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FO R U M 32 and differ-and schools different tigating inves- time of lot a spent I and wife my age, reached children our As . in decade a spending after kids two and wife my with Oregon to back moved recently had I children. my for school best the on deciding ents: par-many like just started to send our kids. our send to where about choice informed an make to order in ophies philos- teaching ent Education/Ideology My interest in interest My By Rob Kremer Rob By OneParent’s Journey ProgressiveEducation: staff at Riverdale understood and understood Riverdale at staff the and out, thought well very seemed model Coalition the of .Brown principles The of out work development his of most did who reformer/guru educated Harvard well-known Tedby developed was Sizer,a model Coalition The model. Schools” Essential of “Coalition the called District, School Riverdale the by adopted tion educa- progressive of version the schooling. in practices” “best the constitute it from spring that methods teaching the and education progressive the that educators the among consensus solid a be to seemed There education.” “progressive as to referred generally be can but names many by goes which philosophy,this of variation some used private, and public both ed, information. factual of tion memoriza- rote for drilled being or dry through sitting by than rather skills, thinking higher-order develop to designed activities and projects ingful mean- in engaging by journey this make should Kids figures. and dates facts, with brain child’s a cramming in exercise some not discovery, of journey a be should Education us. to sense made really that language a guage— lan- same the much pretty in spoke into looked we schools the of Most clear. become to started kids our for wanted we what parents, other and cipals prin- and teachers with talking schools, visiting of months after but impressions, my base to which upon knowledge ground We were most impressed by Weimpressed most were visit- we schools the of Most back- of lot a have didn’t I Oregon’sFuture right in line with the approach approach the with line in right were advocated project the ods meth- teaching and philosophy The States. United the of region northwest the in and math of teaching the in ciples prin- education progressive advance to sought that project grant education federal large a administering job a started I School. Elementary Riverdale in kids our enrolled and trict, dis- the in fixer-upperhouse a bought we So them. supported education, the role of the various various the of role the education, of gap, achievement the disabilities, education, special methods, assessment organizations, standards-setting the faces: it challenges the and establishment education the of cranny and nook every through me took discovery of journey personal My . and principles, ,educational about extensively read and els, lev- all at educators with talked methods, education on research reviewed industry. I education the into deep dive to opportunity school. right the chosen had we that comfort us gave which Riverdale, at used From the start,Fromthe progressive education …sought to use the schools to schools the “build use to …sought in students in behaviors”“democratic a new social order,”…itssocial new a adherents At about the same time, time, same the about At My new job gave me the the me gave job new My believed the schools should instill should schools believedthe and values.”“humanistic place: it was my job to become an become to job my was it place: US. the in education public of the and cies, bureaucra- state and federal the certification, teacher associations, of teachingverywaswhichkids,of traditionaltheresponse toway a century20thearlyasthe in ed schoolsstart-shouldhowteach,it philosophyaof reform. Asew a schoolmates. their and children own my with comes out- pedagogy,its its also and but underpinnings, philosophical and theoretical its research, academic history,its just its not sides: all from model education progressive the at look to therefore, able, was I principles. its to committed wholly school a at careers demic aca- their starting were children own my time same the at and practice, and philosophy tion educa- progressive the on expert I was in a somewhat unique somewhat a in was I Progressiveeducationnot is Winter 2005 Winter Winter 2005 Winter advocated. As such, its adherentsadvocated.itssuch, As leaders,earlyGeorge Counts, socialorder,”newits of one as “buildaschools tothe use to politicalmovement.asought It partinleast education siveat was activities.start,progres-theFrom open-endedprojectshands-onand curriculumstandardsoffavor in gressivismteacher-directedshuns Dewey,DevelopedJohnby pro- structured,dry, authoritarian.and Schools, including those based on the Coalition of Coalition the on Schools,based those including classroom.the in teacher the of capacity and knowledge schools:public goodcreating the in factor important of issue this in progressivevs. Kremer’straditional,Rob as article such as schools public of problem the frame to Efforts correspondence,structure,sentence context, graphics).” features(e.g.textual sound-letter of understanding texts,strategies,wordidentification their their and other of and wordwriters,meaning of knowledge their and readers other with ,interactions their appreciatetexts. prior and evaluatedrawon They comprehend,to strategies of interpret,range wide a to need students standards“apply their in note English of Council National the Teachersand Association of International crucial.the also areAs ognition beyondwordrec-go that strategies Comprehension skills.reading important all wordsare out sounding of wrote I “ words,sounds.that letter discretenote just Please not whole lookedat that strategies included that riculum cur-a reflect to coined term was The language” “whole Please also see Joanne Yatvins’sJoanne see also Please article—Ed) Teacher’sKremer.”“One Rob to Response A Journey: Kimberly’sfrom excerpt article an is sidebar (This Cambell Kimberly well.students and subjects both teach to teachers by needed skills extensiveprogressive the reformsis maintaining to obstacle biggest single the that confirms learning.with students researchof body substantial A connecting day-to-dayfor her efforts or his researchin and practices the drawon to classroom an teacher’sin the article,byability affectedhis are in criticizes Kremer which principles Schools Essential letter sounds.” Using visual and contextual clues,contextual sounds.”and letter and visual Using Another of View LanguageWhole not just not letter sounds.” I did not write sounds.”not letter did “ I Oregon’sFuture, ignore the most the ignore is no longer a socialmovement,longera no is Toprogressivismextentthatthe publicschoolsWorldafter War II. prevailingtheorthodoxy as in progressivethat educationended publicschools.peopleargueSome dominantbecamethepedagogy in century,progressivismelementsof “humanisticandiors” values.” students“democraticin behav- believedschoolsshouldtheinstill In the latter half of the 20ththe oflatterhalf the In in place in Oregon’sFuture no thinkable alternative.” thinkable no is “there Hirsch, E.D. gressivism, pro- of critic nity,”noted the says commu- educational “Withinthe fact. self-evident as idea this accept standards, mine deter-which organizations, ers’ discovery.processof ongoingtrainedanteacher in a activities,and carefullyguidedby taughtthroughshouldprojectsbe students,rather,tobut students academicknowledgeofskills