November 4, 1987
Vol. 07, Issue 09
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PAGE 28 - Commentary
The suggestion of several recent books and reports that excessive emphasis on teaching methods designed to improve students' skills and inadequate attention to the content of "classic" literature have resulted in unsatisfactory student performance in English is misguided. Teachers in other fields may be able to separate method from content, and published curricula of schools of education suggest that even English teachers can or should do so. In fact, however, the way we teach is always inextricably attached to what we teach.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)
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