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| BILL AYERS |
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| MARVA COLLINS |
PRODUCE A CIVIL WAR IN EDUCATION
THE CHICAGO MODELS:
BILL AYERS (PROGRESSIVE) AND MARVA COLLINS (TRADITIONAL)
THE CHICAGO MODELS:
BILL AYERS (PROGRESSIVE) AND MARVA COLLINS (TRADITIONAL)
"Whoa! Let's not get anybody hurt here!" said an administrator when I told him the program he had spent so much money on did not work to teach children to read.
I imagine there are administrators all over who want to silence this blasphemy (in his view).
But, let me give me you a tale of two methods, both within the same city. One was perpetrated on the children in Chicago by a group of mainly white activists who saw education in a very different light from the clients of that system -- the students and parents. The other was developed by a native Alabaman, a Black woman with no certification in Education.
The first is known as Mastery Reading/ Mastery Learning /Outcome Based Education. The progressive philosophies of Chicagoan Bill Ayers. His ideas were first perpetrated on the children of Chicago through Mastery Learning.
And since these theories now dominate the colleges of education and have formed the foundational philosophy for COMMON CORE, it is important for parents and CITIZENS to take note of what you support by DOING NOTHING AND ALLOWING THIS TRAVESTY TO CONTINUE!
George Will wrote of the theories behind this program in this article published in the July 3, 1994 article entitled 'Growth Model' teaching grows illiteracy.
I take these excerpts out for emphasis.
"Indeed many teachers now consider the traditional idea of teaching to be intellectually suspect and morally offensive because it is tainted by the authoritarian idea that there are defensible standards and by the inegalitarian idea that some people do things better than others.
At a 1966 conference organized by the Modern Language Association and the National Conference of Teachers of English, the "transmission model" of teaching composition was rejected in favor of the growth model."
The idea of transmitting skills and standards was inherently threatening to the values of that decade -- spontaneity, authenticity, sincerity, equality and self-esteem.
Indeed many teachers now consider the traditional idea of teaching to be intellectually suspect and morally offensive because it is tainted by the authoritarian idea that there are defensible standards and by the inegalitarian idea that some people do things better than others.
One interference would be a teacher cast as an authority figure rather than in the role of supportive, nurturing friend. (Comment: I tell my children, I am not their friend. I am their mother. There is a big difference there. So also should the professional responsibility of a teacher bear much more responsibility than that of a friend.)
The "Growth model was, MacDonald notes, impeccably liberationist: Who was to judge anyone else's "growth"? And that model "celebrated inarticulateness and error as proof of authenticity." This was convenient for evolving racial policies.
In 1966 the City University of New York began the first academic affirmative action program. Open in admissions would soon follow, as would the idea that it is cultural imperialism to deny full legitimacy to anything called "Black English." Simultaneously came the idea that demands for literacy oppress the masses and condition them to accept the coercion of capitalism.
"Process became more important than content in opposition. Students wold "build community" as they taught each other. A reactionary emphasis on the individual was replaced by a progressive emphasis on the collectivity.
Academic fads have followed hard upon one another, all supplying reasons why it is unnecessary -- no anti-social -- to teach grammar and style.
The deconstructionists preached that language is of incurably indeterminate meaning. The multiculturalists who preach the centrality of identity politics in every endeavor argue that the rules of language are permeated by the values of the dominant class that makes society's rules and also makes them victims.
MacDonald says, "The multiculturalist writing classroom is a workshop on racial and sexual oppression."
Rather than studying possessive pronouns, students are learning how language silences women and blacks.
As student writing grows worse, MacDonald notes, the academic jargon used to rationalize the decline grows more pompous.
For example a professor explains that "process, post -cognitive theory ... represents literacy as an ideological arena and composing as a cultural activity by which writers position and reposition themselves in relation to their own and others subjectivities, discourses, practices and institutions." (Ugh! See also: The Think System is Alive and Well at the Capstone)
Nowadays the mere mention of "remedial courses is coming to be considered insensitive about "diversity" and especially insulting and unfair to students from American "cultures" where "orality" is dominant. So at some colleges remedial courses are now called ESD courses -- English as a Second Dialect.