and pre-defineddirectlyateach canon schoolstered.”shouldis,notThat “child-cen-schoolsshouldbe philosophicalthe is beliefthat survivedhaswhat buttrue, isthis systematically teach students teach systematically hand, other the on proponents, Chinese. like pictograms, in written was language English the if as words, whole recognizing in exercise an primarily is read phonemes. called relationships, sound-letter the on children drill and teach atically system- and directly to harmful) be could it indeed (and essary nec- isn’t it therefore and speak, to learning as natural as is read to learning believe theorists Its reading. to applied system belief education’s progressive is guage lan- Whole classroom.” language whole a “Weare words: the were blackboard the across letters big in Written class. grade first son’s my in night parent the attended I when came Riverdale classrooms. kids’ own my in beliefs these of impact the saw I organizations. teaching professional the by out put ments docu- “standards” various the of form the in codified, became extent some to and emerged, tices prac- and beliefs teaching of body a landscape, education public the dominate to grew As the modern form of form modern the As teach- professional the of All They believe learning to learning believe They at feeling uneasy first My Education/Ideology (See Joanne Yatvin’sJoanne (See for article point. that to up text the on guess a base or work, might that word a guess and pictures the at look place, its in another put word, the skip just to taught are students recognize, not do they words of phonemes out sound to trying of Instead playbook. language whole the of out right is this that out found I cues.” contextual “Uses and cues,” visual “Uses words,” “Substitutes words,” “Skips gies: strate- reading the Among them. of each used he effectively how indicated which mark check a and strategies,” “reading of list a had It Card. Report Reading son’sgrade my first got I Then, other.the or way one instruction, reading Riverdale’sto approach with concerned too not were I and wife my time the at so school, entered they before ing words. into them combining practice them have then and phonemes, dozen several the say and recognize to came when attend- when came the words:the “Weare feeling at Riverdaleat feeling letters across the across letters a whole languagewhole a night in myson’sin night blackboard wereblackboard first grade class.grade first My first uneasy first My Both my kids were read- were kids my Both Written in big in Written ing the parent the ing classroom.” 33

FO R U M FO R U M 34 versy between phonics and whole and phonics between versy math. with so not was this Riverdale, at program reading the in flaws the by affected larly weren’tparticu kids our While Riverdale. at program literacy the over taken had Carroll Lewis if as med see It words? tuting substi by Reading Riverdale. from card report official was—an it there But me. to ridiculous language—Ed) whole of description another of the 1960s. The methods pro methods The 1960s. the of reforms Math New progressive the to backlash a was itself which 1970s, the of movement basics back-to- the to response a was NCTM Standards.” Evaluation and “Curriculum their with out came (NCTM) Mathematics of Teachersof Council National the when 1989, in articulated was classroom. the in practices different dramatically in result differing these out turns It around. way other the is it believe traditionalists The understanding. conceptual from springs knowledge and skills math basic of mastery that believe educators war.”Progressive “math the in truce a for called Riley,Richard Education, once Clinton’sof that Secretary heated so was It mathematics. of ing teach the in exists /Ideology indicated that progressivethat education indicated “Extensive case studies in England in studies case “Extensive entrenched in the they class social the in entrenched tive;firmlymore became children The same basic contro basic same The even wrong, seemed This The progressive approach progressive The was in reality radically conserva radicallyreality in was inherited from their parents.”their from inherited

- - - - - fully in the concrete domain, not domain, concrete the in fully are ages elementary early the at minds Kids’ sense. common of face the in flies it but great, be proficiency. computational to route enjoyable) more (and effective more a are concepts math underlying the of understanding greater elicit to intended problems open-ended that is belief Their tables. tion multiplica of memorization and worksheets as such things disdain openly practitioners child’sTherefore a intellect. harms skills math of practice tive repeti that implies progressivism level. each at master should dents stu skills math specific the about nothing almost says and practice) and teacher-ledinstruction than rather solving problem and ties activi hands-on (through taught be should math how emphasizes It . in even used be calculators that demands it and skills, computational arithmetic basic of practice” pencil and “paper disdains openly document math. of teaching the guide then which standards, own their create to them used have states the all almost as land, the of law the become essentially they’ve because controversy intense for point focal the still are standards these by moted If this were true, it would it true, were this If of tenets basic the of One standards NCTM The Oregon’sFuture - - - - - know the young mind loves rep loves mind young the know Parents again. and time ditty same the sing to love olds year hear.Five they everything ing repeat to predisposed are brains silly.seems practice Youngitive repet to submitted be not should facts. math the master easily then will they and tion,” “addi of concept the them teach to better is it and harmful, is tice prac repetitive such says progressive The addition. of cept con the understand will they but facts, math the learn only not will they numbers, digit single adding practice they If concepts. abstract understand easily to equipped not are They domain. abstract the data proving actual effectiveness. actual proving data empirical on based not were ories the their that knew I gressivism. pro for names of list long the in latest the just was constructivism that knew I time this By subjects. of understanding superficial a in result lessons scripted and practice and drill that concludes basically which understanding, builds brain the how about theory a is Constructivism structivism. con explaining by responded they and research, the about them to talked I understand. would she so instruction their change might they how about talk to teachers her to went again and time and math, about confusion carrying. or borrowing and value, place as such concepts out figure to substitute and range rear would they which tens and ones of units representing blocks little – “manipulatives” used they Rather,multiplication. and tion, subtrac addition, teach to way a as practice and drill use to refused math. basic learn kids help to desire this of advantage take to refuses viewpoint progressive the time this precisely at yet etition, This notion that young kids young that notion This I saw my daughter’smy growing saw I teachers the Riverdale, At ------might like math programs likemath might she that me occurredto math,of it knowledge so their in weredeficient US the in teachers math that point the made programs.math had She scripted about felt she University,State Ohio how at Department Math the featuredspeakerof the Stanford,from was who candidate PhD a ask to opportunity the had once I (www.learnmaster.org) LearnMaster called skills academic programbasic for learning online an designed Columbus,Ohio.also has He in schools charter two of Education.Special founder and in PHD Cowardina Jim is CowardinJim leeway?havesuch to them want youwhywould math,of knowledge the in 2.deficient are teachers If learning? student or And creativity,teacher about math of 1.teaching the Is were:ones next the but question,another pose to chance a get not did I so audience,big a was There said.she what actually is creative.be to ity Yes,that teacher’sthe abil stunted they that was problem wereOK,major their but programs these that said providingscripts.by She that teachers the “helped” Scripted Approach to TeachingMath The Logic of a of Logic The itr2005 Winter

