NCLB Supplants Our Greatest Teaching Task since 9/11
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| Title: | NCLB Supplants Our Greatest Teaching Task since 9/11 |
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| Language: | English |
| Authors: | Berman, Sheldon H. |
| Source: | Education Digest: Essential Readings Condensed for Quick Review. Oct 2004 70(2):8-14. |
| Availability: | Prakken Publications, 832 Phoenix Dr., P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/. |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Grade 9 High Schools |
| Descriptors: | Federal Legislation, Educational Policy, Citizen Participation, Curriculum Development, Grade 9, Civics, Service Learning, Citizenship Education, School Restructuring, High Schools, Democracy |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| ISSN: | 0013-127X |
| Abstract: | In this article, the author discusses the pedagogical negligence on civic education after 9/11 due to the No Child Left Behind Policy resulting in several counterproductive restructuring of curricula, which include the creation of a core ninth-grade course in civics, integrated service learning across the curriculum, and the restructuring of schools into smaller clusters. He stresses the importance of reclaiming the civic mission of the high school in the preservation of democracy and points out students' need to play active roles in serving the community and engaging in democratic deliberation. Here, he calls on co-educators of their responsibility to think carefully about the courses being taught, the methods being used, and the way they structure their school's governance to prepare the students well for civic responsibility. |
| Abstractor: | ERIC |
| Entry Date: | 2006 |
| Access URL: | https://www.eddigest.com/index.php |
| Accession Number: | EJ741051 |
| Database: | ERIC |
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| Abstract: | In this article, the author discusses the pedagogical negligence on civic education after 9/11 due to the No Child Left Behind Policy resulting in several counterproductive restructuring of curricula, which include the creation of a core ninth-grade course in civics, integrated service learning across the curriculum, and the restructuring of schools into smaller clusters. He stresses the importance of reclaiming the civic mission of the high school in the preservation of democracy and points out students' need to play active roles in serving the community and engaging in democratic deliberation. Here, he calls on co-educators of their responsibility to think carefully about the courses being taught, the methods being used, and the way they structure their school's governance to prepare the students well for civic responsibility. |
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| ISSN: | 0013-127X |
