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Reforming Chicago’s High Schools: Research Perspectives on School and System-Level Change


reviewed by Connie Goddard — 2004

coverTitle: Reforming Chicago’s High Schools: Research Perspectives on School and System-Level Change
Author(s): Valerie E. Lee (editor)
Publisher: Consortium on Chicago School Research, Chicago
ISBN: 0972603506, Pages: 301, Year: 2002
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Almost a century ago, lauded educator Ella Flagg Young was forced from the superintendency of the Chicago Public Schools because she insisted that teachers needed a thorough education and instructional independence in order to be effective in the classroom. She asserted that “one cannot work in another man’s harness” and was dismissive toward administrators who would tell teachers “take these ideas of mine and be original in using them” (McManis, 1916; Young, 1901).  The causes Young lost her job fighting for kept coming to mind while reading Reforming Chicago’s High Schools. If there were only one lesson to be learned from this surprisingly valuable collection of research reports and case studies it is that no reform has a chance of making any lasting change if teachers are not behind it, are not involved in originating, developing, and implementing it.  That it is so difficult to get Chicago high schools – or any other troubled urban system – to a point where teachers actually will invest their... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1631-1637
http://www.tcrecord.org ID Number: 11284, Date Accessed: 10/21/2017 1:02:06 AM

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About the Author
  • Connie Goddard
    Roosevelt University
    E-mail Author
    A former journalist and editor of educational materials, Connie Goddard works with schools throughout the Chicago area as field placements director for Roosevelt University’s College of Education. A doctoral student in curriculum and instruction at the University of Illinois at Chicago, she is writing a dissertation on teacher education in Chicago a century ago. In the past year she has presented papers at the Society for the Study of Curriculum History, History of Education Society, and the American Association of Colleges for Teacher Education. Her chief interests are the disjunction between school districts and teacher education programs and the impact of belief systems on school performance.
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