- Winter 2005 Winter research—educators have had have research—educators recent it’sjust And not model. education progressive the of ment indict an basically is research empirical of body overwhelming the But children. our with fit bad a just were methods sive progres the Maybe experience. family’sone bad just as story this algebra. of arithmetic the basically is which manipulation, symbol in errors makes constantly she and algebra, understand to hard very work to has she is, it As now,school. math high in failing be would she certain I’m ourselves, her taught and did we when Riverdale of out daughter year.the of rest the for them schooled home and Riverdale, from Wechildren our removed games. playing weekdays their wasting them have to sense no made it kids, our teach to us to up be to going was it if that decided we this after wasn’tlong It too home? at played were games the and teaching the did school the if Wouldn’tschool? at better it be it do not why it, learn kids the that important so is it If backwards. home.” at doing are you what reinforce to child your with games math many play will we “Instead, said. note the school,” in this “Wedo facts. not will these master to kids the for was it essential how stressed letter The facts. math digit single their learn would they so kids our with day a minutes ten cards flash the with practice to us asked and cards, flash of package a had It parents. the all to out gone had which teacher,daughter’sgrade third my from note a got we day the that. do to going was tion instruc basic simple only – facts math daughter my teach to going not were theories that knew also I It would be easy to dismiss to easy be would It hadn’tour we taken If completely seemed This on came point turning The - - - which is fully in the in fully is which dent self esteem and conceptual and esteem self dent stu assessed also but reading, and math in skills basic on data achievement collected researchers The decade. a almost lasted phase gathering data The measured. were results their which against group control a was there model, given any in students of cohort each For research. the in part took students 80,000 Roughly design. progressive the of ly square were study the for chosen math. and reading in achievement academic raising at effective were ones which see to time, of periods extended over methods teaching elementary different nine compare to was idea The Through. Follow Project called conducted, ever project research educational expensive most and largest the started government US ignore. to chosen have educators of numbers large that don’ttheories work—evidence progressive current that conclude unequivocally that decades for evidence research experimental almost 70 percent 70 almost progressivecamp. “belowstandard” math curriculum,math Connected Math,Connected In 1999,In Portland After four years,four After graders are still are graders adopted a new a adopted of black eighth black of middle Seven of the nine methods nine the of Seven the ago years forty Almost in math. in Oregon’sFuture - - self esteem and cognitive mea cognitive and esteem self the on also but measures, skills basic the on just not research, Through Follow Project the in results best the away and far had orthodoxy,prevailing it the yet of face the in fly practices Its things. doing of way progressive the rejects completely implies, name the as Instruction, Direct ment. measure of categories three all in effects positive strongly have to one only the was Instruction Direct called model One groups. control their than worse formed per actually they measures, most rear.On the up brought methods published. were results the 1970s, late the In understanding. that the progressive model is the is model progressive the that insisted stubbornly has ment establish education the since, students. income low with cially inferior,espe were methods tion educa progressive – unequivocal was answer The achievement? raises effectively most method education which question: the asked and students, income low targeted specifically Through Follow theories. held dearly their validate not do results the because establishment, education the in people by buried even and ignored been have results the but today,schools public facing lenges chal biggest the for implications advantage. the have they claim educators progressive where sures make up for what the progressivethe what for makeup The seven progressive seven The Yet in the nearly thirty years Yetthirty nearly the in huge has Through Follow demographic is much different?much is demographic about the inner city where the where city inner the about Affluent families will generally will families Affluent school refuses to do.to refuses school howBut ------Education/Ideology from less educated families will families educated less from children does, Riverdale as basics the kids their teach to parents upon rely routinely schools If so. parents.” their from inherited they class social the in entrenched firmly more became children conservative; radically reality in was education sive progres that indicated England in studies case “Extensive wrote: Oregon, of University the from researcher education an Grossen, Bonnie abroad. also but here only not true is This gap. achievement the narrowing in much made not have they why at mystified seem they meanwhile and go, to way only investigateitsbasisresearch, in sional,hadtheopportunityI to harmful.educationanAs profes ownchildren,myof andfound it progressivismof theeducationon math. in standard” “below still are graders eighth black of percent 70 almost years, four After camp. progressive the in fully is which Math, Connected curriculum, math school middle new a adopted Portland 1999, In instance. for District, different? much is demographic the where city inner the about how But do. to refuses school the what for up make generally will families affluent the since fail, to appear not and it with away get can Riverdale behind. fall to tend It’s easy to see why this is this why see It’sto easy As a parent,aAs sawtheeffect I TakeSchool Portland the

