Descriptor
| Back to Basics | 1 |
| Classroom Desegregation | 1 |
| Educational Change | 1 |
| Elementary Education | 1 |
| Elementary School Students | 1 |
| Minority Groups | 1 |
| Racial Bias | 1 |
| Reading Ability | 1 |
| Student Evaluation | 1 |
| Teaching Methods | 1 |
Source
| Elementary School Journal | 1 |
Author
| Cohen, Elizabeth G. | 1 |
| Rosenholtz, Susan J. | 1 |
Publication Type
| Journal Articles | 1 |
| Opinion Papers | 1 |
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Peer reviewedRosenholtz, Susan J.; Cohen, Elizabeth G. – Elementary School Journal, 1983
Argues that a conventional "back-to-basics" classroom structure (with emphasis on drill, recitation, and ability grouping; a narrow view of curriculum; and reliance on comparative marking and grading as the sole method of evaluation) will reinforce racist beliefs about intellectual incompetence of minority children. (RH)
Descriptors: Back to Basics, Classroom Desegregation, Educational Change, Elementary Education
