Daniel Buck is a senior visiting fellow at the Fordham Institute, editor-in-chief of Chalkboard Review, and author. He earned his master's degree in curriculum and instruction from the University of Wisconsin-Madison. Daniel's work has appeared in various publications including National Review, The Wall Street Journal, RealClearEducation, and the New York Post. He has taught English literature and English as a second language in public and private schools at the middle and high-school levels.
Daniel Buck's book opens with a disquieting anecdote. He had read
aloud with students from a shared novel, enriched the book with
background knowledge, and led a whole-class discussion but Buck's
students had never experienced anything like it. That such
traditional methods were utterly foreign to his students, whose
only experience was in schools informed by romantic and
"progressive" theories of education, is the starting point to a
book full of observations and reflections that are carefully
researched, insightful, and grounded in student welfare.
Unbeknownst to his students, Buck's "new" way of teaching drew on
traditional concepts of instruction informed by research into
cognitive and social science. This is a profoundly thoughtful and
important book. -- Doug Lemov, author, Teach Like a Champion
I have followed Daniel Buck's work for years. He is emerging as an
indispensable and engaging voice on education. If he writes with
more authority than most, it's because his views were formed not in
an ivory tower, but as a classroom teacher who takes seriously his
responsibility to other people's children. What is Wrong With
Our Schools? will bring his insights to the broader audience he
richly deserves. -- Robert Pondiscio, senior fellow, American
Enterprise Institute
There's plenty in this smart, hard-hitting book to make anyone feel
pessimistic about the state of American education. But optimism is
still in order, because Buck has picked up the mantle of
traditionalism for a new generation. -- Michael Petrilli,
president, Thomas B. Fordham Institute
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