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FO R U M FO R U M 36 theprimary causes theachieve-of madethatprogressivism oneofis tive.Indeed, stronga case canbe dencethatsimplyit not effec-is thefaceinoverwhelmingof evi- andthenstubbornly clings itto thatfailsliveitsto claims,toup embracedphilosophya teachingof lishmenthaswholeheartedly seethatIoureducation estab- andfoundwanting.it citizen,aAs Education/Ideology . Chicago. of University the from Administration Business of Master a and of Bachelor a has He Internet. the on and print in published widely been have issues school on articles his and policy, school on dates candi- political with consults He KXL. on Abrams” & “Kremer show radio weekly a hosts he and Magazine, NW Brainstorm in SchoolTalk, column, monthly a writes He Instruction. Public of Superintendent State for ran he 2002, In Oregon. in projects development school charter fifty than more helping in involved directly been has Mr. Kremer then, Since sion. ses- legislative 1999 the in law school charter Oregon’s pass to effort the led Coalition Education Oregon The Schools. Public Neighborhood Arthur the of Co-Founder and Center, Service School Charter Oregon the of Director Executive Coalition, Education Oregon the of President is Kremer Rob don’twork. but good, sound methods and principles education progressive experience: painful my from learn not. could ter.They daugh- intelligent perfectly my to math teach could methods their if see to watched I not. did They model’sprogressive effectiveness. the of evidence had they if see to reports research and articles journal of hundreds read I not. could They found. had I evidence the to respond to them asked and levels all at educators minded sive progres- of hundreds with spoke I jargon. the decipher and claims their investigate to opportunity and time the had I expert. an became who – consumer one – parent Well,one deference. was I great them give to tend we and experts, the are They educators. with education discussing vantage disad- a at are Parents was. I as model progressive the of rhetoric alluring the by in drawn be not will parents other that so story my tell to rather but Riverdale, afford. cannot parents most something tutors, private for paying by school the of failures the for up made routinely parents the and demographic, nomic socioeco- high very a had they since high, quite were results score test their fact, In districts. school other most from ferent dif- that wasn’tall doing really was Riverdale what that is truth The cause. education progressive the advance to job a taking and District, School Riverdale the in be to just house a remodeling and buying fight, the in dog big pretty a had I all, After this. admit gestproblem schoolsin today. mentperhapsgap– thesingle big- I hope other parents will parents other hope I expose to not is goal My to time long a me took It Oregon’sFuture y One rne Kremer Rob to Response A Teacher’s Jou resources in support of the cur-the of support in resources with provided be would I that and expectations, state as well as district meeting were students ensure to framework curriculum K-12 a of part as guidelines with me provide would district the that anticipated I reading. for passion their discover or explore to continue and writers, as voices own their discover to me with work would students high junior which in classroom a create could I that belief the with 1979 in job Campbell Kimberly by that the spelling program had program spelling the that told was but colleagues, my with issue this raised I . their in words same very those spelled mis- tests Friday the on rectly cor-words spelled who students fact, In improvement. showing not was work written in spelling higher—students’ or percent eighty of rate passing good—a were general in which scores, test weekly students’ despite that notice to began I But scores. Wepost-tests. noted dutifully weekly three administered I Friday Every class. Arts Language grade 7th my within levels three the for tests spelling different three administered I Monday Every chart. a on scores test their monitored Students list. same the on post-test weekly a and gram pro- the by provided words of list a on pre-test weekly a received level each then level, skill by students the group to pre-tests used program This program. ing spell- a implement to required was I example, For resources. and guidelines curriculum district with inundated was I envisioned. I like nothing was experience ing riculum. I entered my first teaching first my entered I The reality of my first teach- first my of reality The My JourneyMy Winter 2005 Winter One rney Teacher’s Jou Winter 2005 Winter my students, an 8th grade girl in girl grade 8th an students, my of One speech. of parts those diagram to ability their on tested were they that but sentence, a in functioned they how knew and speech of parts identify could they that just diagramming—not sentence of mastery demonstrate students that requirement the did. they writing other any to sentence-combining about learned they what apply not did students exercises, spelling the in observed had I As absent. pletely com- writers—was as style unique and personality voice—their of sense any and focus, content lacked writing their but patterns, sentence-combining the follow could students most that observed year,I a of course the Over mulas. for-sentence-combining of series a through writing on focused as known program, writing a administered also I example. one just was collected. being data the of part not was work written their to tests those from learned they what apply to ability However,their post-tests. and pre weekly on based improved spelling their that showed scores test students’ My classroom. my in true was this Indeed, spelling. improved in resulted it that ing show- documentation had they and researched carefully been public education for a century,a for education publicwould I school in the Portlandmetropolitanthe in school believe his theories havedominated theories believe his area that emulates Dewey’semulates that area vision. Most troubling to me was me to troubling Most requirement spelling The be hard pressed to name a public a name to pressedhard be Despite the opinion of those who those of opinion the Despite Cut the Deck, the Cut which beyond the implementation of implementation the beyond students my with read and write to time little very had I found I importantly,More own. their of work to tests their from skills the transfer not could they writers; or readers not were students my follow.to formula But a given when sentences combine and Friday on week a once spell could students story.showed data My whole didn’tthe data tell titative Unfortunately,tests). quan- this sentence-diagramming some of exception the (with improving were tests the on scores students’ showed that data classrooms, own our in collecting were we data the by bolstered were sions deci- Their students. for choices good making were they believed curriculum this implement to me required who administrators meaning. convey to language use to ability her and diagram to ability her between correlation the see not could I conventions. of demonstration and content in both excellent, was student’ssame writing this but test, diagramming the failed she Repeatedly,confused. became she diagram, the of angles and lines the into words move to time came it when but them, label to her asked I when speech of parts the identify correctly could She formula. diagramming the grasp not could English, Honors I have no doubt that the that doubt no have I Oregon’sFuture my concern. Outcomes were the were Outcomes concern. my be to supposed not were ests inter-and challenges, strengths, students’ the that clear also was It considered. not was collected had I data qualitative the curriculum; the deliver to was job My tant. impor-not was teacher a as heard and saw I what that me to clear became It resistance. with met were concerns and observations focus. the were skills isolated where place a was classroom arts language my own, my on copied