First Reading Summary: Readings · Dewey, J XXXXXXXXXXThe child and the curriculum . Chicago: University of Chicago Press. · Portelli, J. P XXXXXXXXXXExposing the hidden curriculum. Journal of...

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Week 4
Science: DeBoer, G. (2006). The history of the science standards movement in the United States. In D. W. Sunal & E. L. Wright (Eds.), The impact of state and national standards on K-12 science teaching (pp. 7-49). Charlotte, NC: Information Age Publishing.
Problem Statement
In this article by DeBoer (2006), the author explored the differences between two movements by discussing the history of the science standards movement in the United States. The author states that the development of standards really improved the education system. The author believes that the tools that can reform the science curriculum would really help in improvement of education system.
Main Argument of Author
The author discussed in his article how the standard movements are linked and what still needs to be done to improve. The author how United states experienced several period of reform in the science curriculum during the 19th century. The reforms started with starting rigorous science studies and ended with bringing standards based reform. These reforms were based on the thinking of the society about future progress at those times as mentioned by Wright (2004). Now, the education system is considered important and not what the people in general think.
Importance of the Argument
The argument in the article helps us understand how the reform movements of the past help build the standards ok K-12 education system. The article contributes by implying that the education system needs certain standards so that the quality of education is maintained. This argument is important as it depicts the journey of reforms that led to science being an important part of the curriculum.
Critical Analysis
This article raises a question that what researches should be done to improve the standards. The article is strong as it discussed all evidence based facts. But the article was weak in enlightening the effect of such changes on the students. The article allows the improvement of instructional practice according to standards.
References
DeBoer, G. (2006). History of the science standards movement in the United States. The impact of state and national standards on K-12 science teaching, 7-49.
Wright, E. L., Sunal, D. W., & Day, J. B. (2004). Reform in undergraduate science classrooms. Reform in undergraduate science teaching for the 21st century, 33-52.
Mathematics: Klein, D. (2003). A brief history of American K-12 mathematics education in the 20th century. In J. M. Royer (Ed.), Mathematical cognition: A volume in current perspectives on cognition, learning, and instruction (pp. 175-225). Greenwich, CN: Information Age Publishing.
Problem Statement
This study is about the differences that occurred in United States over mathematics during the 20th century. There were major conflicts between parents, teachers, mathematicians and psychologists due to the K-12 system. The people faced struggle during the changes of mathematics education in this time.
Main Argument of Author
During 1990s there was maximum conflict on mathematics education that the United States had ever seen. It was because of the introduction of textbooks that had very less content than normal and almost no basic skills. This type of conflicts had been observed earlier on the topic of education and curriculum. Even the National Council of Teachers of Mathematics was involved to solve the conflict. National Science Foundation implemented NCTM standards in U.S as mentioned by Carr (2011).
Importance of the Argument
The argument helped us understand the need for discussions and input from the well-versed before implementation of changes in curriculum. The main contribution of these conflicts was the improvement of mathematics education standards. This argument is important as it helps us understand what all it took to reach the curriculum that one studies today.
Critical Analysis
The argument raises the question if the conflicts would have been solved in a better way to improve the education system. The article is strong in comprising the reforms that took place but weak to tell the advantages of those reforms. The teaching methods and curriculum should be for the greater and long-term good.
References
Carr, M., Taasoobshirazi, G., Stroud, R., & Royer, J. M. (2011). Combined fluency and cognitive strategies instruction improves mathematics achievement in early elementary school. Contemporary Educational Psychology, 36(4), 323-333.
Klein, D. (2003). A brief history of American K-12 mathematics education in the 20th century. Mathematical cognition, 175-225.
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Week 3
Science: Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185. 
Problem Statement
The article - Salvaging science literacy, by Feinstein (2011) highlighted the facts about the usefulness of teaching science in school irrespective of the career choices of the students. The main aim was to discuss on the golden rule of teaching science being helpful in later life. The author discussed about the little evidence present on the impact of science education on daily life.
Main Argument of Author
The author argues that science being useful in later life for students with non-science professionals is just a claim that has been present with us since long. The author believes that education should not be a way to fulfill the old rules but a way to liberate the students. The students have now the freedom to choose their subjects and profession but they still need to study science compulsorily till a certain level. Hurd (1958) even said that for the preparation of modern life it is essential to study science as mentioned by the author in his article.
Importance of the Argument
The argument helps us understand that science should not be taught in a hollow manner just to preach the old saying. The article reminds us that education is way to improve the not to force the students about learning science due to some age old theory. This argument is important so that the current scientists and science lovers think about it and help students to engage with science in more desirable ways.
Critical Analysis
The question raised by this argument is how much science should be taught to students at a compulsory level and what new techniques can be applied to make it more feasible. The argument is strong in its research as it says not much data is present on science being useful to non-science students. The weakness of the article is that more research is needed to force policy makers of education system for changes. The instructional practice connections with this article that I would make is to try and teach daily life science events to students.
References
Feinstein, N. (2011). Salvaging science literacy. Science education, 95(1), 168-185.
Hurd, P. D. (1958). Science literacy: Its meaning for American schools. Educational leadership, 16(1), 13-16.
Mathematics: Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., & Lacy, D. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36(4), 367-385.
Problem Statement
This article i.e. Math in a cultural context: Two case studies of a successful culturally based math project by Lipika et al (2005) discussed the advantages of teaching Math in cultural context. The article said how there was need for culture based curriculum for the ones who were in the field of education but not for those who were policy makers.
Main Argument of Author
The process of schooling using the culture for American Indian/ Alaska Native (AI/AN) has been noted in America since 1928 Meriam Report. There is limited evidence that culture based programs improve the academic performance of these students as discussed by Hurley (2005). This article discusses the results from the study of author that gave positive results after using Math in Cultural Context. This article would help in the understanding to improve the student learning process.
Importance of the Argument
The argument based on evidence that culture based curriculum improved the performance of Alaskan students helped us to know that culture based education system is effective. The argument implies that the culture based system statistically and practically improved the performance of students. This argument is important as it is an evidence that culture based education system is effective.
Critical Analysis
The argument raises a question that if culture based education system prepares the students to be as robust as normal system. The article is strong in providing evidence about the improvement of results after culture based education but does not analyze the curriculum data in it. this article also proves that a positive student-teacher relationship is important for a student to do well.
References
Hurley, E. A., Boykin, A. W., & Allen, B. A. (2005). Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts. The Journal of Psychology, 139(6), 513-527.
Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., & Lacy, D. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36(4), 367-385.
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Week 2
Science: Aikenhead, G. S. (2005). Science-based occupations and the science curriculum: Concepts of evidence. Science Education, 89(2), 242-275. (33 pages)
Problem Statement
The main aim of...