Question

Which philosophical position(s) seem to be more aligned with the standards movement? Least? Is having a coherent personal educational philosophy more important at certain grade level(s) than others? In some content areas more than others? In some types of schools (e.g., urban vs. suburban) more than others?

Book: Intro to Teaching (6th)

Answer 1

Answer.

The standards movement in education emerged in the 1980s and 1990s as a government supported campaign to establish national targets of academic excellence. in 2001, the Congress adopted legislation that required school districts with federal funding in the United States to test all students in grades 4, 8, and 12 in order to assess the quality of education in the public.

standards of academic performance can provide a clear framework and goal as both the Teacher and students know what they are trying to accomplish, and therefore they can focus instruction and attention on achieving those standards. for instance, At the end of eight grade, students will be able to read an intermediate level of proficiency; at the completion of tenth grade, students will have attained A level of language proficiency.").

On the other hand, the focus of instruction often narrows, not to the larger concepts behind the standards but to the tests that claim to measure the standards. Scores on these tests become the criteria for students’ performance. In light of this feature of the standards movement, the essentialist approach to knowledge seems to support the Standards movement with their emphasis on mastering specific bodies of knowledge that experts believe students should know.

This also implies that standards seem to Be in conflict with the approach of progressive pedagogy and instead it largely works against teachers’s focus on individualised, creative achievements rather than average group grades. They are more likely to be under work pressure to make sure their students meet standards of achievement, limit creative methods such as cooperative learning.