The new American Educator features articles on teaching English Learners to master new standards.
American Educator’s new issue includes: An Evolving Controversy, subtitled The Struggle to Teach Science in Science Classes on biology teachers under pressure to teach religious alternatives to evolution; World-Class Ambitions, Weak Standards on the 2012 state science standards, and Knowing Ourselves, How the Classics Strengthen Schools and Society.
Instead of continuing to debate the relative merits of pedagogy versus content, professors on both sides should realize that prospective teachers need to know not only their subject matter, but also how to teach it so students will understand.
Lauren McArthur Harris and Robert B. Bain write on Pedagogical Content Knowledge for World History Teachers (pdf).
Deborah Loewenberg Ball and Francesca M. Forzani write on Building a Common Core for Learning to Teach (pdf). They see the Common Core State Standards as an opportunity to establish “a common core of professional knowledge and skills for prospective teachers.”
What’s Sophisticated about Elementary Mathematics? Plenty, writes Hung-Hsi Wu in American Educator.
. . . starting no later than fourth grade, math should be taught by math teachers (who teach only math). Teaching elementary math in a way that prepares students for algebra is more challenging than many people realize. Given the deep content knowledge that teaching math requires—not to mention the expertise that teaching reading demands—it’s time to reconsider the generalist elementary teacher’s role.
Many elementary teachers weren’t good in math and don’t like it.
In affluent, highly educated Palo Alto, 57 percent of parents provide extra help in math to their elementary school children, a survey found. Parents pay for Kumon classes, Score’s computer-assisted learning or other forms of tutoring. Despite protests from some parents, the district has adopted Everyday Math. There are reports more parents are hiring tutors to make sure their children learn the basics.