Twenty years ago, Sarah Deschenes, David Tyack and I wrote an article published in the Teachers College Record called: “Mismatch: Historical Perspectives on Schools and Students Who Don’t Fit Them.”
Because of the pervasiveness of the age-graded school since the middle of the 19th century, “normal” students were those who satisfactorily acquired the slice of curriculum 1st, 5th, or 8th grade teachers distributed through lessons in their self-contained classrooms Those students who met their teachers expectations for grade-level academic achievement, behavior during lessons, and the school’s requirements for attendance and performance were “normal.” And “normal” students were the majority.
But a sizable fraction of students, for many reasons deviated from the “normal.” They didn’t fit. Since the mid-19th century until the present, these students have been given labels. They were (and are) “educational misfits.”
Examining the changes in the language of labels attached to students who strayed from…
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