The problem with thinking ‘content is king’ in education


Entangled, impossible to separate, that is what content and pedagogy have been and are in U.S. schooling, the Washington Post reports. But not to reformers. For decades, in science, math, and history policymakers, researchers, teacher educators, practitioners, and parents have argued over what kind of content should be taught in classrooms, playing down the inevitable presence of pedagogy or how the subject should be taught. Amnesiac reformers, pumped full of certitude, have pushed forward with “new science,” “new math” and “new history” curricula many times over the past century believing that the content in of itself — particularly delivered by academic experts — will magically direct teachers how to put innovative units and lessons into practice in their classrooms…

Read more

Sign up for our K-12 newsletter

Newsletter: Innovations in K12 Education
By submitting your information, you agree to our Terms & Conditions and Privacy Policy.

Want to share a great resource? Let us know at submissions@eschoolmedia.com.

New AI Resource Center
Get the latest updates and insights on AI in education to keep you and your students current.
Get Free Access Today!

"*" indicates required fields

Hidden
Hidden
Hidden
Hidden
Hidden
Hidden
Hidden
Hidden
Hidden
Hidden
Email Newsletters:

By submitting your information, you agree to our Terms & Conditions and Privacy Policy.

eSchool News uses cookies to improve your experience. Visit our Privacy Policy for more information.