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Policy >> Reform

by Susan Fuhrman — 2001
From the Capitol to the Classroom is about standards-based reform, which, in the 1990s, became the predominant policy approach of states and localities throughout the United States. After ten years or so of such reforms, it is time to look at results. While some evidence is emerging about student learning, since the reforms are still evolving and are in various stages of implementation, no overall verdict can be rendered. However, it is quite appropriate and not too early to ask whether classroom practice, which must change in order to produce increases in student learning, is improving in ways encouraged by reforms. This book focuses primarily on how schools and teachers are responding to standards policies.

by William Clune — 2001
This chapter has two main purposes: (1) testing the central thesis of standards-based reform, and (2) deriving lessons about the strengths and weaknesses of actual reform strategies that are used in policy and practice.

by Jane Hannaway & Kristi Kimball — 2001
We examine issues related to the district role in education reform by drawing on data from two companion national surveys as well as national archival files.

by Suzanne Wilson & Robert Floden — 2001
In a three-year study conducted by the Consortium for Policy Research in Education, researchers tracked curriculum and assessment reforms in twenty-three school districts in eight states. We interviewed teachers, principals, and district staff as they responded to local, state, and national pressures to reform teaching and learning. In four states (Maryland, Kentucky, Michigan, and California) we did more intense data collection, interviewing, and observing teachers in three elementary schools in each of three districts. In the study’s third year, we surveyed teachers. This chapter draws on preliminary analyses of those data.

by Yair Neuman & Zvi Bekerman — 2001
The authors point to the role of cultural resources in establishing the gap between educational theory and practice. They illustrate their argument by using a situation in which an educational theory is imprisoned by contradicting cultural resources.

by Margaret Gallego, Sandra Hollingsworth & David Whitenack — 2001
Drawing on examples of collaborative projects in two urban Professional Development Schools, the authors argue for a cultural approach to school reform: knowledge of curriculum and instruction, knowledge of self and other, and knowledge of critical action.

by Diane Ravitch, Richard Heffner, David Ment & Cally Waite — 2001
A discussion with Diane Ravitch on her book Left Back: A Century of Battles Over School Reform

by David Cohen & Heather Hill — 2000
Drawing upon a teacher survey, this article proposes that successful instructional policies are themselves instructional: teachers’ opportunities to learn about and from policy influence both their practice and, at least indirectly, student achievement.

by Thomas Hatch — 2000
This article suggests that rather than trying to create “break the mold” school designs, reformers should balance efforts to explore new ideas that may be successful in the future with further expansion of practices that have been successful in the past.

by Jacqueline Ancess — 2000
The study examines the relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing high schools for students at-risk.

by Grace Stanford — 2000
An introduction to the case of two urban middle schools engaged in reform with quite different results

by Bruce Wilson, Dick Corbett & Belinda Williams — 2000
A look at a middle school succeeding at school reform

by Edward Buendía & Andrew Gitlin — 2000
A middle school presenting conflicting messages to immigrant students

by Grace Stanford — 2000
Discussion Questions On the Reforms at Kousanar and Granite

by Roslyn Mickelson — 1999
The author considers the example of IBM's participation in school reform initiatives in Charlotte, North Carolina, to frame a discussion of the broader issues concerning business involvement in education.

by Barry Gold — 1999
Drawing on a 23-year qualitative study of a single elementary school, the author interprets the pattern of change using the punctuated equilibrium theory of organizational change.

by Hannu Simola — 1998
By examining changes in official Finnish school reform discourse over the past thirty years, the author interprets them as the result of a blend of utopianism and rationalism which generate additional discourse on reform.

by Larry Cuban — 1998
Beginning with the assumption that schools change reforms as much as reforms change schools, this essay argues that the judgement of a reform's success depends heavily on the criteria used to make the judgement.

by Victor Friedman — 1997
This article examines the relationship between the team concept and school practice on the basis of a case study of a team that designed, developed, and implemented an innovative vocational education program within a secondary school.

by Michael Katz, Michelle Fine & Elaine Simon — 1997
A report on five years of observations of Chicago school reform.

by Dorothy Shipps — 1997
An examination of Chicago's governance reforms of the 1990's as one case of corporate influence.

by Julia Wrigley — 1997
Comments on the two preceding articles that examined Chicago's complex school reform efforts. The articles present differing views, with one emphasizing democratic and social issues related to reform and the other highlighting the organization of business leaders into a political force. They also raise questions about power, social movements, and ethnic/racial politics in urban settings.

by Lydia Smith — 1997
Contemporary educational research seems now to bear out the basic notion of the open classroom, namely, that children can and should be taught in the ways they learn best. It is time for another look at “open education.”

by Adam Gamoran — 1997
Two cases of planned curriculum change are examined to illustrate the limits and possibilities of curriculum reform.

by Gene Carter — 1997
Service learning offers a philosophical challenge to traditional ways of thinking about education. By integrating efforts to understand and address the community's needs into the curriculum, we can create a focal point for showing students the connection between school and the real world. As James Beane reminds us, the curriculum must make "sense as a whole; and its parts, whatever they are, are unified and connected by that sense of the whole." Service learning programs challenge participants to make connections between service experiences and academic learning. As students perform a service activity that applies curriculum concepts, they can see how the learning in separate disciplines is in fact interrelated, and how that learning applies to their own lives.

by James Spillane & Nancy Jennings — 1997
An examination of elementary school teachers' responses to their local school district's efforts to press more ambitious ideas about literacy instruction.

by Paul Heckman & Francine Peterman — 1996
This article describes two processes or strategies used in the change efforts for the public school system.

by Ann Lieberman & Maureen Grolnick — 1996
A study of sixteen educational reform networks.

by Hanna Shachar — 1996
This article describes a four-stage working model for implementing cooperative learning and changing patterns of teachers’ organizational behavior in secondary schools. The practical steps to be taken, and the specific topics to be dealt with in each step, are presented in detail.

by Richard Elmore & Susan Fuhrman — 1995
This article examines the evolution of deregulation as a state education policy strategy, from limited waiver programs to charter programs and new accountability systems that include broad deregulation. The article discusses the substantial political and practical barriers to broad deregulation despite the assumption that greater school-level autonomy will lead to improvement.

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