Good read: Why Some Teachers May Question ‘New’ Education Trends

This is a good post on MindShift on a question that everybody outside education should ask: why do some teachers question ‘New’ education trends. An excerpt with Larry Cuban being mentioned, but do read the whole post.

“There is such a gap between policy talk and what happens on the ground,” said Larry Cuban, professor emeritus of education at Stanford University and a former high school social studies teacher and district superintendent. Cuban, a respected voice in the education community, says it can take a long time for new policies to actually get implemented in classrooms, and as schools are gearing up, new policies often come in to replace the ones being implemented. It’s a frustrating cycle for teachers and often leads them to follow their own best judgement about what works in the classroom and ignore the winds of change that can shift so quickly.

“They have history on their side,” Cuban said. He’s not surprised that teachers are reticent to immediately accept new trends in learning, especially if that trend is coming around for the second or third time. Take project-based learning, for example. It has become the catch phrase du jour, especially with the arrival of Common Core State Standards, but the concept isn’t new and many schools have been quietly practicing project-based learning since the time of John Dewey and Maria Montessori.

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1 Comment

Filed under Education, Review

One response to “Good read: Why Some Teachers May Question ‘New’ Education Trends

  1. Often frustration with the public education system is directed at teachers, even when they are following the standards and guidelines set out by the government. It can really take a long time to implement new policies in the classroom especially when it’s been changing from time to time. So it’s no surprise that when school authorities announce a new initiative that not all teachers are ready to jump on the new trend. Education has a long history of reform, each succeeded by another, and teachers have learned to pick and choose carefully where to put their energies.

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