he current "reformers" for education are simply imposing ill-conceived laws of the state and federal governments on schools as if we were a dictatorship not a democracy. Deep in my bones I know that I would not be creating science books for children if I had grown up in one of today's repressive schools.
Even as the study of children's response to trauma pointed to the need to focus on the socioemotional needs of students, the test-driven school reform movement drew a line in the sand; the mention of adverse childhood experiences was dismissed as an "excuse." Top-down school reformers imposed an educational version of faith healing on schools.
In his paper, "Is School Reform Working?", Professor Geoff Masters explores whether or not the policy settings for Australian schools are on track to ensure future improvements in that country's decade-long decline in the PISA test. I caught up with him recently to get some answers to the questions I had.
Who will remain to teach the nation's schoolchildren when the U.S. Department of Education (USDE) succeeds in its plan to force every single pupil, teacher, school, college and university to conform to its Orwellian plan for constant surveillance and measurement of teachers via standardized tests and surveys?