Category Archives: Book recommendations

Summer Reading Recommendations

P1230259Summer time, and the reading’s easy. Isn’t that how the song goes? To my Compelled Blogger Tribe members, I apologize for the tardiness of this post. My house has been more project than home over the last two months, but things are finally (FINALLY!) coming together, so I’ve been able to put the paint brush down for these 20 minutes and write this blog. Full disclosure: I’m probably writing under the influence of paint fumes.

TOP TWO BOOK RECOMMENDATIONS

Station 11 by Emily St. John Mandel. Yes, I admit, I’m partial to this one because it opens with actors performing a scene from King Lear, but people: buy this book. It is absolutely riveting and beautiful and terrifying and full of hope and humanity.

Seveneves by Neal StephensonI have no idea why I picked up this book at the library. Normally, I’m not drawn to sci-fi, and especially not sci-fi that is 800 pages long. But there was something about this book description that made me take a chance, and I’m so glad I did. First, Stephenson is a genius. I’m hoping he’s not a prophet, but he has definitely earned the job title “futurist.” (Which is really his job title.) Some sections got a liiiittle too technical for my attention span, so I freely admit to skipping a few chunks here and there, but most of it was fascinating. Best of all, I know read technology announcements and think, “Oh, I already know about that. It’s in Seveneves.” Not bad for an English dork!

PERIODICALS

Do people still use that word? Well, I do. Here’s my trifecta: The AtlanticThe New Yorker,The Washington Post. I just discovered a new, online publication called Guernica. The writing is to swoon for.

One article of the last few months stands out for my in hi-definition, and I would go so far as to use the cliche “must-read” for any teacher. You can find it here on The Atlantic’s web site, where Paul Tough has made it tough to ignore the importance of students feeling welcomed and valued in our classrooms and as agents of their own education.

WISH LIST

I’ve been fascinated with early childhood education ever since my daughter entered preschool. (I know, you’re thinking, what a crazy coincidence!) These are two books on my to-read list:

The Importance of Being Little by Erika Christiakis

Becoming Brilliant: What Science Tells Us About Raising Successful Children by Roberta Michnick Golinkoff PhD and and Kathy Hirsh-Pasek PhD .

Also on my to-read list is a book I’ve had sitting on my shelf for months: Big Magic by Elizabeth Gilbert.

I have a quotation from Maud Casey in my library that reads, “I was born with a reading list I will never finish.” It’s the damn truth, people. And I wouldn’t want it any other way!

Happy reading, and enjoy!

“The Test” provides insight and provokes further questions

Since Tuesday, I’ve been reading a new book called The Test: Why Our Schools Are Obsessed With Standardized Testing – But You Don’t Have to Be, by Anya Kamenetz.  I ordered it after noticing in the newspaper that she would be speaking at a nearby bookstore called Politics and Prose – an event I attended Thursday night. Kamenetz spoke briefly about the book and how it came to be, then opened the floor to questions. I would have enjoyed hearing more about her experiences researching and writing the book – a “behind the scenes” look at her writing process – or  alternately, where she envisions or hopes the discussion will go from here. Still, I’m really glad I had the opportunity to meet her in person, ask a question, and have my book signed. (Meeting some of her colleagues from NPR, where she is the Lead Education Blogger, was an added bonus for this public-radio-loving nerd.)

The Test cover pic

I’m halfway through The Test, but I’ve already learned fascinating and important information regarding the politics behind the test and the tidal wave of money flowing into testing and test preparation. I asked Ms. Kamenetz at the book talk whether she had discovered in her research to what degree actual teachers were involved in creating the tests or their questions. She answered that the tests were mainly created by psychometric specialists – that is, people who specialize in test creation. Ok, but I’m still left wondering – what is the background of the test-creators? Do they have degrees or experience in K-12 education? Is their work assessed, tracked, and used for their evaluations as test-question creators? Do the same people write questions every year or do the companies (mainly just Pearson) hire new employees? Where is the transparency on the creation of these tests?

I spent 7 years teaching in Florida, so I’ve administered dozens of standardized tests, dozens of times: computer-based reading tests (several throughout the year), FCAT, FCAT Writes, SAT, and AP practice tests, to name a few. When you’re in the thick of it, you are annoyed at some tests and accept others. You don’t have time to research the validity of the tests, to examine their origins, their makers, or their backers. You’re cutting down each tree that’s planted in front of you, without the time to climb to a vantage point and view the forest.

I’ve been a supporter of using test scores as part of a teacher’s evaluation. I still am. I’ve also been a critic of the kinds of testing currently in use and the degree to which these scores are used in a teacher’s evaluation. I still am – now even more so.

In The Test, Ms. Kamenetz has given readers a lot of information, some possible answers, and perhaps most importantly, a great deal of questions left to explore. I’ll leave the review writing up to the professionals (The Boston Globe, Kirkus Review), and simply say I highly recommend this book to teachers, parents, students, school board members, and politicians.

I look forward to doing more reading, research, and writing on this topic and sharing my thoughts and findings with you.

Me at The Test talk