Hirsch dismantles the ideology of progressive/child centred ideology and shows, with support from global research, that teacher directed classrooms focused on the transmission of knowledge from a carefully constructed curriculum, is the best means of achieving equitable educational outcomes.
A compelling argument, based on cognitive science and evidence from research studies, showing how important a knowledge rich curriculum is for the development of reading comprehension. This is especially so for students from disadvantaged backgrounds.
Five teenagers go to a party in the woods, only four return
An insight into the rationale for school change and how the introduction of pedagogy informed by cognitive science can lift student achievement in a country that had a very similar context to New Zealand.