The smugly self-absorbed professoriate that perpetrates all this academic malpractice is often tenured and always comfortable. The students on the receiving end are always cheated and often unemployable.
See also:
Whole Language Catalog: Teachers as Liberators Produce Students as Revolutionaries: Clippings from the Whole Language CatalogCOLLEGE PUBLIC SCHOOLS READING SCORES DIP; BARELY 1 IN 4 READ AT GRADE LEVEL. (And we wonder why Chicago has such a high MURDER rate? Look at the failure of the schools!) https://sharmanbursonramsey.blogspot.com/2014/12/retarding-america-imprisonment-of.html
It is important that you see the foundational philosophy of COMMON CORE and the COLLEGES OF EDUCATION throughout this country and its consequences.
See also: http://eagnews.org/common-cores-chicago-connections-initiative-has-its-roots-in-the-obamaayers-world/
Barack Obama has never written about his most important executive experience. From 1995 to 1999, he led an education foundation called the Chicago Annenberg Challenge (CAC), and remained on the board until 2001. Including those involved in the Chicago Annenberg Project are the major writers of Common Core included David Coleman, known as the architect of Common Core. He is the son of the former president of Bennington College, Liz Coleman, graduate of the University of Chicago, a big proponent of big government and Marxist ideology.
Coleman and Zimba, co-founders of the New York based GROW network, came to Chicago to produce data studies for the Chicago Annenberg Challenge (CAC) at the time Obama was on the CAC Board brought on board by Bill Ayers and Chicago’s Superintendent of Schools, Arne Duncan--later U.S. Secretary of Education. CAC paid $2.2 million for the services of Coleman and Zimba in data studies.
Coleman’s prior association with Bill Ayers, Barach Obama and Arne Duncan probably helped his appointment to the Common Core development.
Or it could be Coleman’s philosophy: “These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality.”
Coleman has no background as a teacher. He is now president of the College Board (yearly salary $550,000 total compensation $750,000) and will make changes to the SAT to make it more socially just. (This should set up red alert warning flags for Home and Christian schooled children who will need to pass these tests to get into college.)
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| Barach Obama and Bill Ayers Chicago Anenberg Project |
SO NOW, PERHAPS YOU ARE READY TO LEARN ABOUT MASTERY READING/LEARNING.
Believe it or not this failed methodology with which Bill Ayers was involved early on in Chicago was the foundation that GOALS 2000 brought to us as law through Alabama First, Kentucky Education Reform Act etc. throughout America. We were processed through the Delphi Technique to believe these were "grassroots movements" across America that produced the same document shifting from Traditional Education (Sequential instruction, Content Based Direct Instruction, Content centered, Independent learning, Phonics Based Reading), to Progressive Education (Thematic Instruction, Outcomes Based Education, Process based, Group Co-operative Learning, Peer Tutoring, Whole Language Reading). It was made even worse with the nationalized curriculum we now know as COMMON CORE.
They knew what they were doing. Hornbeck writes:
"Court orders can be exceptionally good vehicles for creating a sufficient sense of crisis and an imperative to act so that supporting legislation can be enacted. It is difficult to overstate the importance of such a vehicle, since the magnitude of change to which this volume is directed is so great that such change can only be created out of a sense of having no other option..." (Hornbeck, David and Lester M. Salmon, Human Capital and America's Future, 1991, The Johns Hopkins University Press, pp.367-368)
You will see this method referred to in RADICAL POSSIBILITIES, Alabama's Chief Academic Officer's model for instruction.
BY Jean Anyon
Published 2005This book is considered the bible of education by Dr. Barbara Cooper, Chief Academic Officer for the state of Alabama. (See the review of this book at https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html.)
On April 21, 1982, Chicago's superintendent of schools, Ruth Love, released the results of the city's first high school reading test in seen years. The scores were abysmally poor: More shocking, however, is the fact that a version of the reading program responsible for the failure was -- and still is-- being marketed to schools across the country
INTENTIONAL SPREADING OF ILLITERACY?
ALERT! ALERT! ALERT!
