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Children, Youth, and Restructured Schools: Views from the Field


by Brad Mitchell 1990

The ultimate purpose of this chapter is to get beyond the limits of the "re" prefix and to explore how schools are transformed and: how they can become transformative. I want to see the patterns of school culture that encourage and empower teachers and learners to seek new forms of connectedness; where learning is not compliance to authority but a never-ending process of self-determination and self-accountability. The notion of schools as self-governed communities of learners is not at all new. Yet, it looks like we are taking up the issue again as one century falls from the tree and another begins to bloom. Perhaps the discussion on restructured schools should begin with one simple but provocative question: What is school restructuring and why is it such a popular reform proposal?


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This article originally appeared as NSSE Yearbook Vol 89, No. 2.


Cite This Article as: Teachers College Record Volume 91 Number 6, 1990, p. 52-68
http://www.tcrecord.org ID Number: 18914, Date Accessed: 10/17/2017 12:03:15 AM

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About the Author
  • Brad Mitchell
    Ohio State University
    E-mail Author
    BRAD MITCHELL is a part of the Department of Education, Policy, and Leadership at Ohio State University.
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