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Mayer was surprised by this response, because every time academic standards are changed the process creates extra work for teachers. She said their response was: "Bring it on." Another area they support, despite the potential for extra work, is the idea of differentiating instruction so kids are taught according to their abilities. Fewer were in favor of having common academic tests in every state, which would presumably be based on the common standards, but more than half said common tests were a good idea. The teachers are not opposed to standardized tests, despite union lobbying against graduation tests in some states like Washington. But instead of yearly tests, they want to see formative, ongoing assessments in class to help them understand how much their students are learning over time. And, not surprisingly, nearly 100 percent felt effective and engaged teachers were very important or essential. "They are very, very invested in the subject of reform," Mayer said. "They view the challenge in much the way that one hears the challenge defined by our thought leaders in education." ___ On the Net: Primary Sources:
http://www.scholastic.com/primarysources/
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