and down tracked I story—which short occasional an and home, at did students which writing, journal than Other mandates. curriculum interests, and capacities to the to capacities and interests, , bring who beings social as recognized were children which in education of view a oned champi- and discovered Dewey schools. at look close a take to Dewey,John including began educators, of number a ago, years new.not hundred are One sion profes- the leaving for reasons the rate, alarming an at growing is profession the leaving teachers regardingclassroom practice. statefederalandprescriptions knowledgeexperiencebasedon betweengapclassroom teachers’ growingwhattheydescribea as legialsupport,frustrated and by practices,lum isolated fromcol- feeltrappedmandatedby curricu- professiontheing becausethey showsthatmanyteachers leav-are closerthesestatisticslookatA teachersforurbansettings. in numberstheandevenhigherare professionthe withinthreeyears percentteachersnew50of leave tion;currentstatistics showthat frustration. in fession pro- the left I years, three After do. to easy was scores—which improving included this and goal My attempts to voice my voice to attempts My Although the number of number the Although excep-thenotstoryis My Education/Ideology work of learning. He supported He learning. of work student teaching; schools that schoolsteaching;student their doing are they which in schools the in educationfor vision Dewey’sof evidence see not do they why me ask often work I whom withstudents graduate the classroom. the beyond world the to learned children skills the connect to was purpose His children. individual with ing work- while made she or he tions observa- the and discipline the of knowledge deep as well as learn, children how of knowledge her or his on drew teacher the which in classrooms for called He material. absorbing passively not learning, in engaged actively were students where classrooms for called He time. his of schools dominated that proficiency” “mediocre the above rising of capable were ers teach- believed Dewey teachers. as practice own their and ment, develop- curriculum students, their of needs the in themselves immerse to teachers, particularly contrary,schools, on called Dewey the Quite thing.” own their “do children letting of proponent a not was He experiences. and ests children’son inter-build would learning which in classroom a students’ spelling students’ I began to notice to began I was not showingnot was which in general in which students weeklystudents in written work written in improvement. One hundred years later,yearshundred One weregood… that despite that test scores,test 37

FO R U M FO R U M 38 tion for a century,a hardfor betion would I educa publicdominated have ries theo his that believe who those of opinion the Despitecational. edu norprogressive trulyneither is educationprogressive of name the inimplemented have we what that is problem Theeducation. Dewey’sprogressiveof vision implementeffort to its not is systemeducation public rent cur our with problem The area. Portland the across from schools public cross-sectionof a represent “I don’t want my kid to be a be to kid don’tmy “I want school, high local a attended child whose parent a by uttered quote following the by illustrated as parents, from resistance with met also I knowledge. of transmission teacher’sthe on based learning passive not is ideas—it complex of understanding students’ deepen to designed is learning to learning. active in students engaging of capable teachers skilled and energized ing support then and finding first of challenge the me for highlighted Schools— Essential of Coalition the of principles progressive the on based was that school high a of principal founding ence—as experi own My so. do to tried not have educators Portland-area Dewey’semulatesthat vision. metropolitanareaPortland the in schoolpublic a name to pressed Education/Ideology sive reforms is the extensiveskills the reformsis sive needed by teachers to teach both teach to teachers by needed obstacle to maintaining progresmaintaining to obstacle This inquiry-based approach inquiry-based This because not is This confirms that the single biggest single the that confirms A substantial body of researchof body substantial A subjects and students well. students and subjects ------interview,examination close and methodology—observation, tative colleagues. Hampshire New of University his and Graves Donald by research did as Write and Read to Learns Child A AT WRK: Bissex’s Glenda skills. literacy develop students how on research in milestone early an marks 1971, in published Graders, Twelfth of Process Emig’s guage. lan learn children how on fessors pro university and teachers by conducted research of out came language Whole playbook. a have not does It anti-phonics. not is it English; Teachers of of Council National the from mandate a not is it curriculum; packaged a not is language Whole example. great a is programs reading scripted and language” “whole about debate The task. very this to devoted been has effort Much teach. to how teachers the tell just should we curriculum; of one as schools public to solution CES—Ed) of definition a for glossary the that’sjob.” lege; your col good a into get and tests the pass Teachto needs he what him questions. many too asking him have already you thinker; critical The CurrentDilemma The This research drew on quali on drew research This the frame to tempting is It The Composing Composing The (1980) followed, followed, (1980) (Please see (Please Oregon’sFuture GNYS GNYS -

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Pearson (See ing. learn literacy of support in used children strategies of number a were there that found researchers, university as well as teachers the by teacher’sconducted classroom, problematic. is research of types two the within studies comparing but value, have research of forms Both esis. hypoth the test to experiment an creating then and hypothesis a ing fram on focuses which research, quantitative than ing—rather writ and reading students’ of context, graphics).” context, structure, sentence respondence, cor sound-letter (e.g. features textual of understanding their and strategies, identification word their texts, other of and meaning word of knowledge their writers, and readers other with tions interac their experience, prior on draw They texts. appreciate and evaluate, interpret, hend, compre to strategies of range wide a “apply to need students standards, their in note English Teachersof Council National of the and Association Reading International the As crucial. also are recognition word beyond go that strategies Comprehension skills. reading important all are words out sounding and dence, evi contextual on drawing clues, visual Using sounds.” letter of place “in write not did I sounds.” letter just “not wrote I that note Please sounds. letter discrete just not words, whole at looked that strategies included that lum curricu a reflect to coined was sounds. letter on emphasis particular a with skills discrete of series a as reading approach which market, the on Qualitative research in a in research Qualitative The term “” “whole term The ------obstacle to maintaining progres maintaining to obstacle biggest single the that confirms research of body substantial A learning. with students connect to efforts day-to-day her or his in research and practices the on draw to classroom individual an in teacher’sthe ability by impacted are article, his in criticizes Kremer that