Essays (Observations, Analysis, and Commentary)
- Dancis, U.S. Government should stop financing arithmetic avoidance
Point-Counterpoint: Educators, Cheating, & Testing Standards:
- Martel, Teaching in a Culture of Fear - the Atlanta Scandal
- Phelps, Educators cheating on tests is nothing new; Doing something about it would be
- Oliphant, Modern Metrology and the Revision of our Standards for Educational and Psychological Testing
- Phelps, Extended Comments on the draft Standards for Educational & Psychological Testing (but, in particular, draft chapters 9, 12, & 13)
- Haladyna, Using Student Tests to Evaluate Teachers - A Very Bad Idea
- Stamm, Quality versus quantity (essay)
- Stamm, The Real Source of Success in Japanese Education
- JunkScienceMom, Nothing Fair about the Fair Test Junk Science
- JunkScienceMom, FairTest's Fishy Finances
- Stamm, The Common Sense of Copying
- Oliphant, For-Profit Colleges and American Salesmanship — A Unique Opportunity
- Oliphant, GI Bill Students and Their Equal Opportunity to Fail
- Oliphant, Sina English and American Dictionaries: A New Partnership
- Oliphant, Too Clever by Half: The Economist Is Bullying Americans into Intellectual Submission
- Garelick, The Common Core Math Standards: When Understanding is Overrated
- Garelick, The Separate Path and the Well Traveled Road
- Lampley, Graduate Degree Programs: Plain Vanilla, Chocolate Fudge, or a Cherry on Top?
- Rasian, Higher Education Governance in Developing Countries, Challenges and Recommendations: Iran as a case study
- Garelick, Discovery learning in math: Exercises versus problems
In this article, Garelick confronts the myth perpetrated in education schools that math is incorrectly taught by teaching students to do "exercises" rather than solving "problems". The former are viewed as inauthentic experiences in which the student applies algorithms to previously learned types of problems in a mechanical type way. In fact, it is through the working of the so-called "exercises" that students can make meaningful discoveries which ultimately lead them to solving more complex problems. As it is, many of today's math programs have students reaching for the stars by standing on a two-legged stool.
- Phelps, The Role and Importance of Standardized Testing in the World of Teaching and Training
- Haider, Challenges in Higher Education: Special Reference to Pakistan and South Asian Developing Countries
- Oliphant, Should Americans over Fifty Try to Avoid Alzheimer’s Disease? — A Positive View
- Franco, Reauthorization of NCLB: Time to Reconsider the Scientifically Based Research Requirement
- Kramer, The 25% Solution: Improving Instruction by Improving the NCLB Tests
- Sireci, Are Educational Tests Inherently Evil?
- Naughtin, What is the Cost of Not Going Metric?
- Scott, When an Intent to Protect becomes a License to Harm
- Throne, Distance Learning in Einstein's Fourth Dimension
- Fasko, Special Education Services and Response to Intervention: What, Why, and How?
- Garelick, A Tale of Two Countries and One School District
Update on MCAS: Is it Working? Is it Fair?
- Garelick, A Textbook Case in Textbook Adoption
- Honeycutt, Loomis, & Brulle, An Analysis of Merit Pay Reforms
Point-Counterpoint: The Lake Wobegon Effect
- Phelps, A Tribute to John J. Cannell, M.D.
- Phelps, Further Comment on "Lake Woebegon: Twenty Years Later"
- McRae, Comment on "Lake Woebegone: Twenty Years Later"
- Cannell, Lake Woebegone: Twenty Years Later
- Foundational Essays: Nonpartisan Education Review Board Members on Standards, Curriculum and Instruction, Censorship and Transparency
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