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by Susan H. Fuhrman - 2001

This yearbook has focused on antecedent questions that are being addressed by many current studies and that are easier to answer at this stage in the reform process. Some have to do with the central theory of the reform: Are policies being aligned around standards? Do they embody incentives that motivate schools, teachers, and students to reach the standards? The others have to do with actual changes in practice. Is content and pedagogy changing in the directions sought by reformers? The chapters in this book have mixed answers to these questions. They report progress, but they also report numerous gaps in reform design and challenges in implementation.

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This article originally appeared as NSSE Yearbook Vol 100, No. 2.

Cite This Article as: Teachers College Record Volume 103 Number 8, 2001, p. 263-278
https://www.tcrecord.org ID Number: 18695, Date Accessed: 10/22/2021 2:22:14 PM

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About the Author
  • Susan Fuhrman
    University of Pennsylvania
    E-mail Author
    SUSAN H. FUHRMAN is Dean, and the George and Diane Weiss Professor of Education at the Graduate School of Education, University of Pennsylvania. She also is chair of the management committee of the Consortium for Policy Research in Education.
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