Apr 23, 2020

Front Matter and Contents, >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> A Five-Article Series >>>>> Curricular Shibboleth and Erroneous Pedagogy Pervade the MPS Comprehensive Design


Volume VI, No. 8                                                        


February 2020

 

Journal of the K-12 Revolution

Essays and Research from Minneapolis, Minnesota

 

A Five-Article Series         

 

A Publication of the New Salem Educational Initiative

Gary Marvin Davison, Editor

 

Curricular Shibboleth and Erroneous Pedagogy      

Pervade the MPS Comprehensive Design  

 

A Five-Article Series         

                                                                                                                                                                         

Gary Marvin Davison, Ph. D.

Director, New Salem Educational Initiative

 

New Salem Educational Initiative

Minneapolis, Minnesota

 

Curricular Shibboleth and Erroneous Pedagogy      

Pervade the MPS Comprehensive Design

 

A Five-Article Series         

 

Copyright © 2020 by Gary Marvin Davison

New Salem Educational Initiative

 

Contents

 

Introductory Comments                                                                                                                              

 

Article #1        

Grating Jargon of “Cultural Relevance” and

Ill-Defined “Rigor” Saliently Represent the

Empty Verbiage of the Design’s Academic Section

 

Article #2       

The Sound-Good Terms of “Differentiated

Instruction”  “Personalized Learning” Imply

Approaches That Are Pedagogically Inefficient

And Undermine Student Acquisition of a

Strong Knowledge Base

 

Article #3

The Intellectual Folly of Project-Based Learning

                 

Article #4               

The Pretension to Value Critical Thinking

 

Article #5            

The Stark Inadequacy of the Superintendent Ed Graff’s

Four Priorities, Embedded in the Academic Portion of

the MPS Comprehensive Design

 

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