ERIC Number: EJ1015490
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
How Shall I Teach Thee? An Uncommon Pedagogy for the Common Core.
Schools: Studies in Education, v10 n2 p222-241 Fall 2013
In this article the author examines the Common Core State Standards (CCSS) to argue for changes in "standards-based" perspectives and practices that grew out of No Child Left Behind. Drawing on an article by David T. Conley, cochairman of the Validation Committee for the CCSS, the author offers a new model for the professional educator--the teacher as "pedagogue." Examples from the author's classroom teaching are used to illustrate an interdisciplinary approach to lesson design and delivery, which the CCSS demand. Teaching to the test, college and career readiness, and problem posing are explored to identify recommendations for changes in the roles of teachers and administrators. Implications for professional development are provided based on the goal of teachers becoming pedagogues.
Descriptors: State Standards, Academic Standards, Educational Practices, Interdisciplinary Approach, Teaching Methods, Instructional Design, Instructional Innovation, Pedagogical Content Knowledge, Educational Change, Change Strategies, College Readiness, Career Readiness, Test Preparation, Educational Strategies, Faculty Development
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001