Art Burke - was Transforming science: Fact-free reform
- To: firstname.lastname@example.org
- Subject: Art Burke - was Transforming science: Fact-free reform
- From: George Sheridan <email@example.com>
- Date: Tue, 02 Dec 2003 17:51:26 -0800
- In-reply-to: <firstname.lastname@example.org>
A teacher manual with twelve pages of activities for teaching twelve
one-syllable words leaves no time in the day for reading and responding to
real stories. Surely that was clear to anyone following this thread with
the intention of understanding how the report of the National Reading Panel
has been used to establish phonics instruction (together with phonemic
awareness) as the principal or almost the only component of reading
instruction in early primary.
I made the mistake of responding to a comment from Art Burke.
It seemed like a reasonable comment, questioning whether I had made an
But when I replied with evidence for my original statement, Art shifted
ground with a new question. If history is any guide, a reply to that one
would simply generate another.
Most of us on this list, I think, are willing to answer a long series of
sincere questions. Art never seems to make any positive contributions to
the assessment reform movement: no draft legislation, no testimony, no
leaflets, no talk shows, no articles, no letters to the editor, no
financial contributions, no collaborative dialogue, no posting of articles
likely to interest or inform other list members. After many months of his
posts, is there any reason to believe he is asking sincere questions?
There is no such thing as a standard child.
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