SOUNDS MORE AND MORE LIKE COMMON CORE. NO FIELD TESTING!
CHICAGO LEADS THE WAY
NOW, IN THE MEANTIME, ACROSS TOWN
A NO EXCUSES BLACK WOMAN
FORMERLY FROM ALABAMA
NAMED MARVA COLLINS SUCCESSFULLY TAUGHT THROWAWAY CHILDREN.
NEW YORK TIMES OBITUARY
“Kids don’t fail,” she once said. “Teachers fail, school systems fail. The people who teach children that they are failures — they are the problem.”
In 1982, Ms. Collins was stung by accusations that she was not certified as a teacher and that she had overstated her record of success, but parents of the children in her school rallied to her defense. Her supporters said that as a substitute teacher she had not needed formal certification; others said their children had shown great progress after enrolling in the school.
“I’ve never said I’m a superteacher, a miracle worker, all those names they gave me,” she told The New York Times that year. “It’s unfair to expect me to live up to it. I’m just a teacher.” New York Times obituary
WHAT DID THIS WOMAN WHO NEVER ATTENDED A COLLEGE OF EDUCATION KNOW WHAT EDUCATORS INDOCTRINATED IN COLLEGES OF EDUCATION DO NOT KNOW?
I do not buy into the excuse that the kind of homes, background, or poor preparation have anything to do with what children can achieve. Did an Abraham Lincoln did not learn to read until he was fourteen years of age? Did an obstinate Helen Keller learn to read under the tutelage of a determined and talented teacher named Anne Sullivan? Did not an Einstein overcome being labeled "different, learning disabled", and all because he was bored in most of his classes? Did not the slaves of old learn to read when it was against the law to learn to read? The list goes on and on. I therefore, am always willing to say: "I am responsible; all children can learn". If these children do not learn, likewise, I am willing to say, "I am responsible:. for three decades, I have never had to resort to the latter response. Yes, all children are born achiever.
- Every student since the inception in 1975 has gone on to complete high school and college.
- Not one teen-age pregnancy.
- Not one police report to school for altercations.
- Every student scores annually in the 99th percentile in the nation
- Teachers from foreign countries come for training.
"Despite the doomsday cries from all sides, thousands still come from all over the world to see what they call a miracle. Thousands wonder with amazement why there are no discipline problems at the West Side location, the Ida B. Wells Location, the South Side location, and the school in Cincinnati. What few fail to see and realize is that each school begins with the end in mind. Each school makes heaping doses of daily deposits and therefore our students do not end up "Overdrawn and having to go through life with insufficient skills, self-esteem and self determination". The way we of course, see the problem is the problem.
- We at each school do not see our children as problems; we see them all as champions worth wrestling.
- like the shipmates of Ulysses in the Iliad, we have taught our children to 'plug' their ears with their own uniqueness,
- their own self-esteem,
- their own self-determination
- rather than weeping and lamenting as to what is wrong, and belaboring what they cannot do.
Three and four-year olds are reading the great classics by Christmas each year. Do they understand them? Of course, to ask this question again is to insinuate that our children are inferior. Children are eloquent and well-spoken
...because
they have model teachers who themselves are
paragons of excellence.
(Do
you have excuses for principals who themselves cannot forge a
grammatically correct sentence? Teachers? Why? Do they have no pride in
themselves? Do they have no respect for their students? Do they not believe in
the lifelong learning mantra we hear throughout the excuse for education they
now call Progressive Education and COMMON CORE?)
I am
reminded of the principal who told me that if we told the students on the
playground not to say "ain't" they would laugh us off the playground.
And the Assistant Superintendent of Schools who told me that if children could
not read, just read the test to them.
EACH TEACHER IS TOLD THAT THE SUPERIOR TEACHER MAKES THE POOR STUDENT GOOD, AND THE GOOD STUDENT SUPERIOR!
Let me once again point out
Every child at Westside Preparatory School is treated as a leader with the ability to make their own intelligent choices. Mediocrity is never tolerated in dress, demeanor, language or behavior. We believe that we create a image and once that image is reinforced, we become either known as a positive image, or a failing, negative image. Every student is told that it is their right to become a failure, but they cannot do it at Westside Preparatory School.
