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Tables of Contents for Essential Knowledge
Chapter/Section Title
Page #
Page Count
Tables, Figures, and Exhibits
i
Foreword
vii
Ron Brandt
Preface
ix
The Authors
xiii
Crisis in American Education?
1
34
The Reformers
1
4
The Logic of the Reformers
5
7
A Different Perspective
12
13
Students' General Knowledge
14
6
SAT Scores
20
5
Our Position and Recommendations
25
8
The Importance of Identifying Essential Knowledge
26
1
The Need for a Well-articulated Curriculum in Public Education
27
2
The Need for an Emphasis on Academic Subjects
29
2
The Need for an Emphasis on Education Outputs
31
2
Conclusion
33
2
The E. D. Hirsch Solution
35
24
Hirsch's Body of Work
35
21
Cultural Literacy
36
6
The Dictionary
42
8
The Core Knowledge Sequence
50
1
The Core Knowledge Series
51
5
A Fundamental Distinction
56
1
Conclusion
57
2
The Standards Movement
59
20
Emergence of the Standards Documents
64
7
Problems with the National Documents
71
2
Differing Approaches to Standards
71
1
Multiple Documents in a Content Area
72
1
Too Much Content
73
3
The TIMMS Findings
74
2
State-Level Efforts
76
2
Conclusion
78
1
Toward a More Defensible Solution
79
20
The McREL Standards Database: A Research Perspective
79
9
Life Skills: What Hirsch Left Out
88
10
Thinking and Reasoning
88
7
Work Skills
95
3
Conclusion
98
1
The Problem of Time
99
16
Estimating How Much Time Is Required
99
5
Addressing the Problem
104
9
Increase the Amount of Instructional Time
104
2
Conducting a Time Audit
106
5
Decrease the Number of Standards
111
2
Conclusion
113
2
The McREL Standards Survey
115
26
Survey Design and Overview
115
2
Implications of the Results
117
10
The Problems of Basing a Curriculum Solely on Public Opinion
127
2
Differences Between Groups of Respondents
129
10
Conclusion
139
2
The Critical Role of Vocabulary: The Extensive Curriculum
141
16
Hirsch's Extensive and Intensive Curriculums
141
1
The Nature of Vocabulary
142
4
Is Teaching Vocabulary a Practical Solution?
146
2
Which Words Should Be Taught?
148
4
Implementing an Extensive Program of Vocabulary Instruction
152
3
Conclusion
155
2
Making It All Matter
157
6
Establishing Priorities
157
5
Seeking Community Input
157
1
Matching State Goals
158
1
Aligning Instruction and Assessments
159
1
Increasing Time for Instruction
159
2
Redesigning the Curriculum
161
1
Conclusion
162
1
Appendix A: Documents to Consult for a Comprehensive Review of Subject Areas
163
8
Appendix B: Standards and Benchmarks
171
100
Appendix C: Time Audit Process
271
18
Appendix D: McREL Standards Survey Questionnaires
289
56
Appendix E: Content Vocabulary
345
76
References
421
14
Index
435