principles Schools Essential of Coalition the on based schools including Schools, classroom. the in teacher the of capacity and knowledge the schools: public good creating in factor important Oregon’sFuture, of issue this Kremer’sin article Rob as such traditional, vs. sive progres as schools public of socially responsible, than matched than responsible, socially and resourceful practically more as well as successful, cally academi more were schools progressive from students how Study students. for gains learning noticeable produce teaching inquiry-oriented and curricula ing challeng intellectually show that studies of number a offer can I critically.read mind, in Withthis be should they that but ignored, be should studies these that say to not is This alike. are teachers two matter,no that alike—for are children two no because lematic prob is children of group another to children of group one of results the comparing that mind in keep to need we classrooms, various in methodologies teaching compare that studies scale large at looking When research. of consumers thoughtful be to us of all urge I findings. research of battle a into get to easy be would It work? doesn’teducation progressive that shows research empirical well. students and subjects both teach to teachers by needed skills extensive the is reforms sive Efforts to frame the problem the frame to Efforts Ralph Tyler’sRalph that claims about What in the 1930s documented 1930s the in ignore the most the ignore Eight YearEight itr2005 Winter - - - - - Winter 2005 Winter in the late 1980s, have found have 1980s, late the in beginning studies, of number A illustrative. are instruction sufficientnumbers.” recruitedin be notteacherscould suchbecausefailed it and ers demandedinfinitelyteachskilled “progressivenoted,education... LawrenceCremin1965 In ests. students’interexperiencesand applicationthanconnection andto ratherskillsand facts emphasis on -recitationan methods,and guides,teachertextbooksand relianceonknow: they what on backteachersreform,fall sive progresthesustain necessaryto practicesinquiryteachingand of kindimplement the tosupport Withoutgrams. preparationand preparationteachertheirpro in themselvesexperiencedand/or studentsexperiencedthemas of differentlyworktheirmost than do educationrequiresteachersto progressivein forteachingcalled ofefforts:reformstudied kind the haveresearchers whobyquently fre mostcited isreason one but factors,ofnumber a to duefailed attempts,recenthavemore as 1979.) Peterson, Brophy,1979; & Horwitz, 1986; Good 1977; al., et. Glass 1974; Biddle, & Dunkin see research this of reviews (For writing. in and orally themselves express to ability students’ and lem-solving, prob thinking, critical to respect with particularly findings, similar demonstrate then since efforts education progressive on research Qualitative schools. traditional from peers 1,475 of samples infinitely skilled teachers and it failed it and teachers skilled infinitely “progressiveeducation…demanded because such teachers could not be not could teachers such because Studies of whole language whole of Studies efforts,reformwellEarly as In 1965 Lawrencenoted,Cremin1965 In recruited in sufficient numbers.”sufficient in recruited ------nections between the researcher the between nections con the at closely look to learned also have I topic. any on authority only the not but information, interesting as studies research research—viewing nutrition do I as research education approach I way.our thrown are that studies research of summaries and studies research the all of sense make to editor’s—Ed) see below note story.a of meaning the understand to trying of context the in relationships sound letter learning than rather phrases, and words, letters, isolated ing emphasiz worksheets on focused that instruction reading to ring refer were they methods, tional tradi By methods.” traditional the than greater reading—much toward attitudes and achievement students’ upon effect positive a had read to children teach to ture children’sof litera use “the that found classrooms, fifty in children 1,149 on focused which Utah, in study large a classrooms, few a just on focusing scale, in small are studies these of many Although worksheets. and lessons skill with year the spent had who terparts coun their than tests reading on better did graders first write, to students for class in time and instruction reading during gies strate multiple included which instruction of year a after that concluded Cooter and Reutzel by conducted study 1989 a example, For scores. reading increased in resulted reading teaching to approach language whole a that It can be frustrating to try to frustrating be can It Can What WeDo? Oregon’sFuture (Please ------it comes time to select a school a select to time comes it schools. all for or children, all for story the not is of issue this in article his in expressed as story Kremer’sRob view I how this story—and one that, just is story parent’sone But them. from learn can we examined; and heard be to need stories These school. or teacher particular a regarding ries sto parent individual to response my about thoughtful be to try also program. the market and create who people very the by written are programs reading current on studies the of many example, For research. the and my own children (one is now in now is (one children own my yourself. for out say,folks it these check what you tell else anyone or Don’tme let available. is site web Education of Department Oregon the schools, Oregon of expected standards the with unfamiliar are you If sites. web their out check standards, Teachersabout say English of of Council National the and Mathematics of Council National the what know to want you If Attitude an with read gap, achievement the about concerns addressing and instruction literacy about more learn to want you If School. Secondary East Park Central of principal Meier,former Deborah Ideas Their of Power The read or essentialschools.org www.at site web their out check Schools, Essential of Coalition The in interested are you If Deserve. Children Our Schools Kohn’s,Alfie recommend I standards, of impact the and tices prac school current about more know to want you If yourself. educate First, attending? rently cur is child their school the about questions ask to or child, their for So what can parents do when do parents can what So I research, considering When As a parent, what I want for want I what parent, a As Oregon’sFuture. by Patrick Finn. Patrick by Literacy by The It - - - Education/Ideology and still needs to know and is and know to needs still and knows child my what observes who teacher a want I area. subject the in work own her or his shares and subject the about passionate is who teacher a want also I cepts. con picture big support that skills the as well as concepts picture well—big areas) (or area subject her or his knows who teacher a want I interests. her or his with familiar become to and learns, she or he how understand to vidual, indi an as child my know to time the takes who teacher a is school) high in is one and school middle together to create challenging create to together work to need will we finally and profession, the of out folks some counsel to educators teacher and administrators need will we administrators, and teachers of questions hard ask to need will Wetask. easy no is learn to need they support the get children all which in system educational an answers. the all have not does program one that knowing child’smy learning, support to methods and strategies of wealth a on draws who teacher a want I insight. child’swith my learning about me with speak to willing wealth of strategies of wealth support mychild’s support that one programone that learning,knowing I want a teacher a want I and methods to methods and who draws on a drawson who all the answers.the all I am well aware that creating that aware well am I does not havenot does 39