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| SHARMAN RAMSEY, MARVA COLLINS, BETTY PETERS I was honored to meer her here in Panama City. Ginger Littleton and Sharon Sheffield invited her to speak. Unfortunately, it went no further. |
Marva Collins runs a school for the Justice Department in the Ida B. Wells housing development where the same high standards are demanded of these students as would be demanded of the children of Harvard and Yale graduates.
We are less concerned about the degrees that our teachers hold and more concerned about their levels and degree of caring. We are more concerned with how each teacher works with the "Poor" student than how they work with the more nurtured, "Highly motivated, bright student". In other words, each teacher is true to the word "teacher" which means to lead, or to draw out.
We have a tendency in education to adhere to the modern premise that unless something is "relevant" to a child they cannot learn it. Thus we forget the Bible injunction, "That which is good, that which is pure, that which is of good report...think on these things." Many of the books below presented the "thoughts" that brought about our country's Constitution and Declaration of Independence. Perhaps if we elevate our thoughts, we could elevate our country. Perhaps "honor" might once again have meaning.
The books listed immediately below are those which constitute the reading list for Marva Collins Westside Preparatory School. She takes those children labeled "disadvantaged," "learning disabled," "ADHD," "not auditory," etc. and actually teaches them. Her theory is that our children are not "learning disabled," we are "teaching disabled." To watch her in action is indeed watching a Master Teacher at work.
Reading List for Marva Collins Westside Preparatory School
| Author's last | Author's | Title | Publisher |
| Adams | Russell L | Great Negroes, Past & Present | Golden Press |
| Adler | Irving | Mathematics | Golden Press |
| Aldington | Richard | The Portable Oscar Wilde | Viking Press |
| Alexander | Lloyd | The Marvelous Misadventures of Sebastian | Dutton |
| Alighieri | Dante | Divine Comedy | |
| Aristophanes | The Plays of Aristophanes | ||
| Armstrong | Sperry | Call of Courage | |
| Asimov | Isaac | Inside the Atom | Harper and Row |
| Aurelius | Marcus | Meditations | |
| Austen | Jane | Pride and Prejudice | |
| Bach | Richard | Jonathan Livingston Seagull | |
| Bamberger | Richard | Physics Through Experiment | Sterling |
| Barr | George | Research Ideas for Young Scientists | |
| Bendick | Jeanne | The First Book of Time | Franklin Watts |
| Blackwood | Paul | Push and Pull: The Story of Energy | McGraw-Hill |
| Bleeker | Sonia | The Masai: Herdes of East Africa | William Morrow |
| Bond | Michael | A Bear Called Paddington | Houghton Mifflin |
| Bontemps | Arna | Frederick Doublass: Slave-Fighter-Freeman | Alfred A. Knopf |
| Bowie | Walker | Bible Stories for Boys & Girls | |
| Brent | Robert | The Golden Book of chemistry Experiments | Western Publishers |
| Bradwood | Robert J. | Archaeologists and What They Do | Franklin Watts |
| Bronouski | Jacob and Selsam | Biography of an Atom | Harper and Row |
| Bronte | Emily | Wuthering Heights | |
| Buehr | Walter | The First Book of Machines | Franklin Watts |
| Bullfinch | Thomas | Book of Myths | |
| Bunyon | John | Pilgrim's Progress | |
| Carson | Rachel | The Sea Around Us | Golden Press |
| Chaucer | Geoffrey | The Canterbury Tales | |
| Chekhov | Anton | ||
| Clarke | Arthur | The Challenge of the Sea | Holt, Rinehart & Winston |
| Cleary | Beverly | The Mouse and The Motorcycle | William Morrow |
| Cleator | P.E. | Exploring the World of Archaeology | Children's Press |
| Clymer | Eleanor | The Second Greatest Invention: The Search for the First Farmers | Holt, Rinehart & Winston |
| Colum | Padraic | The Children of Odin | |
| Cottrell | Leonard | Land of the Pharaohs | World Publishers |
