Susanna Edmonds-Brown's List: SLEM500_AustralianSchools

• The farther removed teachers are from the actual construction of the tests, the worse the fit between the other curriculums and what is tested.
• the kind of reward system that it uses…the organizational structure it employs to sustain its existence
• what they teach may be among the most important lessons a child learns."
• they express the values we cherish, and, once built, they reinforce those values
• Despite the efforts of these teachers, the "kind of place school is" heavily influences the behavior of both teacher and student
• They learn that their interest in a subject is less important than keeping to the class schedule or lesson plan.
• Fundamentally, they learn that, as individuals, they are relatively unimportant in the scheme of things.
• "It is my thesis that what schools do not teach may be as important as what they do teach
• A parochial perspective or simplistic analysis is the inevitable progeny of ignorance."
• the "small chunk" mentality is so deeply ingrained that these big ideas merely become handy titles for lists of specific facts to be learned.
• Big ideas become part of the null curriculum
• People in Western nations have adopted a relatively unquestioned worldview that the only valid way of solving problems of nature and man is science.

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