- - FO R U M M Education/Ideology U

R classrooms that engage students in rigorous learning—and we should expect students to demon- FO strate core skills and knowledge. We need to ask schools to provide By Barbara Ruben, EdD, evidence of student learning— Guest Forum Editor based on a variety of measures, including state and national stan- In his article Reading First =Kids dards, but also based on assess- First in this issue of Oregon’s Future, ment data collected and analyzed Siegfried Engelmann gives a convincing by the local school community. argument for the exclusive use in schools We have our work cut out for of the federally endorsed Reading First us. Still, I am encouraged by the Kimberly Campbell is an assistant curricula. He argues that his research and opportunities I have had to witness professor of education at Lewis others prove that Direct Instruction is the teachers, those who are new to & Clark . She works with most effective way to teach young people the profession as well as veterans, graduate students who are learn- to read, particularly children of poverty who believe that their professional ing to be teachers, as well as who come into the school system without responsibility is to examine their teachers who work in K-12 class- early exposure to print. These students classroom practice and curricula, rooms. Kimberly’s research and also arrive in kindergarten and first grade to challenge their thinking about teaching focus on teacher knowl- without a mainstream vocabulary. In her school, to broaden their repertoire edge, teachers as researchers, article, “O Brave New World,” Joanne of teaching techniques, strategies, and evaluating the best practices Yatvin makes a strong case that reading and structures, and to document in the teaching of reading and instruction for under-prepared children how their efforts engage and sup- writing. She has published articles should be integrated into natural lan- port students as learners. based on the research she con- guage and rich instead of taught ducted during her twelve years solely through isolated skill sessions. Editor’s note: Notice that of teaching language arts at the In order to increase the scope of Rob Kremer in his article high school and junior high school the Oregon’s Future Education Forum, describes traditional teaching level, and published more recent I decided to find out what a practitioner methods the same way Kimberly work related to supporting begin- currently in the schools has to say about Campbell does—as outdated ning teachers. She is currently at teaching kids to read. Chief Joseph and misunderstanding how work on a book about strategies Elementary is a poverty level school. I children learn—but neither of for teaching literature in diverse believe what I found at Chief Joseph these authors agree on the solu- high school classrooms. Kimberly will give readers a sense of the complex- tion, and each tends to perceive also had the opportunity to serve ity involved in teaching all kids to read the other’s thinking as tradi- as founding principal of a high — including beginning readers who

tional, and therefore, the root school based on the Coalition of A REPORT FROM THE FIELD encounter individual obstacles to fluency of the problem. Essential Schools principles. and comprehension. A list of books that might Kathy Jaffe is the principal of Chief add dimension to the read- Joseph Elementary, a Title I School ing list Kimberly provides that is meeting state standards using an includes “No Excuses: Closing interesting mix of approaches to teach the Racial Gap in Learning” reading. I asked Ms. Jaffe how teachers by Abigail and Stephan at Chief Joseph were able to get so many Thenstrom, “The Myth of the poverty level kids reading at grade level. First Three Years” by John T. She explained, “We are determined to Bruer, “Left Back: A Century make sure everyone can read. We use an of Failed School Reforms” by eclectic approach. We tailor a program Diane Ravitch, “Research on that works for each kid.” Chief Joseph Educational Innovations” by is not a Reading First school. This Arthur K. Ellis, and “Popular means the school is not obligated to use Education and its Discontents” specific programs on the list of feder- by Lawrence A. Cremin. —Jay ally approved curricula, but also does Hutchins

40 Winter 2005 Oregon’s Future Winter 2005 Winter Winter 2005 Winter fromSlipping Through theCracks HowOneSchool Keeps Kids It was amazing to hear the arraythe hear to amazing was It “We totally buy into explicit pho explicit “Weinto buy totally levels: grade the of each at programs various the described Jaffe Ms. needs. individual each skills reading specific the on intensely focus can they where level instructional students’ the at groups instructional small into divided be to students the enabling school, the in specialists the all utilizes that block eracy lit hour two rotating a has school whole the example, For read. to learn kids all sure make to uses school the resources year. school entire an of course the over training ongoing an was This strategies. instructional reading in research best the all to staff the exposed that program a CORE, in grant state a through trained was staff whole the ago, years Six materials. into goes left is what and faculty extra for money Title I their use primarily They money.Title I to entitled is Joseph decisions. ricula cur in flexibility more staff and principal the gives this list, First Reading the on are uses currently staff the programs the of most Although school. First Reading a being for funds extra the receive not make sure all kids learn to read.to learn kids all makesure of resources the school uses to uses school resourcesthe of still is program our of core the grade, 1st However,in awareness. phonemic in instruction direct enough intense Court Open use we kindergarten At grade. 3rd through kindergarten in awareness netic It was amazing to hear the array of array the hear to amazing was It Chief school, level poverty a As Open Court. Open Readwell but found it was not was it found but The first hour of hour first The . We. using were - - - block for the whole afternoon. The two The afternoon. whole the for block reading leveled 2-hour a into move then aloud, read to classes homeroom their to SMARTwith volunteers. read to out pulled get students 40 about addition, In reading. with struggle who students many with successful very been has which approach, phonics one-on-one structured very a is This tutoring. Orton-Gillingham reading. to approach phonetic a to respond not do who kids for nation the around success remarkable had has and imagery visual uses that program innovative an is This week. a day, days minutes five 45 for kids grade 1-5th fourteen with on-one not were who students 32 about servicing programs tutoring one-on-one intense two run to money foundation private spend readers grade 1st Struggling ing the readers workshop hour.”workshop readers the ing dur study novel with supplemented still is program the of backbone the grades 2-3rd In read. to is them for thing important most The grade. first of end the by level grade at graders first all have to Weprogram. determined based are Mastery, with hour second the experience. literature-rich a and choices more have students where workshop” “readers a is kids, most hour,for second the and eled lev is block reading grade first the After lunch the 4-5th graders return graders 4-5th the lunch After Twentyreceiving are students secured has Jaffe Ms. addition, In Oregon’sFuture Oregon’sFuture a highly structured skill- structured highly a

