High School Curriculum :: Education Argumentative Persuasive Papers

High School Curriculum When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view. According to Lashway (1999) educators once saw educational reform as cyclical. Every ten years or so one could expect a public outburst followed by frantic efforts to mend a broken system. However, in the last twenty years there seems to have been a perpetual reform. Looking to the past it seems that curriculum became diluted. Schools offered many electives; schools even watered down the curriculum hoping to â€Å"keep† students (which was later found to only compound the problem) (Mclaughlin 1990). Curriculum resembled a lawn sprinkler covering a lot of area yet having very little force. In the 1980’s a report called â€Å"A Nation At Risk† stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today. These new standards seem to be focusing more on both accountability and back to basics. As a math teacher I can be delighted by this focus. However, as a potential administrator, I realize this is too myopic a view. Indeed these standards have created a dilemma -- a conundrum -- a paradox. Back to basics? BUT these basics must be taught differently, by stressing higher level thinking and life/work appreciation. Additionally, all children must be taught, be they rich, poor, learning disabled, foreign speakers etc. Cut frills but be creative Do not forget educating the â€Å"whole† child. Do well on standardized test while remembering and accounting for fewer standardized kids. Be literate and professional but as pointed out in numerous articles, care, and be a good moral person. Additionally include character education for students. This has led some educators to express reservations about these current trends, mostly because of fears that reform will be driven by conformity to policy mandates rather than the educational needs of children. John Goodlad (1999) observes, â€Å"The language of school reform virtually eschews reference to the measuring of self, civility, civic-mindedness, democratic character and participation in the whole of the human conservation.