of them (e.g., Dwight Okita’s poem on the Japanese-American internment or Denise Levertov’s poem on a demonstration against the Vietnam War). [15] Sandra Stotsky, Stealth Curriculum: Manipulating America’s History Teachers, Washington, D.C.: Fordham Institute, April 2004. Why does the anthology contain so many “traditional” authors? 43, s. 2013. [14] In addition, the introduction clearly indicates that these eight professors played a major role in the development of the 2000 edition. After students have read selections about a Spanish conquistador’s adventures in the New World, the Pilgrims, and the Middle Passage, they are asked to compare the “experiences of captured Africans brought to North America on slave ships with the experiences of the Pilgrims or Cabeza de Vaca’s men” (p. 98). The Negative Influence of Education Schools on the K-12 Curriculum. E.g., “The Yellow Wallpaper” is followed by Kate Chopin’s “The Story of an Hour,” which is described in the TE as follows: “[It] reveals the innermost thoughts of a woman who is told that her husband has suddenly been killed. [4]The long-term influence of this pedagogy shows itself in, as one example, the perceived inability of college freshmen to “argue” about what is in a text in their English literature courses.[5]. The pedagogical apparatus is a reflection, often just a pale reflection, of what takes place in many humanities classes at the college level, but it has been guided directly by those who prepare prospective English teachers in English education methods courses or give professional development workshops to English teachers. Ms. Ocbanbia was right about her blog. There are a lot of problems in the Philippine education that we should care about for long term solutions. In the TE, the editors provide teachers with very specific “possible responses” to the discussion questions in the ST, additional questions for class discussion, and different kinds of literary and historical information to use. [7]Motivating this theory in part is the idea that the relatively lower academic achievement and social status of these non-dominant groups may be traced to a lack of motivation for, or resistance to, the cultural content and pedagogy of a curriculum that was not originally designed for them—thereby an alien and oppressive curriculum. It is important to note that a large number of “traditional” authors and selections are in this elephantine volume. In the ST, this structure typically consists of background information for the selection, a suggested focus for reading it, post-selection questions to stimulate connections to their lives and to “check comprehension,” questions to prompt students to “think critically” about the selection, questions to help students “extend” their interpretation of the selection by making further connections to their lives and comparisons with other selections, and biographical material on the author. Most students will agree that holding human beings as slaves is not morally acceptable behavior” (p. 98). E.g., in the historical background to the Civil War, the TE offers as statistics: “Historians estimate that 10 to 20 million slaves were transported to the Americas. The K to 12 is aimed at addressing the deficiency of the Philippine educational system The teacher’s task is to help students understand who the victims of social injustice have been, why they cannot be held responsible for their behavior, and what social, political, economic, and religious forces have oppressed them. Two authors have co-directed the federally funded National Research Center for Literature Teaching and Learning at the University of Albany—SUNY since 1987, and for many years they co-edited the major research journal sponsored by the National Council of Teachers of English. The TE does not explain why there are so many exceptions to this generalization, such as Abigail Adams, Harriet Beecher Stowe, Louisa May Alcott, and Susan B. Anthony. [8] Little else has been written about its broader reach in the curriculum, even though it has had a more powerful effect than reader response on literary study in the secondary grades, incorporating other current academic theories on how to study a literary text (such as the new historicism) and altering what students understand as American literature, as well as how they are to view the people and culture of the country they live in. Delayed working experience. The decline and growing gender gap may be accounted for in part by the pedagogical theories that education school faculty have drawn on to shape the English curriculum, classroom instruction, and student learning. 6. [8] Sandra Stotsky, “The changing literature curriculum in K-12.”. NAS is hosting a conference themed, “Disgrace: Shame,... NAS responds to the outrageous claims of the SPLC. The American horse trader spews demeaning stereotypes. A Response to McKenna, Robinson, and Miller,” accuses these three authors of “paradigm blindness” for proposing an empirical approach to resolve the debate.[2]. [3] See, for example, the examples offered in Thomas Carnicelli, “The English Language Arts in American Schools: Problems and Proposals,” in S. Stotsky (Ed. The overt propaganda that can readily be found in college humanities textbooks or conferences can also be found at the K-12 level, but usually only in supplemental curriculum materials that teachers purchase on their own (or are given at “professional development” workshops). As I show in an essay published in 2006, by intention, not default, the English class has more and more been turned into an ersatz social studies class, with debased or biased content taught by a moralizing pedagogue untrained in history or any social science.[12]. Most probably because the absence of mainstream American authors would be noticed immediately in a perusal of the Table of Contents by experienced English teachers and parents, and no textbook publisher for the high school market could afford the controversy that would be ignited by an American literature anthology for grade 10 or 11 that bore no resemblance to the American literary history they studied when they were in high school. [The National Association of Scholars originally published Dr. Stotsky's article "The Negative Influence of Education Schools on the K-12 Curriculum" on June 30, 2008.