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	<title>The Core Knowledge Blog &#187; Curriculum</title>
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	<description>Closing the Achievement Gap: Teaching Content</description>
	<lastBuildDate>Sun, 21 Mar 2010 14:48:39 +0000</lastBuildDate>
	
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		<title>The Flawed Logic of Reform</title>
		<link>http://blog.coreknowledge.org/2010/03/21/the-flawed-logic-of-reform/</link>
		<comments>http://blog.coreknowledge.org/2010/03/21/the-flawed-logic-of-reform/#comments</comments>
		<pubDate>Sun, 21 Mar 2010 14:48:39 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[curriculum reform]]></category>
		<category><![CDATA[Dan Willingham]]></category>
		<category><![CDATA[Diane Ravitch]]></category>
		<category><![CDATA[education reform]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4397</guid>
		<description><![CDATA[Dan Willingham, having failed to receive the memo that ed reform is for policy wonks, not for people who, er, you know&#8230;work in education, has the temerity to wonder why people are so excited about proposed revisions to NCLB.  &#8220;The bedrock of the bill follows the flawed logic of No Child Left Behind,&#8221; Willingham writes [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/03/21/the-flawed-logic-of-reform/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
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		<title>&#8220;The Bastardization of Reading&#8221;</title>
		<link>http://blog.coreknowledge.org/2010/03/18/the-bastardization-of-reading/</link>
		<comments>http://blog.coreknowledge.org/2010/03/18/the-bastardization-of-reading/#comments</comments>
		<pubDate>Thu, 18 Mar 2010 13:42:51 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[test prep]]></category>
		<category><![CDATA[The Ed Skeptic]]></category>
		<category><![CDATA[Walt Gardner]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4390</guid>
		<description><![CDATA[Complaints about teaching to the test and narrowing the curriculum are nothing new, but a smart new blog called The Ed Skeptic has an interesting analysis on how test prep leads to a &#8220;bastardization of reading&#8221; in elementary schools&#8211;especially low-income schools.  Teaching and practicing test taking strategies is &#8221;a more efficient input towards the goal of [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/03/18/the-bastardization-of-reading/feed/</wfw:commentRss>
		<slash:comments>22</slash:comments>
		</item>
		<item>
		<title>Ed Reform’s Redheaded Stepchild</title>
		<link>http://blog.coreknowledge.org/2010/03/16/ed-reform%e2%80%99s-redheaded-stepchild/</link>
		<comments>http://blog.coreknowledge.org/2010/03/16/ed-reform%e2%80%99s-redheaded-stepchild/#comments</comments>
		<pubDate>Tue, 16 Mar 2010 12:06:01 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[curriculum reform]]></category>
		<category><![CDATA[education reform]]></category>
		<category><![CDATA[Matthew Levey]]></category>
		<category><![CDATA[New York City]]></category>
		<category><![CDATA[teacher quality]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4382</guid>
		<description><![CDATA[Over at Gotham Schools, New York City parent and occasional Core Knowledge Blog commenter Matthew Levey points out an inconvenient truth about teacher quality as an reform lever:  the numbers are fanciful.  He imagines an educational utopia in the Big Apple, where the perfect teacher assessment tool has been invented, the state assembly “rescinds the tenure [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/03/16/ed-reform%e2%80%99s-redheaded-stepchild/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>A &#8220;Not-To-Be-Missed Opportunity for American Education&#8221;</title>
		<link>http://blog.coreknowledge.org/2010/03/10/a-not-to-be-missed-opportunity-for-american-education/</link>
		<comments>http://blog.coreknowledge.org/2010/03/10/a-not-to-be-missed-opportunity-for-american-education/#comments</comments>
		<pubDate>Wed, 10 Mar 2010 18:33:40 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Common Core State Standards]]></category>
		<category><![CDATA[E. D. Hirsch]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4377</guid>
		<description><![CDATA[The Common Core State Standards released today represents a &#8221;not-to-be-missed opportunity for the nation to begin catching up in verbal achievement,” says E.D. Hirsch, Jr.  The Core Knowledge Foundation issued a statement in support of the initiative in which Hirsch describes the English Language Arts standards as “a significant improvement over the earlier drafts.&#8221;
&#8220;Especially welcome is the drafters’ insistence [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/03/10/a-not-to-be-missed-opportunity-for-american-education/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>&#8220;No Daylight Between Us&#8221;</title>
		<link>http://blog.coreknowledge.org/2010/03/03/no-daylight-between-us/</link>
		<comments>http://blog.coreknowledge.org/2010/03/03/no-daylight-between-us/#comments</comments>
		<pubDate>Wed, 03 Mar 2010 15:35:27 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education News]]></category>
		<category><![CDATA[Checker Finn]]></category>
		<category><![CDATA[Diane Ravitch]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4353</guid>
		<description><![CDATA[Diane Ravitch&#8217;s new book, The Death and Life of the Great American School System, has tongues wagging from one end of the edusphere to the other.  The New York Times&#8217; Sam Dillon weighs in with a profile of Ravitch, which gives play to the overhyped &#8220;I was blind but now I see&#8221; angle that&#8217;s dominating [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/03/03/no-daylight-between-us/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>School Turnaround Secrets of The Queen of Hearts</title>
		<link>http://blog.coreknowledge.org/2010/02/18/school-turnaround-secrets-of-the-queen-of-hearts/</link>
		<comments>http://blog.coreknowledge.org/2010/02/18/school-turnaround-secrets-of-the-queen-of-hearts/#comments</comments>
		<pubDate>Thu, 18 Feb 2010 15:48:56 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Eric Hanushek]]></category>
		<category><![CDATA[pedagogy]]></category>
		<category><![CDATA[teacher effectiveness]]></category>
		<category><![CDATA[teacher quality]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4310</guid>
		<description><![CDATA[The Queen had only one way of settling all difficulties, great or small. &#8216;Off with his head!&#8217; she said, without even looking round.
