An informative analysis of elementary education that highlights pervasive problems.
Education journalist Wexler (co-author: The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades, 2017, etc.) mounts a compelling critique of American elementary schools, which, she argues, focus exclusively—and futilely—on boosting reading and math test scores, ignoring social studies, history, and science.
As a reaction to the drilling and rote memorization that characterized 19th-century public schools, child-centered progressive education systems began to emphasize “hand-on activities” that would respond to students’ interests and minimize teachers’ roles in “the transmission of knowledge.” By the mid-20th century, the “bitter, long-running conflict known as the Reading Wars” pitted those who supported teaching phonics against “whole language” theorists who believe that children will “naturally pick up the ability to read and write if allowed to choose books and topics that interest them.” Neither approach accounts for content. Wexler distinguishes between decoding, which she asserts can best be taught by “systematic phonics,” and comprehension, which she finds is now taught by systematic strategies—finding the main idea, summarizing—rather than by building a student’s knowledge base. The author finds this lack of teacher-directed knowledge egregious: There is little evidence that practicing skills improves test scores. In contrast, “nine countries that consistently outrank the United States on international assessments all provide their students with a comprehensive, content-rich curricula.” Comprehension is related not to skills but to a student’s familiarity with a subject, Wexler argues, and yet some educators believe that teaching history to young children is “developmentally inappropriate.” Besides citing various studies, the author offers vivid anecdotal evidence from classroom observation of a content-rich curriculum. Like E.D. Hirsch, whose 1987 book Cultural Literacy unleashed “a political firestorm,” Wexler admits the considerable challenge of creating curricula that foster critical thinking abilities, build logically from grade to grade, reflect “a diversity of viewpoints” with texts that “appeal to different constituencies,” and can be assessed by “general knowledge tests.”
An informative analysis of elementary education that highlights pervasive problems.Pub Date: Aug. 6, 2019
ISBN: 978-0-7352-1355-5
Page Count: 336
Publisher: Avery
Review Posted Online: May 19, 2019
Kirkus Reviews Issue: June 15, 2019
Carefully researched and chilling, if somewhat overwritten.
Comprehensive, myth-busting examination of the Colorado high-school massacre.
“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.
Carefully researched and chilling, if somewhat overwritten.Pub Date: April 6, 2009
ISBN: 978-0-446-54693-5
Page Count: 406
Publisher: Twelve
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Feb. 15, 2009
BOOK REVIEW
Bias notwithstanding, particularly against what's called the "elites" of the legal profession, this is an intriguing look at...
A spirited account of how the relatively recent establishment of the Massachusetts School of Law struggled to survive despite the concentrated opposition of the American Bar Association.
In a style reminiscent of Tracy Kidder, freelance journalist Hagan conjures up a number of the colorful characters who helped launch MSL in the late '80s. Among the more flamboyant actors in this legal drama is Michael Boland, who founded MSL's immediate predecessor, the Commonwealth School of Law. Although it quickly shut down, due to Boland's mismanagement, he made at least one good move in hiring Lawrence Velvel as dean. By Hagan's account, Velvel, who has made a career out of his contrarian positions, was ideally suited to be dean of the fledgling school. After Commonwealth collapsed, Velvel and a cadre of motivated students formed MSL to take its place, offering a new model of legal education that targeted older, working-class students, offering them a practical education in the nuts-and-bolts of practice. With Boland out of the picture, Velvel and his partners still encountered opposition from the ABA, which refused to accredit the school. The central charge here against the ABA is that it seeks to maintain the status quo of the legal profession by stifling innovation and denying an affordable legal education to non-traditional students. Although MSL went as far as bringing an antitrust suit against the organization, it never received the accreditation it needed for perceived legitimacy. Nonetheless, Hagan, whose subjective viewpoint should be assumed, highlights what she considers the school's successes. (MSL, not Hagan, holds the copyright to the book–it's certainly a good piece of recruitment material.)
Bias notwithstanding, particularly against what's called the "elites" of the legal profession, this is an intriguing look at the near-insurmountable hurdles in creating a new breed of law school.Pub Date: July 1, 2004
ISBN: 0-7618-2838-9
Page Count: -
Publisher: N/A
Review Posted Online: April 14, 2011
Review Program: Kirkus Indie
© Copyright 2024 Kirkus Media LLC. All Rights Reserved.
Follow
Popular in this Genre
We can’t wait for you to join Kirkus!
It’s free and takes less than 10 seconds!
Already have an account? Log in.
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
Welcome Back!
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
bookshelf