| Cousteau | Jacques & Dumas, Frederic | The Silent World | Harper and Row |
| De Fontaine | Jeanne | Fables of LaFontaine | |
| Dickens | Charles | Great Expectations | |
| David Copperfield | |||
| The Old Curiosity Shop | |||
| Bleak House | |||
| Dickinson | Alice | The First Book of Plants | Franklin Watts |
| Dostoyevsky | Fyodor | The Brothers Karamasov | |
| Crime and Punishment | |||
| Drisko | Clark | Unfinished March | |
| Dunbar | Paul L. | Poetry of Paul L. Dunbar | |
| Eaton | Jeanette | Marcus-Narciss Thitman | Harcourt Brace Jovonovich |
| Edel | Abraham | Aristotle | |
| Emerson | Ralph Waldo | The Portable Emerson | |
| Epstein | Sam and Beryl | Harriet Tubman, Guide to Freedom | Garrard |
| Faulkner | William | Light in August | |
| Felton | Harold W | Nat Love, Negro Cowboy | Dodd,Mead |
| Fielding | Richard | Hitty, Her First Hundred Years | |
| Fleming | Ian | Chitty,Chitty Bang Bang. The Magical Car | Random House |
| Foster | G. Allen | Communication | Celebration Books |
| Foster | Genevieve | Augustus Caesar's World 44 B.C. to A.D. 14 | Charles Scribner and Sons |
| Franklin | Benjamin | The Autobiography of Benjamin Franklin | |
| Freeman | Ira and Mae | The Story of Chemistry | Random House |
| Gallant | Roy | Exploring the Universe | Doubleday |
| Golding | William | Lord of the Flies | |
| Goldsmith, | Ilse | Anatomy for Children | Stirling |
| Gregor | Arthur | The Adventures of Man: His Evolution from Pre-history to Civilization | McMillan |
| Gunther | John | Death Be Not Proud | |
| Harte | Bret | The Luck of the roaring Camp | |
| Harrison | George Russel | The First Book of Light | Franklin Watts |
| Haviland | Virginia | Favorite Fairy Tales told in Czehoslovakia | Little, Brown |
| Henry | O | The Gift of the Magi | |
| Hardy | Thomas | The Return of the Native | |
| Hogben | Lancelot | The Wonderful Book of Energy | |
| Homer | The Odyssey (do background on Homer first, explain term odyssey, which now means long voyage) | ||
| Hugo | Victor | Les Miserables | |
| Huxley | Aldous | Brave New World | |
| Heyerdahl | Thor | Kon-tiki | Books, Inc |
| Irving | Washington | Rip Van Winkle, The Legend of Sleepy Hollow | |
| Jacobs | Joseph | The Fables of Aesop | MacMillan |
| Jones | Vernon | The Most Delectable History of Reynard the Fox | |
| Judson | Clarra Ingram | Andrew Carnegie | |
| Justier | Norton | The Phantom Tollboth | Random House |
| Kosinski | Jerry | The Painted Bird | |
| Knight | David C. | The first Book of Air | Franklin Watts |
| Knight | Eric | Lassie, Come Home | |
| Kohn | Bernice | The Peaceful Atom | Prentice Hall |
| Kredel | Fritz (illustrator)Aesop's Fables | Aesop's Fables | Crosset and Dunlap |
| Krylov | Ivan | Fifteen Fables of Krylov | MacMillan |
| Lamb | Charles | Tales from Shakespeare | |
| Lee | Harper | To Kill a Mockingbird | |
| Leonard | William E. | Aesop's Fables | |
| Lindgren | Astrid | Pippi Longstocking; Pippi Goes on Board | Viking Press |
| London | Jack | White Fang and Other Stories | |
| Lowie | Robert H | Indians of the Plains | Natural History Press |
| Malcolmson | Anne | Selections from the Tales of Chaucer | |
| Mandell | Muriel | Physics Experiments for Children | Dover |
| Marlowe | Christopher | Dr. Faustus | |
| Morgan | Alfred | First Chemistry Book for Boys & Girls | Charles Scribner and Sons |
| Mead | Margaret | Andthropologists and What They Do | Franklin Watts |
| McCloskey | Robert H | Why They Wrote: The Canterbury Tales | |
| Mullin | Virginia L. | Chemistry Experiments for Children | Dover |
| McKendry | John J. | Aesop, Five Centuries of Illustrated Fables | Metropolitan Museum of Art |
| McLeod | Mary | King Arthur & His Knights | |
| Murasaki, | Lady | The Tales of Genji | |
| North | Sterling | The Wolfing | |
| Orwell | George | Animal Farm, 1984 | |
| Olbracht | Ivan | Indian Fables | Paul Hamlyn |
| Poetry | |||
| Untermeyer | Louis | Story Poems: The Golden Treasury of Poetry | |
| Poe | Edgar Allen | Edgar Allan Poe's Selected Stories & Poems | |
