With Community School District #2 as our object of study, this paper examines the ways in which knowledge from the fields of educational policy and teaching and learning can be effectively combined. Our central claim is that, in the current era of high expectations and high-demand curriucla, those policies which most successfully influence the educational core will be those which begin with micro analyses of what is being taught and learned inside the classroom door and then trace backwards to implications for macro-district-wide policies.
This article reports the results of a high school innovation, interdisciplinary teaming, to bring about a fundamental change in teaching and learning, as well as in the way high schools are structured
Against a backdrop of increasing concern about promoting student achievement in science, this study examines the construction of science classes without science in an academically prestigious high school.
The author considers citizen action as an explanation for the decline of the traditional curriculum and the rise of a more practical differentiated curriculum in U.S. schools during the first half of the twentieth century.
Using data from the National Longitudinal Study of 1988 (NELS88), this study examines the access to constructivist and didactic instuction in U.S. high school science classrooms.
By examining the images of America actually being conveyed in elementary, middle, and high school classrooms, the author considers how schools are serving the purposes of Americanization and assimilation at a time when the traditional study of America is being renegotiated.
This article explores the tensions surrounding multicultural literature for children and traditional literary values and considers the challenges posed for those concerned with the creation, production, distribution, and consumption of children’s literature.
Conservative movements are becoming more powerful in the United States. Yet there are few investigations of why people actually "become Right." We show how people "become Right" through their interactions with unresponsive institutions.
Critical inquiry through classroom dialogue as preparation for deliberative democracy
This article explores the principal elements of Goals 2000, the origins of the "new federalism," the education legislative record of the Clinton administration, and what further efforts are necessary to meet the needs of American students.
The ideology behind the educational justifications for a national curriculum and national testing can damage members of society who have the most to lose. This paper analyzes the conservative agenda, discusses connections between national curricula and testing, increasing privatization, and choice plans, and notes resulting patterns of differential benefit.
An examination of the conflict between a local school district and local parents over a decision to adopt a multicultural textbook series.
This article investigates the uncertain history of academic freedom in public schools, from the viewpoint of the courts' understanding and related commentaries.
Kindergarten programs in public schools generally have an academic/ formal orientation or an intellectual/experiential orientation. This article highlights the fundamental differences between the two approaches by examining current curriculum, policy and staffing, and administrative practice regarding kindergarten.
This article suggests how and why democratic dialogue has disappeared from teacher education and from the education community.
This article traces the development of the Dick and Jane texts, examining the dominent intellectual and economic considerations of their authors and publishers in order to demystify their transmission of values, beliefs, and meanings.
The author responds to Laurel Tanner’s review of his book Building the American Community. There are three things about Tanner’s review that trouble the author: First, Tanner does not really tell potential readers what the book is about; second, she is neither particularly careful nor accurate in her criticisms; and third, she sets a tone for her review that is vindictive.
In responding to Tanner's book review, the author discusses why he thinks John Dewey’s curriculum work remained largely confined to the world of ideas and had relatively little impact on school practice.
Understanding our history means knowing what the hopeful influences on the curriculum were (in terms of democratic ends) as well as the harmful influences. Students can use this knowledge to distinguish what needs strengthening from what needs to be reckoned with in the present situation. Kliebard’s book has clear methodological implications for future work in curriculum history.
The "hard" use of authority to produce change confronts obstacles that transcend administrative strategies. This article presents a conceptual analysis of authority and its constraints and shows how current conceptions of democracy, evaluation, and authority are interdependent.
The problematic relationship of knowledge and social-political power, as it affects the standings and justification of educational authority, is probed. Ways in which knowledge claims may legitimately support some forms of authority in practice are discussed.
The author constructs two model theories about the phenomena of school censorship. The first he calls the conventional view, representing the view that seems characteristic of professional educators. The second, he calls the “censor’s” view. The purpose of these model positions is not to describe the viewpoints of any actual participants in any real disputes. Instead, the purpose is to understand the structure of the issue better.
A revolution in genetics is occurring, but when looking ahead, we must not romanticize the past. The social history of genetics, and American education's association with eugenics, make it necessary that we understand that both education and science are informed by social attitudes.
An examination of the crusades for temperance instruction, for compulsory Bible reading and the banning of Darwin, and for patriotic rituals and Americanization.
Powerful elites assume they embody rationality and see themselves as husbanders of a set of common values. Any effort to develop an educationally sound policy on the teaching of value issues must be tied to alterations in the existing distribution of power in our society. Several approaches are evaluated.
A review is presented of the differences between Matthew Arnold's and Thomas Huxley's views on liberal education.
The educational reform movement of the 1950s and 1960s offered insight into the complexities and difficulites of current trends to implement educational change. Two efforts to change curriculum, "new mathematics" and "new social studies," show how the reform began and problems that were encountered.
Curriculum developers assume that tasks to be learned are basically procedural and can be broken down into component elements. This approach may be useful for managing instruction, but it can interfere with the quality of education. True proficiency does not depend on following rules and procedures.
The author criticizes some of Bower’s ideas in Curriculum as Cultural Reproduction: An Examination of Metaphor as a Carrier of Ideology such as the definition of metaphor.
An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world.