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Title : CURMUDGUCATION: Fordham: Teachers Are Downloading Junk
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CURMUDGUCATION: Fordham: Teachers Are Downloading Junk

CURMUDGUCATION: Fordham: Teachers Are Downloading Junk

Fordham: Teachers Are Downloading Junk

Fordham Institute, the right-tilted thinky tank and tireless ed reform advocacy group, just released a new study that actually raises some interesting questions. "The Supplemental Curriculum Bazaar" takes a look at the materials teachers are downloading, and it finds them, well, not delightful. While I'm only going to argue with their findings a little, there are aspects of their methods that I find, well, not delightful.

The Playing Field

The study looked specifically at materials for high school English (ELA for the core-trained), which is right in my wheelhouse (39 years of secondary English classrooms). So I was prepared to predict the results of this study before reading it. My prediction: the stuff available on line today is much like the stuff available in catalogs and teacher stores twenty yeas ago-- kind of mediocre, but occasionally helpful. So now we can see if Fordham matches my findings.

They looked at two main sets of questions. 1) what types of materials are being downloaded, and 2) how do "experts" rate the quality. Also, how do the "expert" ratings compare to teacher ratings?

Yeah, about that-- who are these experts, and why is "expert" different from "teacher."

Experts include:

Morgan Polikoff, from USC Rossier, and we've seen him before as a big-time testing supporter. His background is ed policy and math.

I think I see a good Hamlet unit in there

Jennifer Dean, freelance educational assessment consultant. She's worked for Student Achievement Partners, was involved in K-122 assessment for "a large assessment company" (looks like maybe ETS). At SAP she developed standards alignment guidelines and sample CONTINUE READING: CURMUDGUCATION: Fordham: Teachers Are Downloading Junk

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