Nancy J. Polette is professor of education at Lindenwood University, St. Charles, MO, author of more than 100 professional books, and an in-demand speaker at state and national library, gifted, and reading conferences.
A famous French chef created her greatest recipe BEFORE she learned to cook!
The first airmail letters went by train.
McDonald's opened its first restaurant as a barbecue stand.
The best way to prevent a toothache is to wear a dead mole around your neck.
These and many other wacky but true facts serve as springboards to research about people, places, food, animals, and historical events.
Students are asked to create poems, games, quizzes and other products in lieu of traditional written reports in this new book of ideas keyed to standards in writing, reading comprehension and information literacy.
Based on one of Nancy Polette's most popular workshops (Research Without Copying), this book will appeal to school librarians and teachers in grades 4-8. Extensive bibliographies of recommended resources add to the usability of this title.
A new preface and two full, new chapters address current controversies over curriculum and textbooks, and extend the discussion of previous editions to reflect on some of the most important pressures being placed on higher education as well. Apple also considers the recent conversion of some prominent neoliberal, neoconservative, and managerial thinkers to more critical understandings of educational policies, proving that progressive change is possible if we examine the roots of these ideologies in the first place. As insightful as it is thorough, Official Knowledge is a refreshing call to challenge the dominant forces within education today, as Apple powerfully illustrates how larger social movements are only possible if we purposefully and inclusively deepen our understanding of the existing body of knowledge about education.
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:
- Facts prevent understanding
- Teacher-led instruction is passive
- The 21st century fundamentally changes everything
- You can always just look it up
-We should teach transferable skills
- Projects and activities are the best way to learn
- Teaching knowledge is indoctrination.
In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.
This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.