Speaking of Fourth Grade

April 28, 2014
Journalist-turned-educator Schaenen wades into the education reform debate by interviewing 166 demographically diverse fourth-graders in Missouri, identifying her subjects by ethnicity, school, and income (for example, Azra, Bosnian American, public school, low income). Schaenen structures her book around such questions as “Why Do Kids Go to School?” and “What Makes a Good Teacher”? Developmentally on the cusp between literal and abstract thinking, fourth graders assume an important role within the politics of education. Through high-stakes testing—which sorts kids as if they are “footwear,” according to the author—fourth graders generate the data that informs education policy. While the author’s methodology provides an honest attempt to cut through the adult noise about educational policy, her findings read more like data collected for a research project than a synthesized, coherent argument, and will likely appeal more to policymakers than parents or teachers. Her narrative is weakened by her geographic limitations, though her familiarity with the cultural and socioeconomic landscape of Missouri make for an immersive experience in “the middle of the middle of the United States.” By opening up the discussion to fourth graders themselves, Schaenen offers an outlet for voices often overlooked in the debate about education in America.

June 15, 2014

While adults endlessly debate public schooling in America, few have consulted those most impacted by education reform--the children. Journalist and educational researcher Schaenen seeks to fill this gap by offering a critical look at schooling through the eyes of fourth graders in Missouri. Presenting a year's worth of feedback from interviews with students, the author quotes the children and adds her own critical commentary to discuss a wide range of issues including why we attend school, what makes a strong teacher, high-stakes testing, reading, math, science, and students' daily interactions. The commentary, which is further divided according to the students' socioeconomic class, gives an intriguing look not only at the children's attitudes but also at how these feelings vary depending on the person's upbringing. This high-quality ethnographic examination of students' real-life experiences offers an extremely critical view of the current state of classrooms and is certain to provide new insights into many of the debates raging in reform circles. VERDICT This standout study offers new awareness into the complexities of schooling from some underrepresented voices. Perfect for readers who are passionate about the future of American children.--Rachel Wadham, Brigham Young Univ. Libs., Provo, UT

Copyright 2014 Library Journal, LLC Used with permission.

July 1, 2014
Journalist, education researcher, professor, and YA novelist Schaenen spent a year interviewing fourth-graders in her home state of Missouri across a broad cross section of socioeconomic settings. She asked children what they thought about central aspects of their own educationthe purpose of school, the role of teachers, the curricula of core subjects, high-stakes testing, their social interactions, and personal identity. Her conclusion: at scale, schools and American education policy are misaligned with what research shows children need to develop intellectually and socially and what teachers need to cultivate qualities we want for the next generationpeople who engage with the world purposefully, productively, and compassionately. Schaenen concludes her original and erudite analysis with eight low-cost ways to salvage American education and reclaim our schools as places where, as John Dewey would have it, the core subject is life itself. (Reprinted with permission of Booklist, copyright 2014, American Library Association.)