The failure to discriminate between mere innovation and true reform sets in motion extreme, pendulum-like swings in educational policy, Carnine said. Ever since 1900, for example, math education has vacillated between an emphasis on the rote learning of basic facts and a focus on higher-order thinking and comprehension. Other subjects, such as social studies, have alternately stressed, on the one hand, dates and facts, and on the other, values, moral issues and ideas. As a result, teachers are jerked from one method to another and ordered by the reigning curriculum experts in each approach to get on board.
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