at 瑞士vs喀麦隆亚盘赔率
, we believe great curriculum isn’t found on a shelf—it’s built from the inside out.
the best curriculum goes well beyond meeting standards. developed for confidence, coherence, and community trust, it’s personalized for learners, professionalized for educators, and connected to the strategic vision that defines your district’s future.
i started teaching a while ago.
in the late ’60s and early ’70s, we were scratching our heads over summerhill (neill, 1960), deschooling society (illich, 1971), and even education and ecstasy (leary, 1968)—yes, that was a real title. we tried teacher-proof materials, computer-assisted instruction, endless pacing guides, and massive binders of curriculum scope and sequence charts. fidelity to “the program” was seen as the key to improving learning.
then came a place called school (goodlad, 1984), where john goodlad wrote about opening 110,000 classroom doors and still not knowing what decade he was in. soon after, a nation at risk (national commission on excellence in education, 1983) warned that if a foreign country had imposed our education system on us, we might have considered it an act of war—a “rising tide of mediocrity.”
we’ve learned so much since then—most of it confirming what we always knew: that wonderful curriculum, terrific teachers, community engagement, and feedback loops make the biggest difference in learning. yet somehow, along the way, we kept looking for shortcuts.