NCLB Supplants Our Greatest Teaching Task since 9/11

Autor/in	Berman, Sheldon H.
Titel	NCLB Supplants Our Greatest Teaching Task since 9/11
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 70 (2004) 2, S.8-14 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Stellungnahme; Federal Legislation; Educational Policy; Citizen Participation; Curriculum Development; Grade 9; Civics; Service Learning; Citizenship Education; School Restructuring; High Schools; Democracy + Suchen Sie Ihr Suchwort? Bundesrecht; Politics of education; Bildungspolitik; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 09; 9. Schuljahr; Schuljahr 09; Staatsbürgerkunde; Service-Learning; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schulreformplan; Schulumwandlung; High school; Oberschule; Demokratie
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. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10