Open AccessAn Interview with Lisa Hansel: Core Knowledge versus Common Core Curriculum
Author(s) -
Michael F. Shaughnessy,
Bill Gaedke
Publication year - 2014
Publication title -
world journal of educational research (los angeles. online)/world journal of educational research
Language(s) - English
Resource type - Journals
eISSN - 2375-9771
pISSN - 2333-5998
DOI - 10.22158/wjer.v1n1p66
Subject(s) - curriculum , core knowledge , the arts , reading (process) , core curriculum , language arts , critical thinking , psychology , sociology , pedagogy , library science , mathematics education , visual arts , art , computer science , linguistics , philosophy , knowledge management
Profile: Lisa Hansel is the director of communications for the Core Knowledge Foundation, a nonprofit dedicated to the idea that every child should learn a core of content that spans language arts and literature, history and geography, mathematics, science, music, and the visual arts. Prior to joining the Foundation in 2013, she was the editor of American Educator, the quarterly journal of educational research and ideas published by the American Federation of Teachers. In that role, she often published articles jointly with E. D. Hirsch Jr., and Daniel T. Willingham that explained why reading comprehension, critical thinking, and problem solving depend on relevant prior knowledge—and why, as a result, all students need a rigorous, coherent, grade-by-grade curriculum that builds broad knowledge. Lisa has a B. S. in Psychology from Washington and Lee University and an Ed. D. in Education Policy from George Washington University, where she was also an adjunct Professor and the writer and editor for the National Clearinghouse for Comprehensive School Reform. To learn more about Core Knowledge, please see www.coreknowledge.org and blog.coreknowledge.org. She expressed her views regarding the Core Knowledge and Common Core Curriculum.