| Shakespeare | William | Poems of William Shakespeare | |
| Hughes | Langston | Selected Poems | |
| Dickinson | Emily | Poems of Emily Dickinson | |
| Dunbar | Paul | Poems for Young People | |
| Epics | |||
| Sandars | N.K. (ed.) | The Epic of Gilgamesh | |
| Mideaval Epics | |||
| Baldwin | James (ed) | The Story of Roland | |
| Biography | |||
| Carpenter | Francis | Pocahontas and Her World | |
| Bontemps | Arna | The Story of George Washington Carver | |
| Bontemps | Arna | Frederrick Douglass, Slave-Fighter-Freeman | |
| Flenton | Harold W. | Nat Love: Negro Cowboy | |
| Fenderson | Lewis H. | Thurgood Marshall, Fighter for Justice | |
| Judson | Clara Ingram | City Neighbor: The Story of Jane Addams | |
| Seibert | Jerry | Amelia Earhart | |
| Keller | Helen | The Story of My Life | |
| Eaton | Jeannette | Gandhi, Fighter Without a Sword | |
| Hahn | Emily | Mary, Queen of Scots | |
| Baker | Nina Brown | Peter the Great | |
| Lathan | Jean Lee | Drake, the Man They Called a Pirate | |
| Buehr | Walter | The World of Marco Polo | |
| Aristophanes | The Plays of Aristophanes | ||
| Plutarch | Plutarch's Lives | ||
Marva Collins took the Open Court Readers from the garbage can where they were thrown after she finally left due to the treatment she received from her colleagues in a public school. She also used Professor Phonics Gives Sound Advice by Sister Monica Frasier for Phonics instruction.
She seldom sits moving from student to student. Teaching, correcting, encouraging.
Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)
If I Ruled the Schools
The Bigotry of Low Expectations: Profits, Position, Power, Politics Produce a Civil War in Education
Common Core, Sylvia Plath, and Death Education
https://sharmanbursonramsey.blogspot.com/2017/12/common-core-sylvia-plath-and-death.html
The Truth about Phonics that will Help You Help Your Child! Whole Language: A Fraud Perpetrated upon Our Students. One of Many?
The Tragedy of the Math Mess and Another Way
MATH WARS. ONCE AGAIN INTO THE FRAY
COMMON CORE MATH
The Reality of Bay District Schools. Only Fifty Percent Read Proficiently. Is there hope?
The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"
The Tale of Last Hope for Local Control
DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.
THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST
THE CHICAGO CONNECTION TO COMMON CORE
does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html
Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?
Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html
Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge
My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.
LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html
WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE
PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE
TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE
COMMON CORE: PORNOGRAPHY 101
MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION
BEHAVIOR MODELS ATTITUDES AND BELIEFS
CULTURE WAR AND COMMON CORE
SOCIAL STUDIES AND COMMON CORE
TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!
RADICAL POSSIBILITIES: YOUR CHILDREN
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html
Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS
COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES
COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html
REVOLUTIONARY PEDAGOGY
Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:
Politics, Profits, Position, Power, and Prejudice published 1995
CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS
CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?
DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE
WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?
PUBLIC EDUCATION SHOULD EMPOWER PARENTS
CONSPIRACY THEORIES IN EDUCATION
THE CIVIL WAR IN EDUCATION
SOLVE THE PROBLEMS OF PUBLIC SCHOOLS
TAKE A KNEE
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