NCLB Supplants Our Greatest Teaching Task since 9/11
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 acro...
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| Veröffentlicht in: | The Education digest 2004-10, Vol.70 (2), p.8 |
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| creator | Berman, Sheldon H |
| description | 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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| identifier | ISSN: 0013-127X |
| ispartof | The Education digest, 2004-10, Vol.70 (2), p.8 |
| issn | 0013-127X 1949-0275 |
| language | eng |
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| source | Periodicals Index Online; EBSCOhost Education Source |
| subjects | Citizen Participation Citizenship Education Civics Curricula Curriculum Development Democracy Educational Policy Federal Legislation Grade 9 High Schools No Child Left Behind Act 2001 No Child Left Behind Act 2001-US Physical Education School Restructuring Secondary school students Service Learning Social Studies Student Interests Student Projects Teaching Methods |
| title | NCLB Supplants Our Greatest Teaching Task since 9/11 |
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