Curriculum Review Quotes

The book received a wider review in the business press than in academic journals. A few weeks after the U.S. publication I was invited to address the annual meeting of Drexel-Burnham to outline how the new Treasury bill standard of world finance had replaced the gold exchange standard. Herman Kahn was the meeting’s other invited speaker. When I had finished, he got up and said, “You’ve shown how the United States has run rings around Britain and every other empire-building nation in history. We’ve pulled off the greatest rip-off ever achieved.” He hired me on the spot to join him as the Hudson Institute’s economist. I was happy enough to leave my professorship in international economics at the New School for Social Research. My professional background had been on Wall Street as balance-of-payments economist for the Chase Manhattan Bank and Arthur Andersen. My research along these lines was too political to fit comfortably into the academic economics curriculum, but at the Hudson Institute I set to work tracing how America was turning its payments deficit into an unprecedented element of strength rather than weakness.

I must attend a meeting of the curriculum review committee after class.” “This is the committee which nothing does?” “The very same.

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A classroom library containing both fiction and non-fiction books should be located centrally, and include newspapers, magazines, telephone books, restaurant menus, etc. Teachers should also integrate literacy across the curriculum by reading and assigning texts that support their learning units in subjects such as mathematics, sciences, and social studies.

It turns out that almost any curriculum tasks can be turned from a mimicking task to a thinking task by following this same formulation—begin by asking a question that is review of prior knowledge; then ask a question that is an extension of that prior knowledge.

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

The beginnings of Arabic philosophical literature can be described as taking place in two stages. The first occurs from roughly the middle of the eighth century until the appearance of al-Kind¯ı in the first third of the ninth century. It is characterized by the continuation of the engagement with the remnants of philosophy in Greek, Syriac, and Middle Persian that have just been reviewed, though in Arabic this time – by the study, that is, of the logical curriculum and the application of philosophical ideas to theological concerns of the time....The second stage begins with al-Kind¯ı and represents a resurrection of philosophy as a discipline in its own right, independent of theological or other concerns.

These programs have been successfully integrated into schools in the US, Canada, and/or the UK; have a clearly articulated curriculum that can be easily accessed and replicated; are based in developmentally appropriate practice; and have some preliminary evidence of efficacy that has been published in a peer-reviewed journal.

(Education Review Office, 2009). In attending to children’s social and emotional competence, 45% of services were highly effective, and the remaining 55% ranged from mostly effective (38%), through somewhat effective (14%) to ineffective (3%) (Education Review Office, 2011). The ERO (2015) review of curriculum for infants and toddlers “showed that centres with 100% qualified staff were included in the list of ‘least responsive’ services” (McLachlan, 2018, p. 46).

Exceptionally well written, organized and presented, Repairing Our Divided Nation: How to Fix America's Broken Government, Racial Inequity, and Troubled Schools is impressively informative, thoughtful and thought -provoking -- making it a timely and unreservedly recommended addition to community, college, and library Contemporary Social Issues collections and Political Science supplemental curriculum studies lists...for students, academic, governmental policy makers, political activists, social reformers, and non-specialist general readers with an interest in the subject.

I am honored to receive this review from the highly regarded Midwest Book Review: “Exceptionally well written, organized and presented, Repairing Our Divided Nation: How to Fix America's Broken Government, Racial Inequity, and Troubled Schools is impressively informative, thoughtful and thought -provoking -- making it a timely and unreservedly recommended addition to community, college, and library Contemporary Social Issues collections and Political Science supplemental curriculum studies lists...for students, academic, governmental policy makers, political activists, social reformers, and non-specialist general readers with an interest in the subject.” ...more Midwest Book Review

A liberal is someone who believes that the right economic system, the right political reforms, the right curriculum, the right psychotherapy, and the right moral posture will do away with unfairness, snobbery, resentment, prejudice, tragic conflict, and neurosis. A liberal is a person who thinks that there is a straight road to health and happiness.

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

Parents should demand to see the curriculum, attend class as an observer, and ask their state legislators to pass mandatory curriculum transparency legislation, which requires school districts to post all teaching materials online for parents to review. And trust your instincts: