Teacher Preparation and the Kafkan Nightmare of Accreditation

Over three-plus decades of teaching, I have found that students are far less likely to laugh while reading Franz Kafka than, say, while reading Kurt Vonnegut. But Kafka and Vonnegut are essentially satirists, though both traffic mainly in dark humor.

Black-and-white photograph of Kafka as a young man with dark hair in a formal suit

Franz Kafka 1923 (public domain)

The Metamorphosis is the work most people associate with Kafka, but it isn’t readily recognized, I have found, that the work is filled with slapstick humor—the scene when Gregor is revealed as a bug to his family—while also making a damning commentary on the consequences of the bureaucratic life.

You see, Gregor Samsa’s metamorphosis into a bug is merely a physical manifestation of his life as a salesman, which, Kafka illustrates, is nothing more than a bug’s life.

This, of course, was Kafka’s impression of early twentieth century Prussia as well as the corrosive nature of materialism. As I enter my eighteenth year as as a teacher educator, after eighteen years as a public school English teacher, I can attest that Kafka has pretty much nailed my career on the head as well.

So when I saw Teacher-Preparation Programs Again Have a Choice of Accreditors. But Should They? in Education Week, I immediately recognized that this was the wrong question—or at least incomplete.

Accountability, standards, and assessment have been pervasive my entire career in education, which began in 1984. Over that career, I have heard a consistent refrain about the failures of both K-12 education and teacher education.

As I have recently detailed, teacher education is, in fact, the new scapegoat for all that ails education.

I have worked through about ten combined iterations of standards and assessment expectations, include two different rounds of submitting the teacher preparation program I am solely responsible for now, the first being for NCATE and the for CAEP (mentioned prominently in the article linked above).

Through these experiences, I have witnessed that the same complaints of failure remain while each new round of standards and assessment promise to reform the system and bring great success (often for all students), only to be replaced in a few years under the blanket of the same crisis rhetoric and the same promises that never materialize.

This Kafkan nightmare is perfectly described by Gilles Deleuze, who also turns to Kafka:

In the disciplinary societies one was always starting again (from school to the barracks, from the barracks to the factory), while in the societies of control one is never finished with anything—the corporation, the educational system, the armed services being metastable states coexisting in one and the same modulation, like a universal system of deformation. In The Trial, Kafka, who had already placed himself at the pivotal point between two types of social formation, described the most fearsome of judicial forms. The apparent acquittal of the disciplinary societies (between two incarcerations); and the limitless postponements of the societies of control (in continuous variation) are two very different modes of juridicial life, and if our law is hesitant, itself in crisis, it’s because we are leaving one in order to enter the other.

In my home state of South Carolina, for example, the state adopted Common Core standards, planned to implement the assessment designed for those standards, purchased textbooks and materials aligned with the standards, trained teachers in the standards, and then dropped the standards for new SC versions of standards before Common Core could ever be fully implemented.

My first experience with accreditation of teacher education programs was early in my tenure in higher education. I was baffled both by the process (again, I am solely responsible for an entire program and all the data as well as the report submitted for that accreditation) and my colleagues’ almost complete uncritical obsession with the requirements. In short, the vast majority of my department’s time and attention was devoted to fulfilling the obligations of accreditation—not teaching, not scholarship, but standards, rubrics, and data tables mandated by the accreditation entity.

Just six or seven short years later, the process came back around again—nearly the same, but different. NCATE had been replaced by CAEP and standards were different along with the report itself and the broad expectations being both eerily different and the same.

Accreditation, I suspect, is a process that is perceived as a necessary layer of bureaucracy to insure some sort of consistency and fidelity among all teacher education programs across the U.S. This appears to be the same initial urge driving Common Core, for example.

Political leaders have used accountability, standards, and high-stakes testing for nearly four decades as a way to claim a commitment to higher expectations and better outcomes from the public education system. The public appears incapable over that time to examine closely the argument that schools are failing (the mainstream argument is both false and misleading) or the assertion that accountability, standards, and high-stakes testing will somehow address those problems.

Accreditation of teacher education is essentially a thinly veiled admission that there is no political or public trust of teacher educators, the field of education, or teachers.

Beneath that lack of trust, the accountability era for public education and the allure of accreditation are evidence that political leaders and the public fundamentally misunderstand teaching and learning.

Here is the sobering truth about teaching and learning: To teach is about offering the opportunity to learn; however, there is no way to guarantee that teaching will result in learning regardless of the quality of the teacher or the motivation of the student.

Accountability and accreditation are designed with the assumption that teaching and learning can be prescribed and clearly defined (standards) and then made visible with assessments that are valid and authentic.

Those assumptions are mostly hokum.

The standards and testing movement in K-12 education and the accreditation process for teacher education have proven to be what Oscar Wilde argued about how government addresses poverty: ““But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease.”

Trying to meet the requirements of accreditation has made teacher educators less effective, has reduced the quality of courses and experiences for pre-service teachers, and has consumed an incredible amount of time and financial resources for teacher educators.

It is much ado about nothing.

The EdWeek question, then, is overly simplistic; the rise of AAQEP as an alternative to CAEP is the “illusion of choice” that masks the truly important choice—teacher education and education as a field need to abandon accreditation and seek instead to build a discipline.

Meeting the demands of accreditation is a waste of time and resources that should be dedicated to the things associated with disciplines such as history, psychology, sociology, etc.—reading and thinking deeply about the ideas and practices at the core of the field, conducting a wide range of research on those topics and problems, producing scholarship that informs an ongoing dialogue about teaching and learning, and engaging students in those topics in ways that allow them to become the educators they seek to be.

To reject accreditation is to embrace higher expectations for teacher education, teacher educators, and teachers.

At the end of The Metamorphosis, Gregor’s macabre demise is a distraction for many readers who miss that this is a story about such rejections and not necessarily a tale about Gregor, but his family. After Gregor dies, “Then all three [Gregor’s family] left the apartment together, something they had not done for months now, and took the electric tram into the open air outside the city. The car in which they were sitting by themselves was totally engulfed by the warm sun.”

Careful reading of the final paragraph reveals that the family’s obsession with Gregor, who himself had embraced a toxic bug life dedicated to erasing the family’s debt, has to be abandoned for their eventual happiness: “The greatest improvement in their situation at this moment, of course, had to come from a change of dwelling. Now they wanted to rent an apartment smaller and cheaper but better situated and generally more practical than the present one, which Gregor had found.”

Gregor’s sister becomes the symbol of a new, and better, possibility, a fully human life unfettered by the bug life swept into the dust bin.

See Also

The Metamorphosis at 100, Alexander Billet

Educational Accountability and the Science of Scapegoating the Powerless

Several years ago when I submitted an Op-Ed to the largest newspaper in my home state of South Carolina, the editor rejected the historical timeline I was using for state standards and testing, specifically arguing that accountability had begun in the late 1990s and not in the early 1980s as I noted.

Here’s the interesting part.

I began teaching in South Carolina in the fall of 1984, the first year of major education reform under then-governor Richard Riley. That reform included a significant teacher pay raise, extended days of working for teachers, and the standards-testing regime that would become normal for all public education across the U.S.

In fact, SC’s accountability legislation dates back to the late 1970s (I sent her links to all this).

As a beginning teacher, the only public schooling I ever knew was teaching to standards and high-stakes tests by identifying standards on my lesson plans and implementing benchmark assessments throughout the academic year to document I was teaching what was mandated as a bulwark against low student tests scores. State testing, including punitive exit exams, pervaded everything about being an English teacher.

Yet, an editor, herself a career journalist, was quick to assume my expertise as a classroom practitioner and then college professor of education was mistaken.

This is a snapshot of how mainstream media interact with education as a topic and educators as professionals.

I am reminded of that experience over and over in fact as I read media coverage of education. Take for example this from Education Week, Want Teachers to Motivate Their Students? Teach Them How, which has the thesis:

Most teachers intrinsically understand the need to motivate their students, experts say, but teaching on intuition alone can lead to missteps in student engagement.

A study released in May by the Mindset Scholars Network, a collaborative of researchers who study student motivation, found most teacher education programs nationwide do not include explicit training for teachers on the science of how to motivate students.

Two key elements of this article stand out: The new scapegoat in proclaiming education a failure is teacher education and the go-to failure is always about a lack of “science” in teacher education.

This article on motivation is following a media template well worn recently about students in the U.S. can’t read because teachers are not taught the “science of reading,” you guessed it, in their teacher education programs.

As I detailed in a Twitter thread, scapegoating teacher education has many flaws, and my experience and expertise as a teacher educator for almost two decades, following almost two decades as a classroom teacher, inform my understanding of how finding scapegoats for educational failure during the accountability era is fool’s gold.

How has the accountability era gone in terms of where the accountability and locus of power lie, then?

In the 1980s and 1990s, the accountability mechanisms focused on holding students accountable (think exit exams) and schools accountable (student test scores often translated into school rankings or grades, designating schools as “failing,” for example).

Keep in mind that students had no power in that process, and that schools were merely agents of the standards being implemented, again outside the power dynamics of those mandates being determined.

With No Child Left Behind spawned by the false claims of the Texas Miracle, the accountability era was greatly accelerated, including a creeping sense that the process wasn’t improving education but it was punishing students (lower graduation rates due to exit exams) and demonizing schools (most high-poverty and high-racial minority schools were labeled as “failing”).

By the administration of Barak Obama, with education policy under another false narrative (the Chicago Miracle) and false ambassador with no background in education other than appointments (Arne Duncan), the scapegoating took a turn—the problem, went the new message, was “bad” teachers and the solution was not holding students or schools accountable for test scores but those teachers (the era of value-added methods [VAM]).

As some have noted and documented, teacher bashing increased and then prompted a backlash (see magazine covers from Time for a great series of artifacts on this); it seems that VAM proved to be a false metric for accountability and that maybe teachers were not the problem after all.

With the scapegoat role now vacant, the media have discovered a new candidate, teacher education.

Let’s here recognize that once again the power context is way off in who is determining the accountability and who is being held accountable. For the most part, teachers and teacher educators are relatively powerless agents who are mandated to implement standards and assessments that they do not create and often do not endorse as valid.

Now consider another really important reason accountability in education is deeply flawed: The constant misguided scapegoating of powerless agents in formal teaching and learning is a distraction from the actual causal sources for educational challenges.

Fun fact: Decades of research from educators and education scholars have detailed that out-of-school factors overwhelmingly determine measurable student outcomes, some estimates as high as 80+% and most scholars agreeing on 60%. Teacher quality’s impact on measurable student achievement has been identified repeatedly as only about 10-15%.

Yet, the entire accountability era since the early 1980s has focused on in-school reforms only (scapegoating along the way), while tossing up hands and embracing harsh ideologies such as “no excuses” practices that argue teachers fail students with the “soft bigotry of low expectations” and students fail because they lack “grit” or a growth mindset.

Many of us have doggedly argued for social context reform, addressing socio-economic reform first and then reforming education along equity (not accountability) lines next, or concurrently. Many of us have also demonstrated that “grit” and growth mindset have racist and classist groundings that are harmful.

For those positions, we have been demonized and marginalized for decades.

So imagine my surprise when, first, the tide shifted on teacher bashing (I have 34 posts on my blog discrediting VAM and dozens on misunderstanding teacher quality) and then these articles: Better Schools Won’t Fix America (The Atlantic), The Harsh Discipline of No-Excuses Charter Schools: Is It Worth the Promise? (Education Week), and Unchartered territory: 2020 Democrats back away from charter schools (MSN).

My blog posts, however, on social context reform and poverty (157), “no excuses” reform (70), and the mirage of charter schools (80) have either mostly been ignored or are harshly (even angrily) rejected. Like my interaction with the editor discussed in the opening, my experience and expertise as an educator and education scholar have held almost no weight with those in power pr the media.

The media and journalists as generalists seem deeply resistant to learning a lesson they create over and over.

Take for a current example Karin Wulf’s examination of Naomi Wolff and Cokie Roberts; Wulf herself is a historian:

It’s been a tough few weeks for amateur history. First, journalist Naomi Wolf discovered on live radio that she had misinterpreted key historical terms in her new book, “Outrage,” leading her to draw the wrong conclusions. A week later, journalist Cokie Roberts, too, got a quick smackdown when she claimed on NPR that she couldn’t find any incidence of abortion advertised in 19th century newspapers, a claim quickly disproved by historians.

Wolf and Roberts fell victim to a myth widely shared with the American public: that anyone can do history. Whether it’s diving into genealogy or digging thorough the vast troves of digital archives now online, the public has an easy way into the world of the past. And why would they imagine it takes any special training? After all, the best-selling history books are almost always written by non-historians, from conservative commentators like Bill O’Reilly to journalists like Wolf and Roberts.

Wulf’s confronting “that anyone can do history” immediately prompted in me my experience when I first moved from teaching high school English (and adjuncting at several colleges, including being a lead instructor in a university-based summer institute of the National Writing Project) to higher education. My university was debating a curriculum change that included dropping traditional composition courses (popularly known as English 101 and English 102) for first-year seminars.

One of those first-year seminars was to be writing-intensive, and the argument being posed was that any professor could teach writing.

This change passed, and the English department and professors were relieved of sole responsibility for teaching writing.

Over the next eight years or so, the university learned a really disturbing lesson (one I could have shared in the beginning): “Any professor can teach writing” is false.

As Wulf argues about history, with writing and education, experience and expertise matter.

So here I sit again, writing over and over that the media are getting reading wrong, that scapegoating teacher education is missing the real problem.

How many years will it take until I see articles “discovering” these facts as if no one with experience and expertise ever raised the issue?

URGENT: Media Misreading the Reading Crisis Yet Again

Media Misreading the Reading Crisis Yet Again

By Katie Kelly and P.L. Thomas

Several news articles, videos, reports on new state legislation, and commentaries across mainstream media have built a false narrative about a Reading Crisis. That story includes several key elements: Teachers do not know, and thus do not practice, the science of reading because teacher education has failed them.

Not only have the mainstream media offered only one narrative, but also, for example, the Education Writers Association chose one of the most prominent misleading articles for a Public Service, small staff award: Emily Hanford’s “Hard Words.”

In 2019, the Reading Wars have begun anew but with different language: Phonics advocates have simplified “the science of reading” to “all students need systematic phonics,” for example. And this round has resulted in dramatic changes in state reading policies.

As literacy educators and scholars, however, we contend that these messages are misrepresenting the Reading Crisis and the science of reading — both of which are far more complicated than being presented by much of the media, dyslexia advocates, and political leaders.

Those Who Ignore History: A Look Back at Reading Crises

The newest misdiagnosed Reading Crisis begs for a truism: “Those who cannot remember the past are condemned to repeat it” (George Santayana).

For example, the November 1942 issue of The Elementary English Review(National Council of Teachers of English) included a provocative piece, What Shall We Do About Reading Today?: A Symposium, prompted by the high rate of illiteracy among men drafted into WWII.

This symposium offers answers to the titular question from leading literacy experts of the time, including Lou LaBrant (former president of NCTE). Represented by assembled experts on literacy, this Reading Crisis foreshadows these debates are misguided and driven by ideology instead of evidence.

While we recommend reading the symposium responses in full, let’s focus on LaBrant: “Nevertheless, we hear many persons saying that the present group of near-illiterates are results of ‘new methods,’ ‘progressive schools,’ or any deviation from the old mechanical procedures. They say we must return to drill and formal reciting from a text book” (p. 240).

However, LaBrant discredits that blame because the recruits identified as illiterate or semi-literate “…are drop-outs, who have not completed elementary school, come from poorly taught and poorly equipped schools, and actually represent the most conservative and backward teaching in the United States [emphasis in original]” (pp. 240–241).

Next, in the 1980s/1990s, the media announced a Reading Crisis in California blamed on whole language. Literacy scholar Stephen Krashen, and others, debunked that claim, noting although whole language was the official reading approach of the state, teachers almost never implemented whole language. Further, the reading score plummet correlated with whole language being the official policy, but the causes of those lower scores were a large influx of non-native speakers of English and reduced educational funding.

Throughout much of the 20th century, reading instruction in practice remained skills-based, perpetuating a simple view of reading. That criticism of whole language, however, prompted a call for more scientific approaches to teaching reading, which meant mandated scripted instruction with an emphasis on phonics instruction. This was also driven by the high stakes accountability era of No Child Left Behind.

Contrasting thoughtful literacy, scripted reading programs narrow curriculum focusing on skills instruction and test preparation through teacher-directed learning (Kozol, 2005; Lipman, 2004). In this context, students serve as vessels with teachers depositing knowledge. This back-to-basics model of instruction encourages replication and regurgitation of information with little emphasis on comprehension instruction, critical thinking, and rich discussion of text (Comber & Nichols, 2004; Durkin, 1981; Leland, Harste, & Huber, 2005; Shannon, 2007; Taberski, 2011).

Being a good word caller does not equate to being a good reader, but can produce a false-positive on narrow types of reading tests. This unbalanced approach to teaching literacy is not only problematic, but also dangerous.

Misreading the Reading Crisis Yet Again

Despite the value of a more student-centered curriculum that fosters critical thinking, some advocate for a return to skills-based systematic phonics instruction, framed as the “science of reading,” and claim another Reading Crisis. With a new push for phonics as a single pathway to literacy, the role of the meaning making process in reading will again be neglected.

In her seminal study, Delores Durkin found an overemphasis on testing comprehension rather than teaching comprehension. Reading is a complex cognitive process mediated by social and cultural practices requiring instruction and interaction with text and others to construct meaning. Therefore, we must shift our view of literacy beyond decoding to include constructing meaning and reading texts critically by expanding instructional practices and the ways we assess reading.

The so-called science of reading is, in fact, balanced literacy, which includes a focus on multiple components of literacy including phonics, comprehension, and writing: “A balanced approach will privilege authentic texts and tasks, a heavy emphasis on writing, literature, response, and comprehension, but it will also call for an ambitious program of explicit instruction for phonics, word identification, comprehension, spelling, and writing” (Pearson, 2004, p. 243).

While phonics is an essential component of reading instruction in the primary grades, “it should be noted that phonics is one element of a comprehensive literacy program that must also include practice in comprehension, fluency, vocabulary, writing, and thinking” (ILA, 2018).

No Crisis, But We Are Failing Our Students

Crisis rhetoric misreads not only how we currently teach and historically have taught reading, but also misrepresents the causes of low student achievement in reading while perpetuating some of the worst possible policies and legislation such as grade retention based on high-stakes testing.

This Reading Crisis ignores that focusing on narrow standards and high-stakes testing combined with the de-professionalization of teaching and under-funding education has resulted in overcrowded classrooms where teachers and students conform to mechanical reading programs privileging the wealthy and overemphasize test scores.

As teacher educators, we can attest that regardless of what we teach about reading and literacy, most teachers feel pressured to implement programs and raise test scores.

Rather than blaming students and teachers for the opportunity gap entrenched in formal schooling, consider the achievement debt due to inequitable funding, poor healthcare, and a lack of political courage. With increasingly diverse student populations, we have a responsibility to address this debt by serving all students through culturally relevant teaching practices.

We must, then, disrupt the misguided narrative of crisis that disguises the sociocultural historical and political factors that influence reading instruction as a disease that simply needs a vaccination in the form of systematic phonics.

—

Katie Kelly is an Associate Professor of Education at Furman University. A former elementary teacher and literacy coach, Katie teaches courses in literacy methods and assessment at the undergraduate and graduate levels. She is the coauthor of Reading to Make a Difference: Using Literature to Help Students Speak Freely, Think Deeply, and Take Action (Heinemann). Follow her work at bookbuzz.blog and @ktkelly14.

P. L. Thomas, Professor of Education (Furman University), taught high school English for 18 years in South Carolina before moving to teacher education and teaching first-year writing. He is author of Teaching Writing as Journey, Not Destination: Essays Exploring What “Teaching Writing” Means (IAP). Follow his work at https://radicalscholarship.wordpress.com/ and @plthomasEdD.

Post & Courier: Education reform is deja vu all over again

Education reform is deja vu all over again

[with hyperlinks below]

I have taught in South Carolina since 1983, 18 years as an English teacher and coach followed by 17 years as a teacher educator and first-year writing professor. Over that career, I have felt exasperated by education reform that has proven to be déjà vu all over again.

A few years ago, I advocated against the misguided Read to Succeed Act, policy as flawed as I predicted since it failed to identify the evidence-based problems with reading in SC and then promoted new policy that does not address those problems while creating new and even worse consequences.

Read to Succeed also foreshadowed this newest round of wholesale education reform facing the state.

Since the 1980s, politicians in SC have insisted that our public schools are failing. Their responses, however, have meant that the only consistency in our schools is we are in a constant state of education reform repackaged over and over again.

State standards, state high-stakes testing, school choice, charter schools—these policies have been reframed repeatedly, and all we have to show for that is the same complaints about failing schools and decades of research revealing it’s policies that have failed.

Instead of misguided education reform beneath misleading political rhetoric, SC should take a different path, one shifting not only policies but also ideologies.

First, SC must clearly identify what problems exist in our schools and then carefully distinguish between which of those problems are caused by out-of-school factors and which are the consequences of in-school practices and policies.

For example, SC’s struggles with literacy are driven by generational inequities such as poverty and racism magnified by decades of misguided commitments to ever-changing standards, tests, and reading programs. Literacy outcomes in our state reflect how children suffer when families have low-paying work, endure transient lives, and are denied affordable insurance and healthcare.

Literacy outcomes also represent that once children enter schools, they receive distinctly different educations: Poor students, black and brown children, English language learners, and special needs students experience tracks and conditions unlike those of white and affluent students who are far more likely to have access to low class sizes in advanced courses and experienced certified teachers.

Next, SC must recognize that policies and practices based on accountability and market forces have failed our students and our schools. Instead, we need educational policy grounded in equity. Policies and practices grounded in equity and not accountability would insure that all children have access to experienced and certified teachers, low class sizes, and challenging classes.

Further, SC must acknowledge that teaching conditions are learning conditions. Teacher pay, teacher professionalism, teacher autonomy, facilities and materials funding and quality, student/teacher ratios—all of these are conditions that indirectly and directly impact whether or not teaching and learning can thrive in our schools. Yet, SC politicians remain determined not to make these choices while remaining committed to expensive and ineffective approaches such as standards, testing, and choice options, notably charter schools.

As a broad guide, then, SC must set aside inspirational rhetoric and partisan commitments and seek instead a wealth of educational expertise on both the need for social policy addressing inequity and reforming schools in ways that serve both teachers’ ability to teach and students’ equitable access to learning.

The problem in SC schools has never been about the presence or quality of our standards, what tests students have to navigate in order to survive schooling, or parental choice.

The harsh reality of our state includes poverty, racism, and disadvantages such as the scarcity of high-quality and stable work as well as affordable healthcare and housing. The harsh reality of our schools is that teaching and learning conditions are hostile to some students having equitable access to learning.

SC political leaders refuse to address those realities because they are too enamored with partisan politics as usual in a state tragically embracing the worst aspects of conservative ideology; once again as those myopic political leaders claim bold education reform, it’s déjà vu all over again.

Dear Media, Stop Misrepresenting Reading Instruction, Please

From Education Week to the Hechinger Report to The Answer Sheet (the latter two typically good sources for education journalism), the media simply cannot resist publishing misguided takes on how we do and should teach reading.

Citing the National Reading Panel as credible (it isn’t), misrepresenting whole language and balanced literacy (as somehow anti-phonics), hand-wringing about third-grade reading ability, and taking broad uneven swipes at teacher education—these are the hallmarks of bad journalism and garbled takes (usually with ulterior motives) on the reading wars.

Since I simply cannot continue to make the same points over and over, I suggest below a bit of actual reading to clarify why the media continually misrepresents the reading wars:

Here is a final note worth emphasizing: Phonics-intense and phonics-only reading instruction is a gold mine for textbook publishers, reading program shills, and the testing industry.

Consider carefully the who and why of public commentaries screeching about reading instruction, especially when the arguments are full of easily identifiable holes in their credibility and logic.

Misreading the Reading Wars Again (and Again)

Here is some incredibly bad edujournalism: Hard Words: Why aren’t kids being taught to read?

And the summary blurb beneath the title takes that to truly awful:

Scientific research has shown how children learn to read and how they should be taught. But many educators don’t know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.

Now, let me offer a brief rebuttal.

First, the claim that we are not teaching reading as we should is well into its twelfth decade of crisis rhetoric. But the classic example rests at mid-twentieth century: Why Johnny Can’t Read.

That blather was a lie then and it remains a lie today.

I invite you to peruse the work of a literacy educator who taught from the 1920s into the 1970s and left behind decades of scholarship: Lou LaBrant. But the short version is the reading war claim that we are failing reading instruction is a long history of false claims grounded in selling reading programs.

Now let’s be more direct about the bad journalism.

This article cites thoroughly debunked sources—the National Reading Panel (NRP) and a report from NCTQ.

The NRP was a political sham, but it also was not an endorsement of heavy phonics. Please read this unmasking by an actual literacy expert and member of the NRP, Joanne Yatvin: I Told You So! The Misinterpretation and Misuse of The National Reading Panel Report.

NCTQ is a partisan think tank exclusively committed to discrediting teacher education. Their reports, when reviewed, are deeply flawed in methodology and typically misread or misrepresent research in order to reach the only conclusion they ever reach—teacher education is a failure! (Like reading instruction, apparently, has always been.)

I offer here one example of why no NCTQ report should be cited as credible: Review of Learning about Learning: What Every New Teacher Needs to Know. (See also GUEST POST by Peter Smagorinsky: Response to the new NCTQ Teacher Prep Review.)

NCTQ lacks credibility, but the organization has learned how to manipulate the current state of press-release journalism that simply publishes whatever aggressive organizations are willing to feed journalists desperate for click bait.

As well, the article plays the usual game of misrepresenting whole language and balanced literacy. A more accurate explanation of whole language and balanced literacy exposes a really ugly reason some are so eager to trash both and endorse phonics: the former are not tied to (lucrative) reading programs, but phonics is a veritable cash cow for textbook companies and the testing industry. (Note the NRP and NCLB directly led to a textbook scandal under the Bush administration.)

Although I tire making this point, no one in literacy recommends skipping direct phonics instruction. WL and BL both stress the need for the right amount and right time for direct phonics instruction (depending on student needs) and recognize that most students eventually need rich and authentic whole reading experiences to grow as readers (not phonics rules, not phonics worksheets, not phonics tests).

Finally, however, is the real paradox.

Formal schooling has likely never taught reading well. Little of that has to do with teacher education or teacher buy in. Again, see LaBrant’s work from the 1920s into the 1960s and 1970s; she laments the gap between good research and practice over and over.

Of course, the key point is why are we failing our students and everything we know about teaching reading?

One powerful reason is the accountability movement grounded in standards and high-stakes tests. Reading instruction (like writing instruction) has been corrupted by the all-mighty tests.

Test reading is reductive (and lends itself to direct phonics instruction, hint-hint), but it is a pale measure of deep and authentic reading, much less any student’s eagerness to read.

Because of the accountability movement, then, and because of high-pressure textbook reading programs, we have for decades ignored a simple fact of research: the strongest indicator of reading growth in students is access to books in the home (not phonics programs).

I want to end by addressing the real scapegoat in all this—teacher education.

Full disclosure: I have been working in teacher education for 17 years, after 18 years teaching high school English in public school.

But, I am the first to admit teacher education is quite bad, technocratic, bureaucratic, and mostly mind-numbing.

Teacher education, however, is not the problem because whether or not we are teaching reading research and practices correctly is irrelevant; teacher candidates overwhelmingly report that once they are in the classroom, they are told what to do and how—what they know from teacher education is tossed out the window.

The article is not a powerful call, then, for teaching students to read. It is a standard example of really bad edujournalism.

Ironically, a bit of Googling and reading could have alleviated much of that, but I guess we are asking for too much and may want to blame teacher education and teachers for those journalists’ inability to read.

Corporations Are Behind The Common Core State Standards — And That’s Why They’ll Never Work

What’s Wrong with Education as a Discipline?: Unpacking the Reading Wars (Again)

In one of the last class sessions of my education foundations course, a student I had taught in a first-year writing seminar the semester before posed a question while being nearly exasperated: To paraphrase, she wondered allowed why education had such a problem with how classroom practices often contradict what the research base shows is (for lack of a better term) best practice.

Since I have repeatedly addressed in my public and scholarly work Lou LaBrant’s masterful charge about the historical (and current) “considerable gap” between practice and research, I chose to help walk students through unpacking her question by asking them first who controlled the fields of medicine and law.

We tended to agree that doctors and lawyers mostly (although certainly not exclusively) had the greatest authority and autonomy in their fields.

By contrast, education in the U.S. is primarily public institutions at the K-12 and higher education levels, and thus, education as a discipline is significantly barricaded from education as a practice by legislation, bureaucracy, and a public discourse dominated by disciplines other than education—economics, psychology, and political science.

Embedded in that bureaucracy, we must also note, is the authority of administrators, a subset of eduction as a field that is in many ways disconnected from pedagogy, if not antagonistic to teacher autonomy.

Education as a discipline, then, suffers under the weight of being routinely declared a failure as well as an inadequate field while simultaneously being denied authority and autonomy in its practice, the very thing being used as evidence of its failure.

So, in 2018, we have yet another example of the on-going problem in the so-called publication of record on the field of education, Education Week: When It Comes to Public Education, the Nation Is Still at Risk.

Thomas Toch grounds his commentary is a praising and uncritical embracing of A Nation as Risk—although that report has been thoroughly discredited as a partisan hatchet job masquerading as research (see Gerald Holton here and here as well as Gerald Bracey).

Few things better represent all that is wrong with education as a discipline and profession than how A Nation at Risk (as a partisan political sham) came to drive policy by claiming “research” and “scientific” while being any but.

But the relentless bashing of education and then teacher education certainly did not stop with the rise of standards and high-stakes testing in the form of the accountability movement after Reagan; it was reinvigorated under W. Bush, and then Obama doubled down even further.

No Child Left Behind took its cue from A Nation at Risk, in fact.

This brings me to a recent Twitter discussion representing the reading wars debate that will just not die.

Let’s join that sort of in media res with Daniel Willingham refuting some claims made by Carol Black quoting from my blog post:

I’m still waiting for @cblack__ or @plthomasEdD to explain where I’ve said or implied that “the field can’t handle the science of their profession.” I’ve written exactly the opposite. https://t.co/kwTJX51EgW

— Daniel Willingham (@DTWillingham) April 20, 2018

This Twitter exchange holds almost all of the elements I am confronting in this post: the disciplinary arrogance of economics, psychology, and political science (disciplines that routinely impose themselves in education as if the field dose not exist); the veneer provided by claiming “research” and “scientific” among hard-core phonics advocates; and the irony of the “research” crowd embracing partisan reports that fail as credible research.

First, let me clarify that I have taken a very clear stand against how the media embrace scholars from outside the fields of education and literacy when they arrogantly impose on those fields—for example, Willingham and Mark Seidenberg.

Next, it is illustrative that Willingham’s rebuttal of my criticism, in fact, provides proof of my point: His NYT’s op-ed is both a sweeping discrediting of teachers (since teacher educators are teachers) and, as Toch does, Willingham offers an uncritical embracing of the National Reading Panel (NRP), a partisan hack job powerfully refuted by Joanne Yatvin.

The NRP report serves a different purpose than it intended since it represents how partisan politics combined with unchallenged claims of “research” and “scientific” provide cover for everything that is wrong with the discipline of education being blocked from having authority and autonomy in the practice of education, specifically how reading is taught in US public schools.

If you skim through the discussion after I responded to Willingham, you also witness the problems with the cult of phonics, how advocates for phonics simultaneously beat the drum for “research” and “scientific” while refusing to engage with the field of literacy and reading in an honest way.

For example, whole language and balanced literacy are misrepresented and then those misrepresentations are attacked. Both whole language and balanced literacy are evidence-based approaches to teaching reading that include phonics instruction (just as writing pedagogy includes grammar instruction); however, phonics advocates typically frame them as hostile to phonics as well as not supported by “research” (something dishonestly posed by the NRP).

In other words, this Twitter debate exposes that far too often educational research and practice are highjacked for partisan political and ideological concerns as well as bureaucratic and market ones (phonics advocacy is significantly driven by the textbook and testing industries, for example).

If we return to my student’s question that is echoes in this Twitter debate grounded in Willingham’s sweeping dismissal of teacher education, we are faced with a real dilemma.

LaBrant’s charge that a “considerable gap” exists between evidence and practice exists today, but not in the way or for the reasons stated and implied by Willingham.

Literacy as a sub-discipline of education is not bereft of research, and it is not populated by incompetent professionals who do not know or teach that research base.

Education and literacy scholars are often women, and at its core, the fields suffer from some of the lingering sexism that hovers just beneath why economists, psychologists, and political scientists feel compelled to speak over education as a discipline.

Concurrent with that uncomfortable fact, however, is a damning dynamic captured in Applebee and Langer’s analysis of writing instruction in formal schooling; they concluded something that also explains virtually every problem found in why so many are compelled to declare education a failure: Applebee and Langer discovered that although teachers today know more than ever about best practice in teaching writing (and despite the field of composition being more robust than ever), teachers overwhelmingly disclosed that they are not able to implement that knowledge because of the mandates anchored in standards and high-stakes testing.

As I argued in the Twitter debate, whether or not teacher educators of literacy are teaching as Willingham wants, it doesn’t matter because when teachers enter the field they are being mandated to teach to the tests that measure standards. Teachers in the US have very little to no professional autonomy.

So I want to circle back to the more narrow issue of balanced literacy, a concept rejected by phonics advocates.

At its core, balanced literacy is about having highly expert teachers of literacy who then have the professional autonomy to individualize instruction for all students so that every student excels in literacy.

Intensive phonics programs and textbooks as well as isolated phonics testing (such as DIBELS) are the antithesis of that expertise and professional autonomy—just as the standards and high-stakes testing machine is.

I am not at all dissuaded from my not-so-modest proposal that all disciplines deserve their own autonomy and professionalism, that education has been denied that autonomy and professionalism because of sexism and the corrosive influence of bureaucracy and partisan politics.

This recent Twitter debate captures all that in a way that is relatively concise with many players inadvertently proving my points.

But, alas, I am not hopeful of having made any progress because, you know, I am but a lowly education scholar and practitioner, one mired even lower in the field of literacy.

Sigh.

For Further Consideration

Please note that, like economics, psychology has much to do to keep its own house in order; maybe slamming other disciplines serves as distraction:

And finally one would think psychology has enough to do to keep its own house in order https://t.co/9gE3IrZkpj + https://t.co/UmbGfnTWTZ instead of driving out of your lane and discrediting a field led by women 6/x

— Paul Thomas (@plthomasEdD) April 20, 2018