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A Discussion on School Reform -- An Introduction: Substantive Change Versus Superficial Change:
A Look at Two Urban Middle Schools
by Grace Cureton Stanford — October 30, 2000An introduction to the case of two urban middle schools engaged in reform with quite different resultsTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- A Discussion on School Reform -- Case 1: All Students Learning at Granite Junior High
- A Discussion on School Reform -- Case 2: Welcoming/Unwelcoming at Kousanar Intermediate School
- A Discussion on School Reform -- Issues for Discussion: Looking Back at Kousanar and Granite Schools
- School Change: A Craft-Derived And Research-Based Strategy
- Teacher as Mediator of Reform: An Examination of Teacher Practice in 36 California Restructuring Schools
- Revolution at the Margins: The Impact of Competition on Urban School Systems
- Powerful Reforms with Shallow Roots: Improving America’s Urban Schools
- Writing in the Asylum: Student Poets in City Schools
- High School Reform, Again
- Deep Change: Professional Development from the Inside Out
- Doc: The story of Dennis Littky
- Urban School Reform: Lessons from San Diego
- Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School
- Public Foster Care Schools
- Radical Possibilities: Public Policy, Urban Education, and a New Social Movement
- Comprehensive School Reform: A Longitudinal Study of School Improvement in One State
- Reforming Urban Special Education
- African American Male Teachers in Public Schools: An Examination of Three Urban School Districts
- Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study
- Visionary Middle Schools: Signature Practices and the Power of Local Invention
- Doubting Schoolwork: Exploring an Emerging Concept
- District Leadership in Radical Reform: Philadelphia’s Experience under the State Takeover, 2001-2006
- Making Sense of School Sanctioning Policies in Urban High Schools: Charting the Depth and Drift of School and Classroom Change
- Why States Should Follow the Pentagon’s Lead When it Comes to Children’s Education
- Inside Teaching: How Classroom Life Undermines Reform
- Schools Within Schools: Possibilities and Pitfalls of High School Reform
- Re-Envisioning Education and Democracy
- School Reform: The Flatworm in a Flat World: From Entropy to Renewal through Indigenous Invention
- How Large an Effect Can we Expect from School Reforms?
- Turning Learning Right Side Up: Putting Education Back on Track
- How to Change 5000 Schools: A Practical and Positive Approach for Leading Change at Every Level
- Hope and Despair in the American City: Why There Are No Bad Schools in Raleigh
- The Hardest Questions Aren't on the Test: Lessons from an Innovative Urban School
- Bringing School Reform to Scale: Five Award-Winning Urban Districts
- Student Interpretations of a School Closure: Implications for Student Voice in Equity-Based School Reform
- Reforming Public Education: A Tragicomedy
- Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme
- I Used to Think..And Now I Think..: Twenty Leading Educators Reflect on the Work of School Reform
- The Penetration of Technocratic Logic into the Educational Field: Rationalizing Schooling from the Progressives to the Present
- The Rhetoric of Reform
- Educational Courage: Resisting the Ambush on Public Education
- Resistance Is Futile! — Or Is It? Contemplating an End to Our National Obsession with Tests, One Teacher Candidate at a Time
- We Don't Need Another Hero: Struggle, Hope, and Possibility in the Age of High-Stakes Schooling
- The End of Exceptionalism in American Education: The Changing Politics of School Reform
- Charting Reform, Achieving Equity in a Diverse Nation
- Sustainable School Transformation: An Inside-Out School Led Approach
- Youth, Education and the Role of Society: Rethinking Learning in the High School Years
- The Power of Protocols: An Educator's Guide to Better Practice, Third Edition
- The New Meaning of Educational Change
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- Grace Stanford
Pennsylvania State University
E-mail Author
Grace Cureton Stanford is an Associate Professor of Education and Coordinator of Urban Education at Penn State University, Delaware County. Her interests include exemplary African American urban teachers and preparing pre-service teachers for teaching in urban schools. She is working on a book on history of urban education and has recently published inThe Urban Review.
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