Compare and Evaluate Bloom’s and Hirsch’s educational reforms to education

4 PAGES OR APPROXIMATELY 1100 WORDS EXCLUSING COVERPAGE AND REFERENCES

DEADLINE 10 HOURS MAXIMUM

APA FORMAT

0% PLAGIARISM

Purpose: Reflect on the key concepts/terms that form Politics of Curriculum and evaluate Bloom and Hirsch’s influence on education.

Directions: After reading Pinar & Bowers article and Postmodernism Chapter 2 by Aronowitz and Giroux, please answer the following questions:

1. After reading the Pinar & Bowers article and reviewing the power point presentation, reflect on the key terms/concepts presented by Pinar and Bowers, and how do they relate to politics of curriculum?
2. From Aronowitz and Giroux Chapter 2:
   • (1) Compare and Evaluate Bloom’s and Hirsch’s educational reforms to education (Be Specific and provide examples from the chapter), and (2) Aronowitz and Giroux state on p. 52 that Hirsch and Bloom seem to promote “a public philosophy informed by a crippling ethnocentricism”. What are the implications of such statement on pedagogy?Adapted from: Eberly Center for Teaching Excellence, Carnegie Mellon University

     Weekly Assignments Assessment Rubric EDG 7692C

     Sophisticated – 2 Points Competent – 1 Point Needs Work – 0 Points Depth of analysis

     Student’s answers go beyond the assignment to explore the implications or evidence in new contexts or in particularly thoughtful, insightful, and/or original ways.

     Student’s answers show a nuanced grasp of the readings and the ability to apply these readings with facility to current educational curriculum policies.

     Student’s answers fully meet the parameters of the assignment but do not exceed them. (and/or…)

     Student’s answers demonstrate a good grasp of the readings but some awkwardness applying them (citing specific examples and/or relationship to politics of curriculum)

     Student’s answers do not address the assignment. (and/or…)

     Student’s answers are inconsistent with the readings (i.e. it makes or fails to challenge assumptions.)

     Grasp of reading(s)

     Student’s answers represent the student’s arguments/point of views, evidence and conclusions accurately, fairly and eloquently. Demonstrates a firm understanding of the implications of the author’s arguments/point of view.

     Student’s answers represent the student’s arguments/point of views, evidence and conclusions accurately.

     Student’s answers badly misrepresent the student’s arguments, evidence, and/or conclusions.

     Evidence Evidence used to support the central point of the readings is rich, detailed and well chosen.

     Evidence sections employ appropriate illustrations and/or quotations.

     The connection between the students’ point of view and evidence is clearly and compellingly articulated in all written responses.

     (Where applicable) Important opposing evidence (i.e. evidence that might seem to contradict your argument) is considered and convincingly refuted.

     Evidence used to support the central point of the readings is well chosen, though not particularly rich or detailed.

     The connection between the student’s point of view and evidence is clearly articulated.

     (Where applicable) Some opposing evidence is considered and refuted.

     Evidence used does not clearly support the main points of the readings. (and/or…)

     (Where applicable) Important opposing evidence is ignored, thereby weakening the central argument.

     Conclusion Elegantly synthesizes and reframes key points from the students’ answers.

     Suggests new perspectives or questions relevant to the central argument, and brings closure. Excellent use of APA format.

     Synthesizes and brings closure but does not examine new perspectives or questions. Appropriate use of APA format with one or three errors.

     Is missing or cursory. (and/or…)

     Repeats the topic paragraph more-or-less verbatim. Inadequate use of APA format, four errors or more.