Identifying and replacing 6 percent of a school system&#8217;s least effective teachers can turn around student performance and have a greater and more positive impact than any other expenditure designed to stimulate economic [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/02/18/school-turnaround-secrets-of-the-queen-of-hearts/feed/</wfw:commentRss>
		<slash:comments>25</slash:comments>
		</item>
		<item>
		<title>The Decline and Fall of Student Writing</title>
		<link>http://blog.coreknowledge.org/2010/02/18/the-decline-and-fall-of-student-writing/</link>
		<comments>http://blog.coreknowledge.org/2010/02/18/the-decline-and-fall-of-student-writing/#comments</comments>
		<pubDate>Thu, 18 Feb 2010 13:43:16 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Joel Shatzky]]></category>
		<category><![CDATA[student writing]]></category>
		<category><![CDATA[writing]]></category>
		<category><![CDATA[writing assignments]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4307</guid>
		<description><![CDATA[Writing aids such as spellcheck may mean fewer technical errors in student work than a generation ago, but English professor Joel Shatzky&#8217;s comparison of student work from earlier decades leads him to the conclusion that the quality of student writing has declined markedly.  In a piece on Huffington Post, Shatzky cites samples of 9th grade writing from the [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/02/18/the-decline-and-fall-of-student-writing/feed/</wfw:commentRss>
		<slash:comments>32</slash:comments>
		</item>
		<item>
		<title>Math Curriculum and the Courts</title>
		<link>http://blog.coreknowledge.org/2010/02/16/math-curriculum-and-the-courts/</link>
		<comments>http://blog.coreknowledge.org/2010/02/16/math-curriculum-and-the-courts/#comments</comments>
		<pubDate>Tue, 16 Feb 2010 14:14:58 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Barry Garelick]]></category>
		<category><![CDATA[court decisions]]></category>
		<category><![CDATA[math curriculum]]></category>
		<category><![CDATA[Seattle schools]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4297</guid>
		<description><![CDATA[When a judge in Washington State recently rejected Seattle’s high school math curriculum and ordered schools to consider alternatives, I opined that I was &#8220;deeply sympathetic with the plaintiffs concerns about the curriculum.  And equally concerned about the potential for seeing every decision made by a school system brought before a judge.&#8221;
Math education gadfly Barry Garelick [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/02/16/math-curriculum-and-the-courts/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>Assumptive Teaching</title>
		<link>http://blog.coreknowledge.org/2010/02/09/assumptive-teaching/</link>
		<comments>http://blog.coreknowledge.org/2010/02/09/assumptive-teaching/#comments</comments>
		<pubDate>Tue, 09 Feb 2010 12:28:42 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[assumptive teaching]]></category>
		<category><![CDATA[Karin Chenoweth]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4272</guid>
		<description><![CDATA[Karin Chenoweth visited two large, suburban high schools recently, both serving significant numbers of middle-class and working-class African-American families.  Chenoweth, the author of How It’s Being Done: Urgent Lessons from Unexpected Schools, explains that at both schools, there&#8217;s been a lot of &#8220;assumptive teaching&#8221; going on.  That means
&#8230;teachers assume a great deal of background knowledge [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/02/09/assumptive-teaching/feed/</wfw:commentRss>
		<slash:comments>24</slash:comments>
		</item>
		<item>
		<title>100 Years of Solipsism</title>
		<link>http://blog.coreknowledge.org/2010/02/08/100-years-of-solipsism/</link>
		<comments>http://blog.coreknowledge.org/2010/02/08/100-years-of-solipsism/#comments</comments>
		<pubDate>Mon, 08 Feb 2010 14:54:46 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[authenticity]]></category>
		<category><![CDATA[Dan Willingham]]></category>
		<category><![CDATA[Diane Ravitch]]></category>
		<category><![CDATA[progressive education]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=4268</guid>
		<description><![CDATA[There is a significant shortcoming in Susan Engel&#8217;s much-discussed and widely lauded vision of what children should do in school all day, writes Dan Willingham at the Washington Post&#8217;s Answer Sheet blog, and it&#8217;s that content is never mentioned.  &#8220;It’s all about process—reading is a skill, science is all about observing and finding patterns, and so on,&#8221; [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2010/02/08/100-years-of-solipsism/feed/</wfw:commentRss>
		<slash:comments>10</slash:comments>
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