Textbook

• Taubman, P. M. (2009). "Preface" (pp. ix-xii) and "Introduction" (Ch. 1, pp. 1-7) and "The Current State of Affairs" (Ch. 2, pp. 8-16).  In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Miller, J. L.  (1990). Teachers as curriculum creators.  In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 85-96). New York, N.Y.: Teachers College Press.
• Wood, G. H. (1990).  Teachers as curriculum workers. In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 97-109). New York, N.Y.: Teachers College Press.

1. Complete the Course Introduction  NOTE: This introduction includes information on the tools you will be using for this course. It is imperative that you read/understand this information! As well, please please seek help when you experience confusion or difficulty!
2. Read through the course syllabus.
3. Read required readings (3).
4. Login in to Bongo through the link in the Course Navigation left menu.
5. Complete Who Am I? Introduction Using Bongo.
6. Next, check back over the next few days to the Bongo site. Watch and listen to a minimum of 5 introductory videos. Post a short response that addresses the content of the introduction. In so doing, my hope is that the beginnings of a class community are “taking root”!

• Complete your Table-specific readings, listed in each Table module on the Table Readings page.

1. Read required readings.
2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the First Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.)
3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
5. Identify Action Activity to complete.
6. Submit Action Activity to the specified assignment.

Textbook

• Taubman, P. M. (2009). "Tests" (Ch. 3, pp. 17-54). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

• Identify within the continuum tool your position. Post your rational in the corresponding discussion forum and respond to three of your peers' positions. Access this activity via the course navigation menu. 
  • Posts are DUE: Monday of this week by 11:59 pm (ET) 
  • Responses to 3 peers posts are DUE:  End of this week on Tuesday by 11:59 pm (ET)

• Complete your Table-specific readings, listed in each Table module on the Table Readings page.

1. Read required readings
2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Second Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
5. Identify Action Activity to complete
6. Submit Action Activity to the specified assignment.

• Post your Meta-Reflection and then respond to the posts of three of your peers.
  • Access this assignment by clicking on the Meta-Reflection #1 link in the course navigation menu.
• Read Taubman, P. M. (2009). "The Language of Educational Policy" (Ch. 4, pp. 55-87). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

• Complete your Table-specific readings, listed in each Table module on the Table Readings page.

1. Read required readings
2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Third Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
5. Identify Action Activity to complete
6. Submit Action Activity to the specified assignment.

• Complete your Table-specific readings, listed in each Table module on the Table Readings page.

1. Read required readings
2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Fourth Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
5. Identify Action Activity to complete Submit Action Activity to the specified assignment.

Textbook

• Read Taubman, P. M. (2009). "Audit Culture: Standards and the Practices of Accountability" (Ch. 5, pp. 88-126). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

• Identify within the continuum tool your position. Post your rational in the corresponding discussion forum and respond to three of your peers' positions. Access this activity via the course navigation menu. 
  • Posts are DUE: Friday of this week by 11:59 pm (ET) 
  • Responses to 3 peers posts are DUE:  End of this week on Tuesday by 11:59 pm (ET) 

• Complete your Table-specific readings, listed in each Table module on the Table Readings page.

1. Read required readings
2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Fifth Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
5. Identify Action Activity to complete
6. Submit Action Activity to the specified assignment.

• Post your Meta-Reflection and then respond to the posts of three of your peers.
  • Access this assignment by clicking on the Meta-Reflection #2 link in the course navigation menu.
• Read Taubman, P. M. (2009). "The Seduction of a Profession" (Ch. 6, pp. 127-157). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

• See the Final Summary Video Page in the Course Introduction for more details.
• Read Taubman, P. M. (2009). "Intellectual Capital: How the Learning Sciences Led Education Astray" (Ch. 7, pp. 158-195) and "Conclusion" (pp. 196-201). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.