Open Court, Open cians working one- working cians clini trained two Bell the programs, tutoring special the of One curriculum. regular the to responding Lindamood- Reading method, uses uses method, but it is it but - - - sumable workbook. Ms. Jaffeexplained, Ms. workbook. sumable con a in skills of snippets small teaches called something use they addition, In love. really students the Jaffesays Ms. that program a words, multi-syllable reading with works which Rewards, called program a use also They the through literature read kids the of restyear. The the of end the by level grade at reading are they sure make to it” for go “they and Reading, called program a in training structured very receive groups lowest pointed out, “Wenew out, incorporating pointed are Jaffe Ms. mastered. not has child the gies strate reading which determine miscues These “miscues.” for listens teacher the while aloud read them having by Assessment ency.Teachers use also flu and phonics, awareness, phonetic for DIBELS using weeks four to two every tested are Students assessments. ongoing frequent conduct they that explained She student. a with used be should vice ser or program special which decides she how and in, placed be to needs student each group the determines club. reading school after free a in participate can students Finally,weekreading. theira times two of out comprehension more get will ers read fluent more that is program this of premise The practice). (after “hot” aloud, againfinally, book and same the read book, the of tape a to listen read, timed a have they Then practice). without (meaning “cold” first nonfiction of tion selec one-page a reading in students the involves program This week. a days two program, building ency flu a use also grades 2-5th the programs, aren’ttheredifferent enoughif As tion.” instruc explicit more need just kids “Our I asked Ms. Jaffe how the staff the how Jaffe Ms. asked I in which skills are broken down broken are skills which in , an assessment that checks that assessment an (DRA). DRA tests students tests DRA (DRA). Open Court Open Education/Ideology The

Day Book, Day Read Naturally,Read Direct Reading Direct SectionTitle curriculum. Corrective which ------

41 41

FO R U M FO R U M 42 42 SectionEducation/IdeologyTitle dentsdon’t slipthrough thecracks. Thestaff ChiefatJoseph makessure stu- fessionalcoordination amongthe teachers. differentcomponents takesongoing pro- programsuchChiefas Joseph’s withmany cializedinstruction. complexA reading fitsall,many students needexplicit spe- uniquelyhumanendeavor, sizeandno practices.Because readingcomplex, ais meettoafter school strategizeto best the4-5thgrade level teachers arepaid canmeetformonthly jointplanning. At stituteteacher forgrades 1-3,teachersso accordingly.groups reconfigure and needs students vidual indi- abut talk to chance a get teachers and meetings, the facilitates Coordinator TitleThe I planning. literacy for month a Teachersonce basis. level grade by meet routine a on together work teachers ing hav- is key important An needs.” specific their meet really and students the with time over work can we so stable quite is population Our come. they as resources specialized instruction. specialized students need explicit need students human endeavor,human and no size fits all,fits size no many a complex,a uniquely Because reading is reading Because Additionally,theyrovingusea sub- Jay HutchinsJay rallythanmanyunderachieving students preferstudentsforit readwhomorenatu- studentsunnecessarily. Progressive educators introductionits irregularof verbsconfuses Instructionpurists believeloosetoois andit authenticof children’s literature. Direct Readingthe Firstlistthat usescomponents ChiefatJoseph OpenCourt.is tipleapproaches. coreThereading program Oregonbasetheirarguments against mul- SiegfriedEngelmann fromUniversitythe of Theseideaspointsare whichon people like instructionmajoritythefor learners.of teacherswillsupplementneedto modifyand addressesinstructional priorities, lessthe argumentthatbettertheis corethe program appropriatecorereading program. Moat’s educatorsgivenschoola atchooseto an individualof teachers. CoreenablesSo importanttoois leavejudgmentthetoto skillsothertocontexts. pointHerthatthisis allowsreaderthetransferto knowledge and learningexperience. This,explains,she explicitstrategies supportto students’ first thatandreading— programs useneedto carefulschedulesequence aand objectivesof tacticsystemswritten of language require a phonologic,alphabetic, semantic, syn-and professionalslaypersonsand realizethat — readingingmorefar complexis thanmost (1999).book,herInexplainsshe thatteach- ReadingRocketisScience, LouisabyMoats explanationsCoretalkofabout Teaching cognitivepsychologists. skills,basedresearchisandon developed by increaseto students’inquiry comprehension ChiefatJoseph anduses mental imagery learningdisabilities. programThe used studentsoftenaremisdiagnosed withother tionsconnectwellorconversations. to Such criticalthinking, follownotmayanddirec- havedifficulty withreading comprehension, Lindamood-Bellwebsite, thesestudents called“concept imagery.” According theto studentssomethingweakarewhoin OpenCourtonlytheprogramis on stateprogram.runaCore is Most designedThisinterventionis for Oregon’sFuture Core and OpenCourtCoreand Oregon’sFuture Lindamood-Bell Editor’sNotes Pull quote goes in this space this in goes quote Pull sequenceseverythingbut teachers else foreverythingDirectthe in Instruction learner.the onlyholdsnotruleThis performancethetaughtto isthat of referenceto ismore or— everything 70virtually ofany IQlearner an with teachtoable is who oneteacher — superiorbecomeawants towho forimportantanyonerulemostThe muchpracticethey require learnit.to behavior,theywhathowknowand childrenthe showyou, through actual performance,withdo ing lettingbybut applyingbynot formulas havethat noth- practiceamountoftheare determined teaching][Inpointandstartingtheboth and Ronald C.Martella.) Ronald and E. Nancy Marchand-Martella, Timothy A.Slocum, Instruction Direct to Introduction (FromEngelmann’s to introduction Engelmann Siegfried theirDirect Instruction training. applytotheywhat have learnedthrough childrenothertimes,at basicallyand fail Instructionlessons, scoldtheyandnag techniquesment theyduringDirectuse positivesameusingtheof manage- teacherstruth.learnthistofail Instead toire,habits, motivation.and Sometimes, learner,samethe reper-samethewith responseSweden.inonunit the to It’s turedlessonslearnanotherandway waylearnonementedto duringstruc- Remember,seg-notlearnertheis achievemastery. referencedwhetherlearnerstheto time,proceeda atstep a stepeachwith correctlytasksyouthepresent.on Then learnerspercentperformleast70to at permitspointthatstartingthea find Sweden,onunit quadraticorequations, leyballsduringthemrecess,useand a storerulesabouthowtovol-thethe do. Whetheryouare teaching learners A Slightly A Alternative View: Advice from Siegfried Engelmann Siegfried from Advice Winter 2005 Winter Winter 2005 Winter by