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The Best Schools: How Human Development Research Should Inform Educational Practice


reviewed by Cherrie L. Kassem March 27, 2007

coverTitle: The Best Schools: How Human Development Research Should Inform Educational Practice
Author(s): Thomas Armstrong
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 141660457X , Pages: 182, Year: 2006
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In The Best Schools: How Human Development Research Should Inform Educational Practice, Thomas Armstrong takes a rather heretical position. He argues that our world’s current fixation on academic achievement is detrimental to students because it leads educators “to ignore the true developmental needs of children and adolescents” (p. 5). Armstrong, an educator well-known by practitioners for his books on multiple intelligences and ADHD, presents a cogent argument as to why the current “Academic Achievement Discourse” should shift to a paradigm of “Human Development Discourse.” To make his case, Armstrong describes the No Child Left Behind Act of 2001 as the culmination of an 80-year domination of Academic Achievement Discourse (AAD), which he defines as “the totality of speech acts and written communications that view the purpose of education primarily as…facilitating a student’s ability to obtain high grades and standardized test scores” (p. 10). Armstrong frames AAD as rooted in positivism, a... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 27, 2007
http://www.tcrecord.org ID Number: 13942, Date Accessed: 12/11/2017 11:52:02 PM

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About the Author
  • Cherrie Kassem
    Ramapo College
    E-mail Author
    CHERRIE L. KASSEM, Ph.D., is an educational psychologist and consultant specializing in learning, pedagogy, and affective education. She is an international presenter and published author in the field of learning, with a focus on pedagogy for teaching higher order thinking strategies and skills. Dr. Kassem is currently an Associate Professor of Education at Ramapo College of New Jersey, where she teaches courses on learning and pedagogy.
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